The Day of the Butterfly Essay Example for Free

The Day of the Butterfly Essay Honest, critical but not prejudiced or judgemental: comments about Myra having the smell of fruit or her clothes, which objectively point out her difference from others but does not judge her with contempt Characterisation: -Myra a)Looks awkward (sleepy eyes suggests she is tired or heavy-laden with worry unlike other carefree children; her clothes too big for her suggest she has to take on an adult role when she is too young to do it) b)uncommunicative girl who doesn’t fit in with the rest of the class c)poor (dress too big for her might be because it has been handed down), parents own fruit shop – she smells of ripe fruit. Her future is limited as she will probably have to help her family with the shop d)Immigrant ‘Brown skin’, her language is not American in its style ‘please teacher†¦my brother has wet himself’ e)Has to take on responsibility at a young age and does not have much opportunity to be a child f)Is quite frail and sickly – linked to poverty -Helen a)The narrator whose point of view the reader takes b)a person trying to be friendly to Myra. She is trapped between her sympathy for Myra and the rest of the class – takes the role of an ‘ally’ c) lives in the country (farm girl), also a little insecure – she used to do the same thing as Myra slowing down in case whoever was behind wanted to talk to her -Class a)A microcosm of ‘society’ b)A group that has â€Å"leaders† like Gladys Healey who bully students like Myra and â€Å"force† others, who act as followers to do the same or face similar marginalisation -Gladys Healey a)The class ‘leader’ that the other classmates follow ) She enjoys wealth and is popular because she has access to all good things associated with childhood – quality clothing -Teacher a)significant female adult character trying to help but in fact, may be more a part of the cause – artificiality (birthday party when it is not Myra’s birthday), persuading the class to play with Myra (because she is left out) â€Å"Do you think you would be very happy, if you were left back there? † b)represents the role of adults in social reproduction of class difference Mood: Reflective – which goes with the narrator reflecting on this childhood experience when she is a lot older â€Å"This sound [children playing on the street] made Myra’s future turn shadowy, turn dark. Imagery -symbol of blue butterfly, symbolising freedom

Daniel Webster :: Essays Papers

Daniel Webster Born January 18, 1782, in Salisbury, New Hampshire, Daniel Webster was a central figure in the nation's history. He successfully combined his political and legal career and played a role as lawyer, congressman, orator, secretary of state, leader of two parties, and a presidential candidate. His father, recognizing that his son was more suited for scholastics than for farm life, ensured that Daniel received an education. Webster studied at the Phillips Exeter Academy before enrolling at Dartmouth in 1797. Webster eventually graduated from Dartmouth College in 1801. Webster opened a legal practice in Portsmouth, New Hampshire in1807. Rising quickly as a lawyer and Federalist party leader, Webster was elected in 1812 to the U.S. House of Representatives because of his opposition to the War of 1812, which had crippled New England's shipping trade. After two more terms in the House, Webster left Congress in 1816 and moved to Boston. Over the next six years, he won major constitutiona l cases before the Supreme Court most notably, Dartmouth College Vs. Woodward, Gibbons Vs Ogden, and McCulloch Vs. Maryland, establishing himself as the nation's leading lawyer and an outstand outstanding orator. In 1823, Webster was returned to Congress from Boston, and in 1827 he was elected senator from Massachusetts. New circumstances enabled Webster to become a champion of American nationalism. With the Federalist party dead, he joined the National Republican party, allying himself with Westerner Henry CLAY and endorsing federal aid for roads in the West. In 1828, the dominant economic interests of Massachusetts having shifted from shipping to manufacturing, Webster backed the high-tariff bill of that year. Angry Southern leaders condemned the tariff, and South Carolina's John C. CALHOUN argued that his state had the right to nullify the law. Replying to South Carolina's Robert HAYNE in a Senate debate in 1830, Webster triumphantly defended the Union. His words "Liberty and Union, now and forever, one and inseparable!" won wide acclaim. Webster and President Andrew Jackson joined forces in 1833 to suppress South Carolina's attempt to nullify the tariff. But Webster and other opponents of Jackson--now known as Whigs (see WHIG PARTY, United States)--battled him on other issues, including his attack on the National Bank. Webster ran for the presidency in 1836 as one of three Whig party candidates but carried only Massachusetts. For the remainder of his career he aspired vainly to the presidency.

Article Reflection

In the article it goes over five steps to introduce vocabulary and to teach/ instruct it in a way that will actually resonate with the students. The 5 steps can be compared to the drill and kill method often used with vocabulary terms, which is useful sometimes, but the lasting knowledge is not as well remembered. The first step, key characteristics of vocabulary instruction, deal with multiple exposures, freeloading key vocabulary, and nonlinguistic representations, which we do in class through the use of brain pops, pictures rain during notes, and posters created in class about specific topics.Step two, is using those tier 3 words that are specific to our content with the mixture of tier 2 and tier 1 vocal. Step three, is a print rich environment where students have their work on the walls representing terms learned as well as posters or chances to write/read. Step four is building on vocabulary strategies or, to put in simple terms, routine of studying vocal. Step five is having d igital tools to support the previous steps. I have put these strategies o use in my class with a very good response from my students.Overall they seem to be able to manipulate the terms and then reuse them in the proper way, but also using the term outside of the context learned. I consider this very good because most of the time students will simply use the examples giving in class; which is more memorization than actual retention and comprehension. Below I show you how used each step in class: Step 1: Exposing students to vocabulary in multiple ways such as: flash cards ‘posters created/stories/videos/did gramsStep 2: In notes and explanations I use terms like infer, identity#y', resolve, and other terms that can be used in other areas, but we partner them with tier 3 words that are specific to science. I have heard the students use words in multiple classes that we have studied in my class as well as others. For example they use infer a lot in both social studies and scienc e. Step 3: Student have created their own print rich environment through creating posters, writing stories, giving explanation essays, and creating diagrams.Step 4: Students have learned what to expect when it comes to learning about new vocabulary in class. Typically it will be introduced in their notes along with a picture or demonstration so we may refer back to it. Then students will usually get some kind of worksheet that emphasizes the terms. Followed by hands on activity where they actually must apply those terms and manipulate. Final step is usually creating flashcards or simply answer vocabulary terms.

Steven Hawking s Theory Of The Soul - 1474 Words

Even Neil deGrasse Tyson said that he puts the odds at 50, 50 † probability that we are â€Å"on someone else’s hard drive.†(Scientific America online) Where is the â€Å"Form† in this scenario? Plato’s abstract ideas of the Form of the soul are said to be unchanging. Steven Hawking’s theory to explain quantum mechanics and its paradoxes, deduced that all information is lost as it enters a black hole. How do people come up with these concepts? But there is a theory from Leonard Susskind called the Hologram Theory which has been used to help explain what happens to matter as it goes through the black hole, where information is not lost because knowledge can be in two places at the same time. Could this mean that form is out there along with its copy? Earthly forms will not remain the same, Earth will dye, the Sun will collapse, our universe will be swallowed by another and eventually we will perish. No matter what world we live on not even an abstract idea can continue to exist. Or can it? If we stop thinking of that form does it become nullified and cease to exist? With the allegory of the cave Socrates is assuming that what we see in the light and what we see in the dark, like that of a color is changing when we walk out of the cave. However, now that scientists know it is not the color that changes, but the wavelength we see the color in our brains not from our eyes. The Form would not change colors in our eyes only the light would change. I can imagine that was not a concept inShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesand permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturersRead MoreMarketing Mistakes and Successes175322 Words   |  702 PagesUniversity of Minnesota and George Washington University. His MBA and Ph.D. are from the University of Minnesota, with a BBA from Drake University. Before coming into academia, he spent thirteen years in retailing with the predecessor of Kmart (S. S. Kresge), JCPenney, and Dayton-Hudson and its Target subsidiary. He held positions in store management, central buying, and merchandise management. His first textbook, Marketing: Management and Social Change, was published in 1972. It was ahead