...English – Empathic Response Essay In this empathic response, I will be giving an insight into one of the main characters’ feelings in the book “The Whale Rider” by Witi Ihimaera. This character is Kahu, Koro Apirana’s great-granddaughter. A deep emotional understanding of the text pages 100-102 shall be demonstrated in this text through her perspective. I must save the whale, my sacred ancestor; otherwise everyone that I love will perish. Daddy, Ana, Nani, Rawiri, Paka. Paka. Oh, Paka. I plunged into the agitated, frigid waters with only one thought in my mind. I have to take action. If the ancient one dies, every single one of us will disappear. That’s what Paka said. I really don’t know what to think. I can’t bear the thought that my dear Paka and my family would cease to exist. I don’t even care about my own fate – as long as they are safe, I’ll be happy. Everything that has happened so far, the two hundred sacred whales dying has led to this – the very whale that our ancestor rode thousands of years ago has decided to wash up on our shores. This time, he has the intention of self-slaughter, which basically means it’s a sign that we humans are all going to die. Right now, nobody is even trying to do something about it. Except for me. I, Kahutia Te Rangi, direct descendant of Paikea, won’t let this happen to my loved ones. I’m going to have to try and save Whangara by sacrificing myself to the whale. If the whale lives, we live. My line of vision narrowed down...
Words: 1044 - Pages: 5
...Empathic Response – Whale Rider – Kahu In this empathic response, I will be giving an insight into one of the main characters’ feelings in the book “The Whale Rider” by Witi Ihimaera. This character is Kahu, Koro Apirana’s great-granddaughter. I will be responding to the part in the book, when Kahu rides the whale. “Why? Kahu asked Koro Apirana. ‘Our ancestor wants to die.’ ‘ But why?’ ‘There is no place for it here in this world. The people who commanded it are no longer here.’ He paused. ‘When it dies, we die, I die.’ ‘No, Paka. And if it lives?’ ‘Then we live also.’ I plunged into the frigid waters with only one thought in my mind. I have to take action. If the ancient one dies, every single one of us will disappear. That’s what Paka said. I really don’t know what to think. I can’t bear the thought that my dear Paka and my family would cease to exist. I don’t even care about my own fate, as long as they are safe, I’ll be happy. Everything that has happened so far, the two hundred sacred whales dying has led to this, the very whale that our ancestor rode thousands of years ago has decided to wash up on our shores. This time, he has the intention of self-slaughter, which basically means it’s a sign that we humans are all going to die. Right now, nobody is even trying to do something about it. Every now and then, I had to take a deep breath because the waves were like dumpers, slamming me down to the sandy bottom. The lights from the beach were dazzling my eyes, making...
Words: 507 - Pages: 3
...The Whale Rider This movie really grabbed me right from the beginning of the story. The story begins with the birth of fraternal twins, with the grandfather patiently awaiting the birth of the son. Right away I felt sadness when the mother and one of the twins die. The boy dies and the girl survives. The grandpa seems to not care about the girl who survived . He was longing for his grandson because he is from the Maori tribe and the tribe is waiting for the sign of a new chief to be born . The chief would lead the village and its community to greatness. Many elders have been born but none with the strength to be the next chief. The little girl was named Pai. The grandma of Pai took her home to raise her along with the grandfather. The grandfather showed right away that women or girls where less than a man. He longed for a new chief. This was grandpa’s goal in life right now. He could see that their tribe was going down hill. He had hoped one of his son’s would become the chief but neither one did. So grandpa was set on his grandson becoming the next Chief. It was no secret that he blamed Pia for the death of his grandson. He felt by her birth she gave a curse to the tribe. He couldn’t see any truth or purpose in her having life over the grandson. He showed resentment toward her. As time went on , Pia seemed to be this stubborn, curious, and smart little tomboy. The grandfather...
Words: 1170 - Pages: 5
...and destiny. This whole concept of Joseph Campbell’s Hero’s Journey is what many authors use to write stories for books and movies. This path is what keeps the readers or audiences entertained. Without this intriguing structure, the story may not be successful, especially in movies. However, in the film Whale Rider, the story of the main character, Paikea, goes through three different phases, separation, initiation, and return. When these phases are put together, they form the structure of the Hero’s Journey. Therefore, Paikea’s story follows the structure of Joseph Campbell’s Hero’s Journey. The Hero’s Journey is evident throughout the beginning of this movie as Paikea goes through a separation phase. This separation phase begins with Paikea’s birth. Since she is born into a long line of male chiefs, the death of her twin brother and mother makes her birth exceptional. The birth of a new leader is shown when a Maori woman is smoking and Paikea gets upset and says, “We’ve got to protect our childbearing properties.” The protective instinct and sense of responsibility for others are leadership qualities that she possesses. The call of adventure for Paikea occurs when the whale calls her to return home. She then makes her own choice to go back home to try to become a leader. The mentor early on in the film is her grandfather, Koro. The knowledge and wisdom given to Paikea is by accident. Koro does not provide her with assistance intentionally, but she finds a way to learn from...
Words: 766 - Pages: 4
...Whale Rider In the novel The Whale Rider, by Witi Ihimaera, we learn about the Maori tribe from Whangara of New Zealand. They believe that the first person to come to their land was brought by a whale. They believe that this man was the Whale Rider. Being the Whale Rider is the passing of the tribal torch of leadership. When a girl is born, the first grandchild of that generation, her great-grandfather Koro is terribly disappointed. He doesn't acknowledge the possibility that she could be the one to take over leadership. However, even though Kahu is a girl, she was born with the gifts known to tribal heritage, such as being able to talk to the whales. Kahu is the eldest great-grandchild of Koro. Unfortunately, because Kahu is a female her great-grandfather has no interest in her because he is only focused on finding the next leader of the tribe. Kahu showers Koro with love, but does so continuously dismissing her abilities. Kori stays focused on continuing his classes for the males in the tribe and searches for “the one”. Spirited, young spirited Kahu, is also a member of the Maori tribe of Whangara but is not eligible for head role. Although being the great-grandchild of Koro means she should be able to overtake the leadership of the tribe, but unfortunately the tradition imagines a boy for this position. Therefore, she is not allowed to follow her determination or display her gifts. This situation leads to constant conflict with Koro who would surely have preferred a boy...
Words: 622 - Pages: 3
...Whale Rider Themes In the film the Whale Rider, the once complimentary narratives that governed the Maori culture: Gender, Identity, and Traditions are competing against one another. The fundamental elements of these narrative has stayed unchanged; However, some characters are interpreting these liturgies to their own personal narratives, causing conflict within the Maori Culture. Synopsis of film During a time of modernization, poverty, and the decentralization of the role the Maori culture play in the people lives, one local leader (Koro) looked upon Hope in a form of a prophet. According to the Maori's traditions, the ancient ancestor Paikea descendants: the eldest son are the rightful tribe leader and will centralize the community again...
Words: 1742 - Pages: 7
...“By comparing the 2 texts you have studied, how do they reflect the concerns of their time?” Texts are shaped by the concerns of their time and the comparison of texts provides an extensive insight into these ideologies. With the consideration of Chinua Achebe’s novel ‘Things Fall Apart’ (1958) and Niki Caro’s film ‘Whale Rider’ (2003) in tandem, the similarity in their didactic principles of the condemnation of ethnocentrism explores the impact of European imperialism upon Ibo and Maori societies. Both texts also criticise the suppression of females in the patriarchal view of the tribes, emphasizing the significance of gender recognition and together, they delineate the concerns that arise from 1900s colonialism Within Things Fall Apart (TFA), Achebe reprimands the subservience of traditional Nigerian Ibo culture through colonialism in the context of the nation’s independence in 1960. Presenting the loss of traditions resulting from imperialism, Achebe deliberately includes William Yeats’ “The Second Coming” in the epigraph to the novel as a foreshadowing of the imminent collapse of the Ibo tribe, thus immediately establishing the Greek tragedy convention. His use of proverbs where they are the “palm-oil which words are eaten” is an allegory that captures the intricacy of Ibo language, emending the European portrait of a ‘savage’ Africa which was a notion popularized at the time by Joseph Conrad’s “The Heart of Darkness” (1899). Furthermore, Achebe juxtaposes the Ibo’s...
Words: 937 - Pages: 4
... 2. The term myth is one that is not easily defined and my definition of the term has changed over the length of the semester. In our first essay I defined myth as “a story or narrative that attempts to explain something in a certain culture.” Looking back now I can see that I had a pretty good base for the definition but after learning so much about myths around the world I find it even harder to define myth now than before. It seems that the more I learn about myths, the more complicated they get. I believe that to define myth you must first understand what myth is. Myths are used for a variety of reasons such as explaining natural phenomena, explaining human creation, giving reasons for the appearance of plants and animals, as well as special events in a culture. A lot of myths in different cultures try to explain the inexplicable, such as why the sun appears to move across the sky every day or what causes lightning. I would define myth as a story, either written or narrated, passed down from those of previous generations to explain natural events, supernatural events, or special events in their culture to help them feel more comfortable about the world in which they live in and gives them a sense of belonging. We have seen this time and time again in our readings and movies from class in everything from The Whale Rider, to Gilgamesh, to Ender’s Game. I believe that my perception of myth has slowly evolved throughout the semester because I now understand more about...
Words: 1264 - Pages: 6
...LAS 45012 Global Issues in the Liberal Arts Video, Observation, And Interview Sources For Breadth Area Essays Films with Global/Multicultural Themes Many of the films listed below can apply to more breadth areas than those noted. Also note that many of the following films are available through rental, and many, including documentaries, may be offered free of charge through your local community library system. Prior to selection, students are encouraged to “google-check” films for interest, suitability, ratings, awards, and for foreign language/subtitle information. Please do not re-view films that you have already seen. Use this opportunity to expand your worldview. The Best Exotic Marigold Hotel (social/civic or value/meaning) The Way (value/meaning or social/civic) The Help (social/civic or art/expression) Contagion (science/description) The Last Lions (science/description) The Iron Lady (social/civic) Midnight in Paris (art/expression) Inside Job (social/civic) Gasland (science/description) The Ides of March (social/civic or value/meaning) The King’s Speech (social/civic) Invictus (social/civic) Creation (social/civic or value/meaning) Eat, Pray, Love (value/meaning) The Cove (science/description or value/meaning) Moon (science/description or value/meaning) The Hurt Locker (social/civic or value/meaning) In the Valley of Elah (social/civic) Rivers and Tides (art/expression) The 11th Hour (science/description) The Reader (social/civic...
Words: 1234 - Pages: 5
...1. Which sentence uses verbs correctly? Choose 1 answer - ANSWER D – A. Angry cats are wanting to be let outside. –WRONG TENSE should be “want” B. The hungry dogs have ate their breakfast. - WRONG TENSE should be “eaten” C. Yesterday, the teacher prepares the assignment. - WRONG TENSE should be “prepared” D. The children are ready to go to school. 2. Which sentence has the correct subject-verb agreement? Choose 1 answer ANSWER A – ignore the stuff between the commas A. The children, hushed by their teacher, try to keep quiet. B. The books, read by the student, is returned to their shelf. INCORRECT – plural “books” doesn’t match singular “is returned” C. The librarian, anxious to find the books, browse the stacks. Singular “librarian” does not match plural “browse” D. The student, bothered by the uproar, request less noise. Singular “student” does not match plural “request” 3. Which sentence has the underlined word spelled correctly? Choose 1 answer ANSWER A – B is spelled correctly but it’s the wrong use. A. The principal sent the student a letter of congratulations. B. The principle ate lunch with the students. INCORRECT – wrong version of word for sentence C. The prinsipal signs the final grade reports. INCORRECT – no ‘s’ D. The princepal earned minimal interest. INCORRECT – no ‘e’ 4. Classify each sentence according to whether it exhibits or does not exhibit parallelism. Select your...
Words: 6519 - Pages: 27
...notes DON'T SHOOT THE DOG Karen Pryor To my mother, Sally Ondeck; my stepmother, Ricky Wylie; and Winifred Sturley, my teacher and friend. Contents Foreword 1—Reinforcement: Better than Rewards In which we learn of the ferocity of Wall Street lawyers; of how to—and how not to—buy presents and give compliments; of a grumpy gorilla, a grudging panda, and a truculent teenager (the author); of gambling, pencil chewing, falling in love with heels, and other bad habits; of how to reform a scolding teacher or a crabby boss without their knowing what you've done; and more. 2—Shaping: Developing Super Performance Without Strain or Pain How to conduct an opera; how to putt; how to handle a bad report card. Parlor games for trainers. Notes on killer whales, Nim Chimpsky Zen, Gregory Bateson, the Brearley School, why cats get stuck in trees, and how to train a chicken. 3—Stimulus Control: Cooperation Without Coercion Orders, commands, requests, signals, cues, and words to the wise; what works and what doesn't. What discipline isn't. Who gets obeyed and why. How to stop yelling at your kids. Dancing, drill teams, music, martial arts, and other recreational uses of stimulus control. 4—Untraining: Using Reinforcement to Get Rid of Behavior You Don't Want Eight methods of getting rid of behavior you don't want, from messy roommates to barking dogs to bad tennis to harmful addictions, starting with Method 1: Shoot the Animal, which definitely works, and ending with Method 8: Change the Motivation...
Words: 65349 - Pages: 262
...this situation sounds familiar, you may find it reassuring to know that many professionals undergo these same strange compulsions before they begin writing. Jean Kerr, author of Please Don’t Eat the Daisies, admits that she often finds herself in the kitchen reading soup-can labels—or anything—in order to prolong the moments before taking pen in hand. John C. Calhoun, vice president under Andrew Jackson, insisted he had to plow his fields before he could write, and Joseph Conrad, author of Lord Jim and other novels, is said to have cried on occasion from the sheer dread of sitting down to compose his stories. To spare you as much hand-wringing as possible, this chapter presents some practical suggestions on how to begin writing your short essay. Although all writers must find the methods that work best for them, you may find some of the following ideas helpful. But no matter how you actually begin putting words on paper, it is absolutely essential to maintain two basic ideas concerning your writing task. Before you write a single sentence, you should always remind yourself that 1. You have some valuable ideas to tell your reader, and 2. More than anything, you want to communicate those ideas to your reader. These reminders may seem obvious to you, but without a solid commitment to your own opinions as well as to your reader, your prose will be lifeless and boring. If you don’t care about your subject, you can’t very well expect anyone else to. Have confidence that your ideas are...
Words: 234754 - Pages: 940
...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
Words: 41988 - Pages: 168
...fourth EDItION fourth EDItION This clear, learner-friendly text helps today’s students bridge the gap between Its comprehensiveness allows instructors to tailor the material to their individual teaching styles, resulting in an exceptionally versatile text. Highlights of the Fourth Edition: Additional readings and essays in a new Appendix as well as in Chapters 7 and 8 nearly double the number of readings available for critical analysis and classroom discussion. An online chapter, available on the instructor portion of the book’s Web site, addresses critical reading, a vital skill for success in college and beyond. Visit www.mhhe.com/bassham4e for a wealth of additional student and instructor resources. Bassham I Irwin Nardone I Wallace New and updated exercises and examples throughout the text allow students to practice and apply what they learn. MD DALIM #1062017 12/13/09 CYAN MAG YELO BLK Chapter 12 features an expanded and reorganized discussion of evaluating Internet sources. Critical Thinking thinking, using real-world examples and a proven step-by-step approach. A student ' s Introduction A student's Introduction everyday culture and critical thinking. It covers all the basics of critical Critical Thinking Ba ssha m I Irwin I Nardone I Wall ace CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM bas07437_fm_i-xvi.indd i 11/24/09 9:53:56 AM TM Published by McGraw-Hill...
Words: 246535 - Pages: 987
...fourth EDItION Critical Thinking A student ' s Introduction Ba ssha m I I rwi n I N ardon e I Wal l ac e CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM TM Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2011, 2008, 2005, 2002. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 ISBN: 978-0-07-340743-2 MHID: 0-07-340743-7 Vice President, Editorial: Michael Ryan Director, Editorial: Beth Mejia Sponsoring Editor: Mark Georgiev Marketing Manager: Pam Cooper Managing Editor: Nicole Bridge Developmental Editor: Phil Butcher Project Manager: Lindsay Burt Manuscript Editor: Maura P. Brown Design Manager: Margarite Reynolds Cover Designer: Laurie Entringer Production Supervisor: Louis Swaim Composition: 11/12.5 Bembo by MPS Limited, A Macmillan Company Printing: 45# New Era Matte, R. R. Donnelley & Sons Cover Image: © Brand X/JupiterImages Credits: The credits section for this book begins on page C-1 and is considered...
Words: 240232 - Pages: 961
