...traditional image of war-tales and myths. For Japanese culture, the men who are regarded as one of the three types of heroes in Paul Varley’s book, Warriors of Japan: As Portrayed in the War Tales, have proven to be much more than the subject of a bedtime story, but rather a national treasure in which Japanese culture and wisdom is portray through. It is the victories, and failures of these heroes that teach the world of Japanese traditions and honor. However, these men were not created for the education of the world, but rather for the centuries of Japanese people whom these figures represent. Warrior tales of Minamoto no Tametomo, Minamoto no Yoshitomo, Minamoto no Yoshinaka, and Minamoto no Yoshitsune have a greater purpose than to provide entertainment to the people of Japan, these men provide a Japanese education on personality, values, morals, and Japanese customs. The three types of heroes that Varley examines in his book differ from each other slightly, but contribute greatly to the history of Japan in an exciting narrative of the honor and customs of the ancient Japanese warrior. The greatest loser-hero in Hōgen Monogatari is Minamoto no Tametomo (Varley, 56). A real life Japanese warrior, Minatomo was contributed with a number of attributes that are believed to have been not true in the effort to immortalize him as a warrior. Said to have stood two feet taller than the normal Japanese man, and endowed with a left arm six inches longer than the other – making his ability...
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...INTRODUCTION Purpose/Justification Problems related to reading comprehension have been besetting both private and public educational institutions all over the country. In the Philippine setting evidences revealed that 2009, 2010 and 2011 NAT results exemplified that the second year students struggled much on reading comprehension as shown by the three mean percentage scores in English subject. In particular, the mean percentage scores of Macario B. Asistio Sr. High School—Unit I for the school years 2008-2009; 2009-2010 and 2010-2011 are 43.11, 36.57 and 36.60 respectively (Department of Educational Testing and Research Center, 2009; 2010; 2011). Likewise, comprehension related studies conducted locally have verified and supported that the students showed difficulty in reading comprehension (Columna, 2013; Ayles, 2009 and Dela Cruz, 2004). In a study conducted by Columna (2013), results revealed that the students were struggling to comprehended texts in their L2 with majority of them fall under instructional level and a significant of them fall under frustration level. In the same manner, Dela Cruz (2004) found that the students in the secondary level have difficulties in reading materials in the content areas especially in Mathematics and Science. The researcher posits that these comprehension problems have rooted from the questioning pedagogical strategy employed by the teachers. Chin (2002) found that questions, particularly those asked in response to wonderment, stimulate...
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...Comparison of Research Designs Capella University Comparison of Research Designs Template The following seven tables are part of a template that will guide you through the comparison of research designs assignment. The tables include: • Descriptions of basic research designs. • Types of basic research designs. • Main characteristics. • Followed steps. • Appropriate usage. • Purpose statement and sample questions. • Associated research paradigms. This template directs you to portions of the course text, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (Creswell, 2008). Each table includes chapter numbers and page numbers to guide you to the most relevant sections of the text book. Reference Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4rd ed.). Upper Saddle River, NJ: Prentice Hall. Descriptions of Basic Research Designs Develop an original and concise description of each research design. The appropriate sections of the Creswell text are listed to guide you; however, the end product should be your own paraphrase. Each description should be about one to three sentences in length. The first part of the chart has been completed for you as an example of how to proceed. You can leave it in the first cell and consider it to be part of your assignment...
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...is being neglected and her only safe place is school and she loves it. The other little girl in Edward P. Jones story her mother takes care of her and makes sure she gets to school and has everything she needs for the first day. Where these two are the same is that they are both black, they both go to school and they both love it. “The Sanctuary of School” is Lynda Barry’s narrative essay about her experience as a neglected child and how she learned to use art to cope with her situation. In her essay Barry describes a memory of being a seven-year-old child of parents who focus their attention on finances instead of her and her brother. Barry writes about an occasion when she leaves her house in the early morning hours and finds herself at her school’s playground. She is found by the school janitor, who allows her to assist him as he does his duties to prepare the classrooms. Soon after she greeted by the school secretary and a teacher who both wave at her. When her teacher, Mrs. LeSane, arrives she runs toward her in tears of relief. Mrs. LaSane asks Barry to carry her purse, which Barry feels to be an honor. It is here that Barry finds her security in art, drawing a house with a blue sky and sun in the corner and flowers. Barry learns to use this skill to help deal with her home life, describing it as a “life preserver.” “The First day”, by Edward P. Jones is about a five year old girl and her mom who went to apply for a school. The first school they didn’t get her because...
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...Sherae Bonner History 231 Honor Sachs November 1, 2015 Fredrick Douglass The Narrative of Fredrick Douglass focuses on the harsh reality of slavery in the southern United States and the push for the abolishment of slavery as whole. Fredrick Douglass discredits the slave owners’ account on slavery by going into great detail about his life as slave and the cruel realities that many slaves, including himself, faced on the plantations. Fredrick takes us through each of his slave masters and tells about each one in great detail and described them as good or bad. This book has a significant amount of historical importance because Fredrick Douglass gives his firsthand account on his life as a slave and his push for freedom. Secondly, his autobiography...
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...Although a little over a century apart, Frederick Douglass and Barack Obama shared a passion for change and the betterment of all people that remain unswayed, even today. Many trials and tribulations they’ve encountered but through faith and strong beliefs, these two men kept themselves together and helped run a nation. The pair came from backgrounds deviating in some matters but correspondent in others. Backgrounds that could have made them lose faith and give up or not even try, were definitely apart of their past. However, due to their incredible minds and attentive grasps on life these two men made very remarkable changes in this nation for many people. “It is not light that we need, but fire; it is not the gentle shower, but thunder. We need the storm, the whirlwind, and the earthquake.” -Frederick Douglass Even though this was said later on in his life, evidence of these beliefs raised their head early on in his life as a child. Douglass chose to be his own fire and find ways to learn to read. His thirst for knowledge began when his Master’s started teaching him. After she was forbidden to teach him any longer, he did not give up. Douglass decided he still wanted to learn to read, so he developed some tricks. He used bread to get poor little white boys, who didn’t have much, to teach him a thing or two in reading. He also used tricks like telling the white boys that he knew something they didn’t and when they would try and out beat him by showing him something...
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...‘History of the Peloponnesian War’. The Sicilian Expedition is not so different from the United States and Russia fighting in far places like Vietnam and Korea. These current countries quarreled outside their own borders, in search for more power without the destruction on their own land. The Funeral Oration by Pericles demonstrates how speech can be used as a tool of politics and statecraft when filled with heaps of honor on the dead and include defense of democracy, much like the narratives we see nowadays given to soldier fighting abroad for ‘democracy’. People’s ability to connect this ancient history to today’s events fulfills Thucydides purpose, which was to write an account of the event of the late fifth century, which would then serve as a ‘possession for all time’. It is because of this that Thucydides’ realism and history had an everlasting influence on present-day political scientists understanding of international relations. It is well known that history has a tendency to repeat itself, Thucydides account do not just record past events, but they provide an education in the realities of power and human relations. As he says “this history may no not be the most delightful to hear, since there is no mythology in it. But those who want to look into the truth of what was done in the past – which, given the human condition, will recur in the future” (Thucydides i.22 pg. 13). Throughout this essay a comparison will be made of the events that took place during the Peloponnesian War...
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...Men In Nervous Conditions: An Ignored Matter The men of Zimbabwe struggled to assert the independence of their people against political, cultural and religious colonial pressure (Vembe), but reduced women to silent supporters (Stone 113). This dynamic still holds true on the literary front, where male writers of Zimbabwe, and Africa in general, present to the west male-centered, idealized pictures of traditional women and culture. Women, however, uncertain that men will revalue them, concern themselves with the pressures within the culture (McLeod). For this reason, the men of Africa generally discourage female authors from revealing their gritty perspectives. Further, E. Kim Stone writes, “Under colonialism, female storytellers were excluded from the few powerful positions the British system of colonization allowed in Rhodesia,” suggesting the traditional place of women as storytellers, somewhat ironically, was also suppressed by the colonizers. Only women are interested in revealing the internal pressures of postcolonial Zimbabwe. But these hidden pressures are just the ones that cause the “nervous conditions” in the book titled as such. A female character narrates this text about women, bearing to light women's struggles to be themselves within a constraining environment. But even as critics revel in this rare, realistic portrayal of Zimbabwean women, they seldom explore the significance of Tsitsi Dangarembga's representation of men, too often passing them off as flat characters...
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...run away and join a naval ship as a privateer if he was not allowed to join. His first tour of duty ended In December 1776, and he returned home just prior to the Battles of Trenton and Princeton. Martin was born in Becket, Massachusetts on November 21, 1760 to the Reverend Ebenezer Martin and Susannah Plumb. At the age of seven, he was sent to live with his grandparents in Milford, Connecticut. When he was 15, in 1775, he was eager to join the war effort following the Battles of Lexington and Concord. He served with the 17th Continental Regiment, also known as the 8th Connecticut Regiment under the command of General James Varnum. Because his family was well-to-do (his father studied at Yale), Martin was able to receive a well rounded education, including reading and writing. He married Lucy Clewley born 1776 in 1794 and had five children, Joseph (born 1799, Nathan and Thomas (twins, born 1803), James Sullivan born 1810 and Susan born 1812. Martin participated in such notable engagements as the Battle of Brooklyn, the Battle of White Plains, the siege on Fort Mifflin and the Battle of Monmouth. Over the years, he was known locally for being a farmer, selectman, Justice of the Peace and Town Clerk (the last position being held for over 25 years. When Martin was discharged from duty when the Continental Army disbanded in October 1783, he taught in New York...
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...University of North Carolina at Pembroke English and Theatre DEPARTMENT COURSE: ENG 2100: African American Literature Fall 2014 INSTRUCTOR: Dr. Charles Tita OFFICE: West Building, Office of Distance Education OFFICE HOURS: Monday 4-6 and Tuesday/Thursday 10:30-12 OFFICE PHONE: 521 6352 FAX: 910 521 6762 EMAIL ADDRESS: charles.tita@uncp.edu LECTURE TIME: Tuesday/Thursday 2-3:15pm LOCATION: DIAL 147 REQUIRED TEXT Gates Jr., Henry Louis, and Nellie Y. McKay, eds. The Norton Anthology of African American Literature. New York: W.W. Norton and Company, 2004. OPTIONAL REFERENCES Locke, Alain, ed. The New Negro. New York: Atheneum, 1968. hooks, bell. Teaching to Trangress: Education as the Practice of Freedom. New York: Routledge, 1994. Harrold, Stanley. American Abolitionists. New York: Pearson Education, 2001. Youngs, J. William T. American Realities: Historical Episodes-From First Settlements to the Civil War. New York: Longman, 2000. Fanon, Frantz. The Wretched of the Earth. New York: Grove Press, 1963. COURSE DESCRIPTION: A survey of African American literature, introducing students to genres, trends, and major periods of African American literature, ranging from the 17th-, 18th- and 19th- century autobiographies and narratives to 20tth –century works. Authors include: Jupiter Hammon, Briton Hammon, Sojourner Truth, Nat Turner, Claude McKay, Zora Neale Hurston, Sterling Brown, Richard Wright, Lorraine Hansberry, Amiri Baraka, Toni Morrison...
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...'You Just Get Blocked'. Teenage Drinkers: Reckless Rebellion or Responsible Reproduction? Authors: Johnson, Peter1 p.johnson@qub.ac.uk Source: Children & Society. Sep2011, Vol. 25 Issue 5, p394-405. 12p. Document Type: Article Subject Terms: *ALCOHOLISM -- Psychological aspects *ALCOHOLISM -- Risk factors *ATTITUDE (Psychology) *CULTURE *FOCUS groups *SOCIOLOGY *STEREOTYPES (Social psychology) *AFFINITY groups *NARRATIVES *ADOLESCENCE Geographic Terms: GREAT Britain Author-Supplied Keywords: adolescence alcohol childhood children's culture youth Abstract: The purpose of this study is to challenge the discourse that underage drinking is inevitably 'deviant'. Rather than imposing an adults lens, the article draws upon focus-group interviews with 14-15 year olds. The meaningful role of drinking is explored, along with the capability of peer cultures to manage some alcohol-related 'risks'. The data suggest that the prioritization of adults constructs over teenage subject experiences appears somewhat misplaced since teenage norms are not complete subversions of the adult world. Apparent transgression is better understood as alternative socialization, since teenage peer groups creatively reproduce the wider culture. Copyright of Children & Society is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print...
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...EN4 Hand Outs Lifelong Learning Intuitive Insight ( realization) Theatre of Life Enriching Education Radical richness Artistry of form and language /described : Philosophical choice of word Truth in the telling Undeniably pleasurable Rapturous appreciation Epiphany in experience * Literature * an art whose medium is language used to affect the imagination. * words themselves can evoke a response even when they are spoken independently of a grammatical setting such as a sentence. * Fiction writers & poets share many of the techniques of literature because their effects depend or universal language art. * points up it’s relationship to other serial arts such as music, dance,& film ( Humanities) * Happens in time * In order to receive it, we must be aware of what is happening now,remember what happened before anticipate what is to come. * A Work of Literature * A construction of separable elements like a structure. * The details of the scene , character or event/group of symbols can be conceived of as the bricks in the wall of literary structure. * If we miss one detail of the story,it would be incomplete comprehension for the readers. * The most important reason why we study literature is not about “what” but “How”.(Literature statement should be beyond peripheral) * Theme * Main idea of literary work is usually a structural decision,comparable to an architectural decisions. * consistency...
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...was never sure where to turn to for inspiration and I struggled to meet expectations in school. Subsequently, I was diagnosed with a learning disability in reading and writing, and it became increasingly hard for me to believe in myself, without many personal successes to draw from. But even in the arid desert some flowers still survive, and through the encouragement of my grandparents and reading teacher, I pressed on, and by late elementary school I was able to overcome these challenges begin feeling my first life successes through school. I felt a great sense of accomplishment and pride through my achievements in school, and it seemed to be the only variable in my life that I could control. So I thrust my energies into achieving in education and ended up becoming the first on one side of my family to graduate from high school, (graduating early in just three years), and one of the first on both...
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.... Comparing Gods and Goddesses HUM/105 June 15, 2011 Comparing Gods and Goddesses Myths are narrative stories that describe the creation of the world and how the first humans came into existence. According to Leonard and McClure (2004), human societies began as goddess-oriented and matrifocal (women-centered). Human societies evolved from primitive beginnings to a superior culture system of patriarchy (Leonard & McClure, 2004, p. 104). Although myths may differ from culture to culture, common elements and roles exist in each myth. In today’s society, myths and legends are fantasy-filled tales from ancient societies long gone. Therefore, Team A will describe the elements and functions of goddess myths, and compare two myths of the female divine from different cultures. Second, the team will describe the elements and functions of god myths, and compare two myths of the male divine from different cultures. Last, the team will summarize the elements and functions shared by both divines. According to the euhemerist Gimbutus, goddesses have three basic roles life, death, and regeneration (Leonard & McClure, 2004, p. 114). The goddesses of life are Mother Earth, nature, sea, and universe. These goddesses are nurturers and overseers of security and contentment, prosperity and growth, and creativity and artistry. The mother earth goddesses are creators of earth and universe, such as Gaia of the ancient Greeks, and Tellus of the Romans. These two Earth goddesses gave...
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...7 BARTIMAEUS (Mark 10:46-52) The story of Bartimaeus is an experience of the healing power of faith that leads to discipleship. It begins in identification with the humiliation of a blind beggar sitting in the dust. It ends with his sight restored as he follows Jesus on the way up to Jerusalem. In a unique way, this story concretizes the power of the faith of persons who are oppressed by physical or mental handicaps, patriarchal social structures, racial discrimination, and economic systems over which they have no control. It is an invitation to allow our own personal and communal humiliation to be seen in the context of Bartimaeus's faith in Jesus as the Christ. The Story And they came to Jericho. And as he was leaving Jericho with his disciples and a great multitude, Bartimaeus, a blind beggar, the son of Timaeus, was sitting by the roadside. And when he heard that it was Jesus of Nazareth, he began to cry out and say, "Jesus, Son of David, have mercy on me!" And many rebuked him, telling him to shut up. But he cried out all the more, "Son of David, have mercy on me!" And Jesus stopped and said, "Call him." And they called the blind man, saying to him, "Take heart; rise, he is calling you." And throwing off his mantle he sprang up and came to Jesus. And Jesus said to him, "What do you want me to do for you?" And the blind man said to him, "Master, let me receive my sight." And Jesus said to him, "Go your way; your faith has made you well." And immediately he received his sight...
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