Perrines Literature Structure, Sound, Sense 11th Ed. (Short Stories) Essay Example

Perrines Literature Structure, Sound, Sense 11th Ed. (Short Stories) Paper Commercial Fiction Fiction intended solely to entertain. Literary Fiction Written with serious artistic intentions with hopes to broaden, deepen, and sharpen the readers awareness of life. Plot Sequence of incidents or events through which an author constructs a story. Conflict A clash of actions, ideas, desires, or wills. Protagonist The central character in a conflict. Antagonist Any force arranged against the protagonist. Suspense The quality in a story that makes readers ask Whats going to happen next? or How will this turn out? Mystery An unusual set of circumstances for which the reader craves an explanation. Dilema A position in which the protagonist must choose between two courses of action, both undesirable. Surprise Ending An ending that features a sudden, unexpected turn or twist. Happy Ending A happy ending. Unhappy Ending An unhappy Ending. Indeterminate Ending An ending in which no definitive conclusion is reached. Artistic Unity Everything is relevant and contributes to the meaning. Plot Manipulation A plot that is unjustified by the situation or characters. Relies too heavily on chance. Also known as Deux Ex Machina. Deux Ex Machina Latin for god from machine. See: Plot Manipulation. Chance The occurrence of an event that has no apparent cause in previous events or in predisposition of character. Coincidence Is the chance occurrence of two events that may have a peculiar correspondence. Characterization For literary fiction writers, the most important element of their art. Direct Presentation Characters are described straight out by exposition or analysis or by another character. Indirect Presentation The characters are described through their actions. Motivation Where characters words and actions spring from Flat Character Usually have one or two predominant traits; they can be summed up in a sentence or two. Round Character Complex and many sided; they have the three-dimensional quality of real people. Stock Character Stereotyped figures who have recurred so often in fiction that we recognize them at once. Static Character Remains essentially the same person from the beginning to the end of the story. Developing Character There is distinct change of character, personality, or outlook. Epiphany A moment of spiritual insight into life or into the characters own circumstances. Theme Is the controlling idea or its central insight. The unifying generalization about life stated or implied by the story. Point of View Who tells the story. Omniscient Point of View The story is told in the third person by a narrator whose knowledge and prerogatives are unlimited. Third Person Limited Point of View The story is told in the third person, but from the viewpoint of one character in the story. First Person Point of View The author disappears into one of the characters, who tells the story in the first person. Objective Point of View The narrator disappears into a kind of roving sound camera. Literary Symbol Something that means more than what it suggests on the surface. Allegory A story that has a second meaning beneath the surface, endowing a cluster of characters, objects, or events with added significance; often the pattern relates each literal item to a corresponding abstract idea or moral principle. Fantasy Transcends the bounds of known reality. Sarcasm Is simply language one person uses to belittle or ridicule another. Verbal Irony Is a figure of speech in which the speaker says the opposite of what he or she intends to say. Dramatic Irony The contrast between what a character says or thinks and what the reader knows to be true. Irony of Situation Usually the most important kind for the fiction writer, the discrepancy is between appearance and reality, or between expectation and fulfillment, or between what is and what would seem appropriate. Sentimentality Stories that try to elicit easy or unearned emotional responses. Editorialize Comment on the story and, in a manner, instruct us how to feel. Poeticize Use an immoderately heightened and distended language to accomplish their effects.

The conquest of ireland essays

The conquest of ireland essays ENGLISH IMPERAIALISM UNDER HENRY II In 1155 Pope Adrian IV issued a significant bull that changed the history of Ireland and England forever. The papal bull issued gave Henry II, King of England (1154-1189), the right to conquer Ireland . Ireland has gained and lost as a result of English rule. It was rewarded with a stronger Church and a more centralized government. It lost some of its cultural values and customs, as well as its own system government for example; its clan-based hierarchy was removed. Henry IIs control of Ireland was not solely based on the word of Adrian IV, there were a number of nobles who made it possible. One of the most important was Dermot MacMurrough, the king of Linster (an Irish city-state). Linster held in its bounds the main port city between Ireland and England. Being the King of Linster MacMurrough had control over trade and all other maritime activities of Ireland while he was king. Because of their close proximity, trade, and other maritime activity MacMurrough and Henry II developed a close relationship . Shortly after Adrian IV issued the bull, MacMurrough went to Henry II asking for help because he had been banished from Ireland his other Irish nobles. Henry II saw the weak Irish government and the internal quarrels that it created as an opportunity to act on the bull issued to him and agreed to help MacMurrough. Henry II wrote a letter to MacMurrough upon hearing his request for assistance; it is the best evidence of such sentiment. "Henry, king of England, duke of Normandy and Aquitaine, and count of Anjou, to all his liegemen, English, Normans, Welsh, and Scots, and to all other nations subject to his dominion, Sendeth, greeting, Whensoever these our letters shall come unto you, know ye that we have received Dermitius [Dermot], prince of Leinster, unto our grace and favor, -Wherefore, whosoever within the bounds of our territories shall be willing to give him aid, as...

Brief Outline Of The Problem

Brief Outline Of The Problem 1. Introduction: 1.1 Background: In today’s world of business, information is considered as wealth. The more an organization knows about a particular course of action, the better it is equipped to get on such a pursuit and almost certainly yield success. Information is an empowering advantage that enables an organization to optimize and maximize itself and at the same time move towards their goals and missions. It allows contact with other organizations whether in a competitive or alliance stance (Claudia Klausegger et all. 2007). Managing all the information is the critical function of any organization and needs to be efficiently managed, otherwise it will lead to â€Å"information overload†, which then will contribute to inefficiencies, rising costs, and hinders in business success (Varian, Hal R, 2000). Information is gathered around the key functions of management such as planning, organizing, staffing, controlling and communicating. Among these functions, MIS is c loser to the controlling function as it provides feedback on organizational performance and helps in monitoring. Information management provides a practical insight into the techniques used in assessing the impact of information technology in a business. It uses technology for collecting, processing and considering information with a goal of efficient management (Gordon B. Davis, 2003). Information and communication systems address the absolute need for effective use of information and communication technologies in monitoring and acquiring data, computer-based modelling, and decision support and knowledge-based systems. 1.2 Brief outline of the problem: There so many new technologies out there in so many ways that one may now feel an overload of information, hence, achieving a diminishing marginal utility status in our brains. We have now therefore a need to organize and reorganize these pieces of information constantly as to be able to keep track of which of them are valuable to us and which ones are not. 1.3 Approach and Methodology: All the above will be achieved through desk research or secondary research, the use of recommended materials and lecture notes, internet and related industries. 2 Analyses: 2.1 The glut of information: Attention is undoubtedly one of the most scarce resources around the globe in both public and private sector organizations and increasingly so. There is load of information all around us, on our hard drives, our organizations’ databases, the Internet, printed documents, commercial publications, emails, subscription-based services yet we’re frustrated when trying to locate and use it (Kevin A. Miller, 2004). Organisations are being turned inflexible due to excessive growth or mismanagement of information – this state of overloaded information is called ‘the information glut’. Constant introduction of the information and communication systems does not make the situation any better; in fact it is lay ered over existing systems thus significantly increasing the information load. Therefore, planning and co-ordination of information and communication become of supreme importance to business success (Guus Pijpers, 2010). 2.2 Dearth of attention: Attention involves understanding how to work within an overabundance â€Å"information competition†, whether interfacing with customer, co-workers, or our own priority list. Leaders of organization, for example, must manage attention on several levels. They must direct their own attention to particular project and information, they must focus the attention of their employee on the most profitable activities, and they must attend to the most important buyers, suppliers, and other stakeholders. If the organization is to achieve its goal effectively, the need of managing its information is of critical importance (Iselin, E. R. 1999). The over increasing amount of digital information should not be viewed as a simple data resource or stora ge burden. Rather, it is an asset which holds an organization together. With the right approach, information growth can stimulate growth in the business. Without it, information can be a burden that contributes inefficiencies and rising costs, hinders growth and stiles innovation (Hanka, 2000).

Some people read these stories as literature. Some people read these Essay

Some people read these stories as literature. Some people read these stories as Jewish literature. Whats the difference - Essay Example In her book, Elisa Albert makes it clear that she is an aspiring writer writing on Jewish themes, which is how she described herself after being asked by agents (179). This instantly creates a picture of a Jewish-themed literature being read by the reader. Her later references to women attending shiva, which is a Jewish period of mourning, establishes her essentially Jewish subject matter of her books. Even Roth makes several references to Jewish concepts and terms which conjure up an image of a perceived Jewish novel (139). In the chapter, The Conversion of the Jews, the Jewish and the Christian contradictions in the status of Jesus is highlighted when Ozzie points out that Jesus was not God (Roth, 140). So, at several points in the two books, the readers are reminded of the Jewish essence in the themes. Albert particularly points out her identity as an aspiring writer that too, essentially a Jewish writer writing on Jewish American novels centering her attention at women. This demonstrates the inseparable nature of her Jewish literary identity with her writing career. The references to Judaism are plenty and it is evident that Albert considers her style of writing as essentially Jewish. However, apart from the Jewish theme, Roth does not talk about his writings as a Jewish author although his work reflects a marked tinge of Judaism. Albert talks about her debut novel to Roth highlighting its great ideas. Albert can be observed to be speaking with great enthusiasm about her debut novel which supposedly has great ideas but which ironically is still finding a home. It is amusing to see how Albert’s â€Å"great† novel has yet to be published (179). Also, her concept of â€Å"Great American Jewish Novel† ironically presents a satirical account of women in the light of Jewish traditional contexts. Although Albert would openly embrace the fact that she is a Jewish literature

Globalisation Causes Poverty Research Paper Example | Topics and Well Written Essays - 2000 words

Globalisation Causes Poverty - Research Paper Example There is a continuous discourse on the fight against poverty of international financial organizations and there are political elements in this debate, as well. Arguments against Poverty caused by Globalization According to Basu (2006) globalization and poverty are two different concepts. Globalization has almost become an indefinable term due to its ubiquity while the world poverty is a reality, the real causes of which are still hidden in large part. Basu (2006) argues that poverty does not come from globalization. Globalization only increases the degree of integration between countries. The policies adopted by governments of these countries causes poverty. Collier and Dollar (2002) supports the view by pointing out that European Union is also a form of globalization, which has not increased incidences of poverty among member countries, rather decreased it. According to Collier and Dollar (2002), it is agreed by economists that governments must eliminate barriers to free trade and o vercome protectionism of the past. The real cause of poverty within the third world countries is above all the overpopulation phenomena (Collier and Dollar, 2002). Collier and Dollar (2002) argues that causation of poverty is the fact that contraceptive devices are denied to the masses in these countries. Rather than holding globalization accountable, funds in these countries should primarily be used to create family planning centers to enable these people to have only maximum two children as is the case in Western countries (Cline, 2010).  According to Cline (2010), barring globalization or resorting to philanthropy cannot solve this problem of poverty in third-world countries. The other phenomenon which has... According to Basu (2006), globalization and poverty are two different concepts. Globalization has almost become an indefinable term due to its ubiquity while the world poverty is a reality, the real causes of which are still hidden in large part. Basu (2006) argues that poverty does not come from globalization. Globalization only increases the degree of integration between countries. The policies adopted by governments of these countries causes poverty. Collier and Dollar (2002) supports the view by pointing out that the European Union is also a form of globalization, which has not increased incidences of poverty among member countries, rather decreased it. According to Collier and Dollar (2002), it is agreed by economists that governments must eliminate barriers to free trade and overcome protectionism of the past. The real cause of poverty within the third world countries is above all the overpopulation phenomena (Collier and Dollar, 2002). Collier and Dollar (2002) argues that causation of poverty is the fact that contraceptive devices are denied to the masses in these countries. Rather than holding globalization accountable, funds in these countries should primarily be used to create family planning centers to enable these people to have only maximum two children as is the case in Western countries. According to Cline, barring globalization or resorting to philanthropy cannot solve this problem of poverty in third-world countries. The other phenomenon which has increased with the globalization is world population.

Essay --

â€Å"Jack was safe from all shame or self consciousness, behind the mask of his paint† (Golding-125). In the book Lord Of The Flies, The symbols of the Conch, and Piggies Glasses represent order, logic, and civilisation within the microcosm of the island the kids are stuck on. But these two symbols, which are at first powerful motifs, are later on overruled by the evil within all of them. This evil is is triggered by the face paint they wear. What at first is a game turns into a type of camouflage cover, releasing the boys from all shame, allowing them to become savages. They are hidden from the values of society and give in to their state of nature selfs. I observed that in the beginning, the conch holds the ultimate power on the island. It dictates what has to be done, and allows Ralph to have control over the rest of kids simulating a mini society. This is displayed when Ralph is elected as chief: †Him with the shell." "Ralph! Ralph!" "Let him be chief with the trumpet thing† (Golding page___). This quote shows how the kids think that the power comes from the conch, and is a sign of protection, order, and leadership. The Conch also illustrates order because you must have the Conch to Speak in an assembly or meeting similar to the rules in class. This is shown when Ralph explains the rules of the group after being elected: †We can't have everybody talking at once. We'll have to have 'hands up' like at school." (Golding___). The â€Å"like at school† suggests the kids are trying to replicate society and keep order. In spite of this, the Conch starts to lose this power later on in the book. This can be seen when Jack dismisses the power of the conch: â€Å"Conch! Conch! We don’t need the conch any more. We know who ought to say things." (Go... ...of wisdom, he was set apart due to his glasses, and bullied. Ralph was a good leader, his power came from the conch and his broad, attractive appearance. The kids should have let it stay that way. But Jack came in, he introduced the face paint mask, releasing the beast within all of them, and causing them to all turn into savages, free of guilt. The symbols of order in the book are overpowered by human nature and the lack of authority. We learn that society is held together by symbols of power. The book teaches you that every human has the ability to be a savage and that evil is only controlled by the rules of society. Once rules are gone, anarchy breaks out and the evil or beast within us comes free. Civilised behaviour is fake, left on their own humans are violent. The world is a cruel place and that the only person you can really count on , and trust is yourself.

Observing a Math Lesson Essay

A standard in mathematics provides, at the very least, is a baseline or outline to loosely adhere to during the school year. They are at the most though, designed to curricular goals and guidance for the math curriculum (Ferrini-Mundy, 2000). The direction of the future of math standards is equally important. The NCTM is focusing on having every state adhere to the same standards. Traditional teaching and learning is now taking a backseat to an updated common-core driven era because the old ways are dated for the dynamic of today’s classroom. The big difference between a baseline and goal is the minimum requirement and the maximum success rate you are aiming for as a teacher. Just having standards in a classroom and pushing through each lesson to achieve the notion that you made it through each standard produce a sub-par learning experience. There should be goals, not just for getting through standards, but an actual standard of learning each standard. A certain percentage of students should be able to demonstrate a mediocre to high capability of quality work for each standard. Formative and summative assessments could be used to analyze when it is time to move to the next standard. The separation of standards by state requirements show a difference in in the challenge the standards uphold from state-to-state (GreatSchools). After the NCLB Act of 2002, states were held accountable for the test scores, and even more than scores, the progress of their students. States submit their standards and questions for approval. There was a gap however in the quality of questions from each state. The NCTM is trying to find a happy medium for this. Forty-nine states now have adapted or at least begin implementing the new subject matter standards in mathematics (Ferrini-Mundy, 2000). Classrooms are no longer made of just high and low learners. Classrooms incorporate such a vast and diverse dynamic that not only includes a plethora of students that require differentiated lessons, but also consist of students who learn in all seven styles (Burton, 2010).  Being able to transcend information above just delivering it to each student can prove to be challenging. The goal would be to not just deliver, but have students receive, comprehend and apply. Constructivist style teaching and learning offers a gateway to the success of this. Students understand even subconsciously how they learn. Taking an active role in their own learning and mathematical discovery is key to their lifetime learning journey. Peer problem solving, dynamic small group teaching and think pair share offer an engaging premise for this learner’s accountability (Burton, 2010). This however does not mean every aspect of teaching from previous generations is lost. If it is not broke, don’t fix it applies to anything that was successful from all previous teaching methods throughout time. Traditional teaching methods are ideal for basic levels of learning. This is evident when basic information needs to be construed to the students. How to do addition and subtraction type concepts do not require constructivist style learning. Both styles of teaching provide huge upside but also are handcuffed by cons if used exclusively in the class. Constructivist math programs leave low-achieving students behind. Traditional programs may be tedious to high-achieving students (McDonell, 2008). A combination of both should be used for the greatest success. Lesson The objectives of the lesson I observed was to establish two different ways to find the area of triangles. This lesson was used as a base for eventually teaching composite figures and finding not only the area of them, but also the volume. The lessons incorporated problem solving and word problems, heightening the effectiveness of the lesson. The teacher placed the students in group settings. Within each group, students were given two separate problems. After the completion of each problem they discussed how the performed the work and came to find the answer. Once they all agreed on the answer and explanation, they groups were all shifted to a new table which held a new set of questions to solve and discuss. The standards used from the NCTM fall under the measurement and the process categories. It covers a majority of the two standards because of the variety of strategies used in the lessons. Below is all of the strategies used that were pulled from the NCTM website (NCTM, 2014). Measurements Grades 6–8 Expectations: In grades 6–8 all students should– understand both metric and customary systems of measurement; understand relationships among units and convert from one unit to another within the same system; understand, select, and use units of appropriate size and type to measure angles, perimeter, area, surface area, and volume. Process Standards Problem Solving Instructional programs from prekindergarten through grade 12 should enable all students to— Build new mathematical knowledge through problem solving Solve problems that arise in mathematics and in other contexts Apply and adapt a variety of appropriate strategies to solve problems Monitor and reflect on the process of mathematical problem solving Reasoning and Proof Instructional programs from prekindergarten through grade 12 should enable all students to— Recognize reasoning and proof as fundamental aspects of mathematics Make and investigate mathematical conjectures Develop and evaluate mathematical arguments and proofs Select and use various types of reasoning and methods of proof Communication Instructional programs from prekindergarten through grade 12 should enable all students to— Organize and consolidate their mathematical thinking through communication Communicate their mathematical thinking coherently and clearly to peers, teachers, and others Analyze and evaluate the mathematical thinking and strategies of others; Use the language of mathematics to express mathematical ideas precisely. Connections Instructional programs from prekindergarten through grade 12 should enable all students to— Recognize and use connections among mathematical ideas Understand how mathematical ideas interconnect and build on one another to produce a coherent whole Recognize and apply mathematics in contexts outside of mathematics Representation Instructional programs from prekindergarten through grade 12 should enable  all students to— Create and use representations to organize, record, and communicate mathematical ideas Select, apply, and translate among mathematical representations to solve problems Use representations to model and interpret physical, social, and mathematical phenomena Standards in mathematics are important because it allows maximum learning. Being able to produce a lesson and then compare the standards allows educators to revamp or add to their lesson plans and implement more then they initially intended. A lesson can be drawn up and leave out simple elements that if added increase learning and meaning. The enhancement of the lesson will lead to a better success rate for the future lessons this one was meant to be a baseline for. A deeper understanding and comprehension of the area of a triangle makes the transition to composite shapes much easier to address. The methods used for this lesson were ideal. Strategies used were group work and a think-pair-share approach to explaining their conclusion of how they came to their answers we very effective. Although the text does not say, whole brain teaching and modeling methods were used for the first half of the lesson. Demonstration effective learning is important in this particular class because the c lass includes students who fundamentally have problems with simple multiplication even though it is 6th grade. Because of this, she also has to differentiate her instruction. This was done by not only making appropriate group dynamics but also giving low students’ multiplication charts so that they may solve the work on their own. This was not counterintuitive at all because the purpose was to understand solving for area. The school is low economic status, and technology is scarce. Technology was not used but could have been at basic levels. It could have been used to submit their work, to include their explanations. This would provide a means for accountability. It could have also been used for interactive websites intended for solving area. Technology was not used, but manipulatives were. Each problem consisted of its own cut out to measure. One of the changes I would have made to this lesson would be to allow students to measure something around the classroom. I noticed quite a few triangular shapes in her class to include an awesome Avengers kite. Assessments of the lesson included exit cards for that day  and when the section of the lessons was concluded, multiple tests were taken. The teacher used all of these assessments to her advantage. She addressed necessary review time because of them, making the overall lesson an absolute success. Other than allowing students free reign at the end I wou ld not change anything about this lesson. This will be yet another lesson I steal and use for my own classroom. Resources Burton, M. (2010). Five Strategies for Creating Meaningful Mathematics Experiences in the Primary Years. YC: Young Children, 65(6), 92-96. Ferrini-Mundy, J. (2000). Principles and standards for school mathematics: A guide for mathematician. Notices of AMS, 47(8), 868-876. Retrieved from http://www.ams.org/notices/200008/comm-ferrini.pdf GreatSchools Staff (n.d.). State standardized test scores: Issues to consider. Retrieved from http://www.greatschools.org/students/academic-skills/626-state-standardized-test-scores- issues-to-consider.gs Lee Yuen, L. (2010). The Use of Constructivist Teaching Practices by Four New Secondary School Science Teachers: A Comparison of New Teachers and Experienced Constructivist Teachers. Science Educator, 19(2), 10-21. McDonell, J. (2008). Constructivist versus traditional math programs: How do we best meet the educational needs of our students?. (Master’s thesis, Carroll University). Retrieved from http://content-dm.carrollu.edu/cdm/singleitem/collection/edthesis/id/2/rec/14 NCTM. (2014). thstandards and expectations. Retrieved from http://www.nctm.org/standards/content.aspx?id=4294967312 Winstone, N., & Millward, L. (2012). The Value of Peers and Support from Scaffolding: Applying Constructivist Principles to the Teaching of Psychology. Psychology Teaching Review, 18(2), 59-67.