...simplification” (McGiveron). This quote brings up another overlaying theme in Fahrenheit 451 which is the dehumanization of the populace in the novel. The people in this book no longer care about anything whether it be their children, war, death, or the problems in the world around them. This is because the less they had to think the more they stopped to care and they gradually stopped caring about anything at all. Death, war, famine, and pain are all just words to them and mean nothing because they no longer understand the gravity of these concepts and it is all because...
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...Name Professor Class Date Fahrenheit 451 (word count: 1,426) The book “Fahrenheit 451” by Ray Bradbury conveys to the reader that censorship and technology can be a tool used by governments to restrict human freedoms supported by endless access to knowledge and intimate relationships. The message of the book is that censorship and technologies, without limit, will erode the nature of human freedoms experienced in a society that values access to knowledge, books, and deep thinking. The world within Fahrenheit 451 can be characterized by a population controlled by media and extreme levels of knowledge censorship. The media is the tool employed by the government and embraced by most citizens as a means of steering the group aimlessly through life; vicariously living out any lingering ambitions and motivations towards non-conformity through the characters inside the television. In an effort to stifle creative thinking, spiritual growth, resistance, and the human tendency towards a general thirst for knowledge, the government has issued legislation that makes books illegal. Books are considered a social evil due to their inherent ability to encourage individuals to question existing frameworks and think for themselves. Therefore, the society in the book lives in a world where history does not exist and the reality is constructed and delivered through the television. The book’s protagonist, Montag, represents an individual that makes a transition from a...
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...A Study of the Allusions in Bradbury's Fahrenheit 451 Author(s): Peter Sisario[->0] [(essay date February 1970) In the following essay, Sisario examines the source and significance of literary allusions in Fahrenheit 451 and considers their didactic potential for the beginning student of literature.] Ray Bradbury's Fahrenheit 451 is more than just a readable and teachable short novel that generates much classroom discussion about the dangers of a mass culture, as Charles Hamblen points out in his article "Bradbury's Fahrenheit 451 in the Classroom." It is an excellent source for showing students the value of studying an author's use of specific allusions in a work of fiction. While writing excellent social criticism, Bradbury uses several direct quotations from works of literature, including the Bible; a careful analysis of the patterning of these allusions shows their function of adding subtle depth to the ideas of the novel. Fahrenheit 451 is set five centuries from now in an anti-intellectual world where firemen serve the reverse role of setting fires, in this case to books that people have been illegally hoarding and reading. Literature is banned because it might potentially incite people to think or to question the status quo of happiness and freedom from worry through the elimination of controversy. "Intellectual" entertainment is provided by tapioca-bland television that broadcasts sentimental mush on all four walls. The novel, first written in a shorter version...
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...This is relevant because it allows them to resist the ‘more brilliant’, and think for themselves. In addition to Rushworth Kidder’s claim, the novel Fahrenheit 451 by Ray Bradbury helps exemplify how and why it is so important that people should read to gain wisdom, and not just for facts or enjoyment. Throughout the story, numerous details are given as to what the evolution of their world was like for the futuristic society that takes place. For example, “School is shortened, discipline relaxed, philosophies, histories, languages dropped, English and spelling gradually gradually neglected, finally almost completely ignored…” (Bradbury 53). This citation shows that as time passed, people got fatigued of the same old reading and learning. They wanted to keep up with technology, and as a result, it caused everything to expedite, and eventually their world got to where it was, which involved no reading or thinking. This relates to Kidder’s claim on why people should be taught to read for wisdom, because if they do not, the messed-up world that takes place in Fahrenheit 451, can easily happen to the current society he construes. Furthermore, when technology completely consumes the society in the novel,...
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...As stated by Steve Maraboli, “You express the truth of character with the choice of your actions.” This quote describes how a character changes with his actions. It relates to a 24th century city dweller named Guy Montag. He takes pleasure burning illegally owned books and the homes of their owners while considering himself as a fireman. His story in Fahrenheit 451 thoroughly describes the different changes a person can experience through the variety of someone's actions. Throughout the text of Fahrenheit 451, Montag shows many different traits such as being oblivious, rebellious, and audacious. Throughout the hearth and the salamander, Montag is oblivious to his society’s problems. As stated in the text, “While the books went up in sparkling whirls and blew away on a wind turned dark with burning. Montag grinned the fierce grin of all men singed and driven back by flame. He knew that when he returned to the firehouse, he might wink at himself, a minstrel man, burnt-corked,...
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...and offers pacing on a 45-minute class period length. Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum. QUARTER #1 SpringBoard Curriculum Pacing Guide August 23 – October 22 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 1Literature * The students will analyze and compare significant works of literature and id relationships among major genres * Analyze the literary devices unique to the literature and how they support and enhance theme and main ideaReading * The student will use pre reading strategies and background knowledge of subject/content area to make and confirm complex predictions * Determine main idea and essential messageWriting * Pre write by generating ideas...
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...The SAT Essay: Building a Repertoire of Examples The SAT essay is intended to measure your writing skills, not your knowledge of any specific subject. Therefore, the essay prompts given on the SAT must be fairly open-ended, so that anyone with a highschool education and life experiences common to all teenagers can respond to them. Most of them deal with basic philosophical, psychological, moral, or social issues. In my experience as a teacher, I’ve seen that the biggest challenge students face in writing the SAT essay is coming up with rich and relevant examples to discuss within the twenty-five minutes you’re given for the essay section. Quite often, students end up using examples that are inappropriate or superficial, or they don’t know enough about the examples they’ve chosen to write about them in detail. The way to combat this problem is to create your own repertoire of examples that you are well prepared to write detailed paragraphs about. Then, when you read the prompt you’re given on the day of the test, you can simply choose the examples from your repertoire that are most relevant to that particular topic. (Of course, this method isn’t fullproof; it may happen that you are unfortunate enough to get a topic that your prepared examples aren’t really appropriate for. If that’s the case, don’t try to force your examples to fit the topic. The process of coming up with these examples and writing several practice essays will also help you learn how to come up with new examples...
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...Qualifications Framework (SCQF) and the HNC Health Care Section 2: Session Plans Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Introduction / Mentor / Holistic care / Models Roper-Logan-Tierney Model / Safe practice in placement Respiration / Peak flow / Oxygen saturations Blood pressure / Pulse / Temperature Height / Weight / Body Mass Index / Fluid balance Specimen collection/ Urine testing Explanation of Skills Booklet Calculations between different units of measurement Calculating decimals, fractions and percentages Administration of medicines Recording of results Interpretation of results - Deviations from normal values Factors affecting reliability of results: Knowledge and understanding of reporting procedures Submission of Skills Booklet Formative Assessment 5 5 5 6 6 7 7 11 13 14 19 20 21 22 22 23 25 27 27 27 27...
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...Дневник читателя READER’S JOURNAL Ernest Hemingway. The Old Man and the Sea (1952). Joseph Heller. Catch-22 (1961). Tennessee Williams. A Streetcar Named Desire (1959). Iris Murdoch. The Black Prince (1973). Jerome David Salinger. The Catcher in the Rye (1951). Michael Ondaatje. The English Patient (1992). Ray Bradbury. Fahrenheit 451 (1953). Ken Kesey. One Flew Over the Cuckoo’s Nest (1962). Edward Albee. Who’s Afraid of Virginia Woolf? (1962). Arthur Miller. Death of a Salesman (1949). ------------------------------------------------- ------------------------------------------------- Ernest Hemingway. The Old Man and the Sea (1952). ------------------------------------------------- ------------------------------------------------- FULL TITLE · The Old Man and the Sea ------------------------------------------------- ------------------------------------------------- AUTHOR · Ernest Hemingway ------------------------------------------------- ------------------------------------------------- TYPE OF WORK · Novella ------------------------------------------------- ------------------------------------------------- GENRE · Parable; tragedy ------------------------------------------------- ------------------------------------------------- LANGUAGE · English ------------------------------------------------- ------------------------------------------------- TIME AND PLACE WRITTEN · 1951, Cuba ------------------------------------------------- ...
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...VENEZIA COFFEE ROASTERS - BUSINESS PLAN No t e b o o k: ENgen C re a t e d : Ta g s : U RL : 2/24/2013 3:12 AM Upda te d: Coffee, Examples, Marketing, Planning 2/24/2013 3:17 AM http://ww w .referenceforbusiness.com/business-plans/Business-Plans-Volume-… VENEZIA COFFEE ROASTERS - BUSINESS PLAN 14600 Waterfront Drive Kennebunk, ME 04043 Two seasoned coffee roasters found their niche in a seemingly saturated market. This plan illustrates that their specialty lies not only in their roasting methods, but also in their socially responsible business practices. Their mission is to balance the needs of their customers, their environment and the coffee growers. Venezia Coffee Roasters' detailed financial tables showcase the preparation needed to make them a competitive small batch coffee roaster in the New England region. STATEMENT OF PURPOSE DESCRIPTION OF BUSINESS GOA LS AND OBJECTIV ES MANAGEMENT PRODUCT AND SERV ICE SPACE, EQUIPMENT AND LOCATION MARKET INFORMATION/MARKETING COMPETITION FINANCIAL DATA STATEMENT OF PURPOSE Venezia Coffee Roasters seeks loans totaling $56,000 to: purchase equipment and inventory, rent working space, and perform the necessary renovations and improvements, and provide adequate working capital. This sum, together with an additional $23,000 investment from friends and family, will be sufficient to launch a profitable small-batch gourmet coffee roasting company. The initial form of organization will be sub-chapter "S" with a buy-sell...
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...The Walt Disney Company: A Corporate Strategy Analysis Written by Carlos Carillo, Jeremy Crumley, Kendree Thieringer and Jeffrey S. Harrison at the Robins School of Business, University of Richmond. Copyright © Jeffrey S. Harrison. This case was written for the purpose of classroom discussion. It is not to be duplicated or cited in any form without the copyright holder’s express permission. For permission to reproduce or cite this case, contact Jeffrey S. Harrison (RCNcases@richmond.edu). In your message, state your name, affiliation and the intended use of the case. Permission for classroom use will be granted free of charge. Other cases are available at: http://robins.richmond.edu/centers/center-‐for-‐active-‐business-‐education/research/case-‐network.html November 2012 "Walt was never afraid to dream. That song from Pinocchio, 'When You Wish Upon a Star,' is the perfect summary of Walt's approach to life: dream big dreams, even hopelessly impossible...
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...14. Data analysis and interpretation Concepts and techniques for managing, editing, analyzing and interpreting data from epidemiologic studies. Key concepts/expectations This chapter contains a great deal of material and goes beyond what you are expected to learn for this course (i.e., for examination questions). However, statistical issues pervade epidemiologic studies, and you may find some of the material that follows of use as you read the literature. So if you find that you are getting lost and begin to wonder what points you are expected to learn, please refer to the following list of concepts we expect you to know: Need to edit data before serious analysis and to catch errors as soon as possible. Options for data cleaning – range checks, consistency checks – and what these can (and can not) accomplish. What is meant by data coding and why is it carried out. Basic meaning of various terms used to characterize the mathematical attributes of different kinds of variables, i.e., nominal, dichotomous, categorical, ordinal, measurement, count, discrete, interval, ratio, continuous. Be able to recognize examples of different kinds of variables and advantages/disadvantages of treating them in different ways. What is meant by a “derived” variable and different types of derived variables. Objectives of statistical hypothesis tests (“significance” tests), the meaning of the outcomes from such tests, and how to interpret a p-value...
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...using the technology of today, in the classroom today The Instructional Power of and How Teachers Can Leverage Them Eric Klopfer, Scot Osterweil, Jennifer Groff, Jason Haas an Education Arcade paper The Education Arcade Massachusetts Institute of Technology Eric Klopfer, Scot Osterweil, Jennifer Groff, Jason Haas © copyright 2009 http://creativecommons.org/licenses/by/3.0 I nt r od uc ti on What is good learning? That may be a subjective question. But it’s likely that many educators would give answers that fall in the same ballpark… …students collaborating and discussing ideas, possible solutions… …project-based learning, designed around real world contexts… …connecting with other students around the world, on topics of study… …immersing students in a learning experience that allows them to grapple with a problem, gaining higher-order thinking skills from pursuing the solution… To many educators, these notions are music to their ears. Would it seem terribly strange then to hear that students indeed are doing these things regularly outside of their classrooms? While Timmy or Susie may not be running home from school saying, “What fun, deeply-engaging learning experience can we do today?”, they are engaging with new technologies that provide them with the same opportunities. Every day, many students are spending countless hours immersed in popular technologies—such as Facebook or MySpace, World of Warcraft, or Sim City—which at first glance may...
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...using the technology of today, in the classroom today The Instructional Power of and How Teachers Can Leverage Them Eric Klopfer, Scot Osterweil, Jennifer Groff, Jason Haas an Education Arcade paper The Education Arcade Massachusetts Institute of Technology Eric Klopfer, Scot Osterweil, Jennifer Groff, Jason Haas © copyright 2009 http://creativecommons.org/licenses/by/3.0 What is good learning? That may be a subjective question. But it’s likely that many educators would give answers that fall in the same ballpark… …students collaborating and discussing ideas, possible solutions… …project-based learning, designed around real world contexts… …connecting with other students around the world, on topics of study… …immersing students in a learning experience that allows them to grapple with a problem, gaining higher-order thinking skills from pursuing the solution… To many educators, these notions are music to their ears. Would it seem terribly strange then to hear that students indeed are doing these things regularly outside of their classrooms? While Timmy or Susie may not be running home from school saying, “What fun, deeply-engaging learning experience can we do today?”, they are engaging with new technologies that provide them with the same opportunities. Every day, many students are spending countless hours immersed in popular technologies—such as Facebook or MySpace, World of Warcraft, or Sim City—which at first glance may seem like a waste of time, and...
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...An artistic movement whose influence on film has been as profound and enduring as that of surrealism or cubism on painting, the French New Wave (or Le Nouvelle Vague) made its first splashes as a movement shot through with youthful exuberance and a brisk reinvigoration of the filmmaking process. Most agree that the French New Wave was at its peak between 1958 and 1964, but it continued to ripple on afterwards, with many of the tendencies and styles introduced by the movement still in practice today… French New Wave The New Wave (French: La Nouvelle Vague) was a blanket term coined by critics for a group of French filmmakers of the late 1950s and 1960s, influenced by Italian Neorealism and classical Hollywood cinema. Although never a formally organized movement, the New Wave filmmakers were linked by their self-conscious rejection of classical cinematic form and their spirit of youthful iconoclasm. "New Wave" is an example of European art cinema. Many also engaged in their work with the social and political upheavals of the era, making their radical experiments with editing, visual style and narrative part of a general break with the conservative paradigm. Using portable equipment and requiring little or no set up time, the New Wave way of filmmaking presented a documentary type style. The films exhibited direct sounds on film stock that required less light. Filming techniques included fragmented, discontinuous editing, and long takes. The combination of objective realism...
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