...simple question, which led into a passionate story about her son’s sudden struggle with ALS. She started off by describing the members of her family to the audience, which made me feel a personal connection with her family, most prominently, with her son. Then, she made the story relatable to every person in the audience by focusing her story on her family’s strength to overcome and achieve an obstacle rather than on the diagnosis of her son’s disease. She purposely changed the tone of her voice to differentiate each person in the story, which helped me follow the different narratives better. Nancy also made an effort to walk around the room to ensure everyone in the room felt a part of the conversation. Her eyes were constantly moving around the room, never settling in any specific spot. She did not use any visuals in her presentation; however, I think she may have done this intentionally so that she could maintain the focus in the room. Although she did not bring in any props, Nancy did a great job of utilizing her hands to demonstrate the different aspects in the story. She...
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...Experience: Design Approach to Human-centered Jodi L. Forlizzi Submitted to the Department of Design, College of Fine Arts, Carnegie Mellon University, in partial fulfillment of the requirements for the degree of Master of Design in Interaction Design Abstract My thesis attempts to understand experience as it is relevant to interaction design. Based on the work of John Dewey, Mihalyi Csikszentmihalyi, and Richard Carlson, I identify two types of experience in user–product interactions: satisfying experiences and rich experiences. A satisfying experience is a process–driven act that is performed in a successful manner. A rich experience has a sense of immersive continuity and interaction, which may be made up of a series of satisfying experiences. Based on this definition, I identify a set of design principles with which to create products that evoke rich experiences. These principles are intended to encourage designers to think about how to create user–product interactions that suggest values and communicate meanings that enrich the quality of life. Narrative plays a key role in these design principles. Our series of life experiences form a narrative; the values that designers impart in an object form a narrative which is elaborated...
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...G U I D E T E A C H E R’S A TEACHER’S GUIDE TO TWELVE YEARS A SLAVE BY SOLOMON NORTHUP bY Jeanne M. McGlInn anD JaMes e. McGlInn 2 A Teacher’s Guide to Twelve Years a Slave by Solomon Northup Table of Contents SYNOPSIS......................................................................................................................................3 ABOUT THE AUTHOR...............................................................................................................3 INTRODUCTION TO THE STUDY GUIDE............................................................................3 MEETING COMMON CORE STANDARDS.............................................................3 THE SLAVE NARRATIVE GENRE...............................................................................3 HISTORICAL OVERVIEW..........................................................................................................4 DURING READING.....................................................................................................................6 SYNTHESIZING DISCUSSION QUESTIONS.......................................................................9 ENRICHMENT ACTIVITIES.......................................................................................................9 ACTIVITIES FOR USING THE FILM ADAPTATION........................................................ 11 ADDITIONAL RESOURCES.....................................................................................
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...This article was downloaded by: [Lahore University of Management Sciences] On: 02 May 2015, At: 09:58 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Anatolia: An International Journal of Tourism and Hospitality Research Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/rana20 Understanding the influence of interpersonal relationships on identity and tourism travel Julia F. Hibbert a b a , Janet E. Dickinson & Susanna Curtin a a School of Tourism, Bournemouth University , Fern Barrow, Poole , BH12 5BB , United Kingdom b School of Business and Economics, Linnaeus University , Kalmar , Sweden Published online: 25 Jan 2013. To cite this article: Julia F. Hibbert , Janet E. Dickinson & Susanna Curtin (2013) Understanding the influence of interpersonal relationships on identity and tourism travel, Anatolia: An International Journal of Tourism and Hospitality Research, 24:1, 30-39, DOI: 10.1080/13032917.2012.762313 To link to this article: http://dx.doi.org/10.1080/13032917.2012.762313 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness...
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...Teacher, what must I do to inherit eternal life?’ 18Jesus said to him, ‘Why do you call me good? No one is good but God alone. 19You know the commandments: “You shall not murder; You shall not commit adultery; You shall not steal; You shall not bear false witness; You shall not defraud; Honour your father and mother.” ’ 20He said to him, ‘Teacher, I have kept all these since my youth.’ 21Jesus, looking at him, loved him and said, ‘You lack one thing; go, sell what you own, and give the money to the poor, and you will have treasure in heaven; then come, follow me.’ 22When he heard this, he was shocked and went away grieving, for he had many possessions. 23 Then Jesus looked around and said to his disciples, ‘How hard it will be for those who have wealth to enter the kingdom of God!’ 24And the disciples were perplexed at these words. But Jesus said to them again, ‘Children, how hard it is to enter the kingdom of God! 25It is easier for a camel to go through the eye of a needle than for someone who is rich to enter the kingdom of God.’ 26They were greatly astounded and said to one another, ‘Then who can be saved?’ 27Jesus looked at them and said, ‘For mortals it is impossible, but not for God; for God all things are possible.’ 28 Peter began to say to him, ‘Look, we have left everything and followed you.’ 29Jesus said, ‘Truly I tell you, there is no one who has left house or brothers or sisters or mother or father or children or fields, for my sake and for the sake of the good news...
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...Arts and the Education of Artists: Art and Story CONTENTS SECTION ONE: Marcel’s Studio Visit with Elstir……………………………………………………….. David Carrier SECTION TWO: Film and Video Narrative Brief Narrative on Film-The Case of John Updike……………………………………. Thomas P. Adler With a Pen of Light …………………………………………………………………… Michael Fink Media and the Message: Does Media Shape or Serve the Story: Visual Storytelling and New Media ……………………………………………………. June Bisantz Evans Visual Literacy: The Language of Cultural Signifiers…………………………………. Tammy Knipp SECTION THREE: Narrative and Fine Art Beyond Illustration: Visual Narrative Strategies in Picasso’s Celestina Prints………… Susan J. Baker and William Novak Narrative, Allegory, and Commentary in Emil Nolde’s Legend: St. Mary of Egypt…… William B. Sieger A Narrative of Belonging: The Art of Beauford Delaney and Glenn Ligon…………… Catherine St. John Art and Narrative Under the Third Reich ……………………………………………… Ashley Labrie 28 15 1 22 25 27 36 43 51 Hopper Stories in an Imaginary Museum……………………………………………. Joseph Stanton SECTION FOUR: Photography and Narrative Black & White: Two Worlds/Two Distinct Stories……………………………………….. Elaine A. King Relinquishing His Own Story: Abandonment and Appropriation in the Edward Weston Narrative………………………………………………………………………….. David Peeler Narrative Stretegies in the Worlds of Jean Le Gac and Sophe Calle…………………….. Stefanie Rentsch SECTION FIVE: Memory Does The History of Western Art Tell a Grand Story?……………………………………...
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...Linking Assessment and Instruction for Students with Disabilities Final Exam Study Guide Information of each of these topics can be found in the notes, textbook, class handouts, and presentation handouts Introduction to Assessment and the Law – Chapter 1 Define and identify examples of formative and summative assessment * Formative assessment * On going evaluation * Less formal * Used to adjust and monitor progress * Summative assessment * Evaluation at the end of a unit/ year * More formal * Assess student competency with a unit Identify and apply the 6 principles of IDEA * Procedural Due Process * Zero Reject * To include all students * Nondiscriminatory * To determine whether a student has a disability * The nature of special education and related services * Appropriate Education * To provide benefit and progress toward outcomes by following the IDEA process * Least restrictive environment * To ensure IEP outcomes by ensuring access to general education curriculum, extracurricular, and other activities * Parent and Student Participation Identify the impact of ESEA/NCLB on schools * Accountablility fro results * School safety * Parental choice * Teacher quality * Scientific based methods of teaching evidence based practices * Local flexibility * Standards-based education * Current * performance ...
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...Lahiri’s stories express her personal encounter with evading her Indian heritage. She involves in her work the everyday struggles of being stuck between two cultures and remaining true to one’s self. The majority of her stories incorporate her main character having an identity crisis. Lahiri herself, as well as some of her close friends, battled with defining her sense of self as well as how it affected her personal relationships. The author’s stories are relatable in a sense that it deals with the everyday struggles finding one’s true self. On July 11, 1967, Nilanjana Sudheshna Lahiri was born in London England to Bengali Indian immigrants. At the age of three, Nilanjana and her family relocated to the West of the Atlantic to Rhode Island. Because her name was difficult to pronounce, her teacher called her by her nickname, Jhumpa. It was only a pet name that her parents called her, but in America, it became the name she was called by her friends and teachers. This event would mark the beginning of her struggle to assimilate in America. Her father was and still is a librarian at the University of Rhode Island, which influenced her love of reading and writing. While growing up, Jhumpa was often conflicted between both American and Indian culture. “She's struggled for four decades to feel like she belonged in America.” (Jhumpa Lahiri’s Struggle to Feel American). This self-conflicted struggle of fitting in with her American friends would aid her to develop in-depth...
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...wanted the client to leave her undergarments off in order to let the skin to heal through air. The client was extremely vulnerable and a simple touch to the client’s hand gave the client a sense of compassion. I also used eye contact, maintaining eye-contact during conversation shows respect and willingness to listen. (Potter, P.A. & Perry, A.G., 2009, p. 345). This technique gave the client a feeling of comfort that someone was listening to her which prompted the to client open up and spoke to me about her life and her family. Using eye-contact with the client gave her a sense of trust in sharing her personal life with someone in such a vulnerable situation. Last but not least, I used open-ended questions to give the client room to express herself and also to get a better understanding of the client. In the very beginning of the visit, the client was very tired and gave me short answers during the assessment. Using open-ended questions helped the client open up and answered my...
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...'711101,fririltrilrfr0117,!*.. REPORT RESUMES ED 012 169 GUIDANCE IN THE ELEMENTARY SCHOOL. BY- PRUETT, ROLLA F. WHITEMAN, KAREN INDIANA STATE DEPT. PUBLIC INSTR., INDIANAPOLIS REPORT NUMBER ISDPI-BULL-251 PUB DATE EDRS PRICE MF-$0.50 HC-$2.76 69P. CG 000 146 JAN 67 DESCRIPTORS- *ELEMENTARY SCHOOL GUIDANCE, *ELEMENTARY SCHOOL STUDENTS, *ELEMENTARY SCHOOL COUNSELORS, *PROGRAM DEVELOPMENT, COUNSELOR FUNCTIONS, BULLETINS, *GUIDANCE SERVICES, INDIANAPOLIS, INDIANA THE ROLE OF THE ELEMENTARY SCHOOL COUNSELOR AND THE IMPORTANCE OF PROVIDING GUIDANCE SERVICES AT THE ELEMENTARY LEVEL ARE DISCUSSED. THE FUNCTION OF GUIDANCE SERVICES AT THE ELEMENTARY LEVEL IS EXPLORED, WITH EMPHASIS ON DEFINITION. PHILOSOPHY, OBJECTIVES, AND GUIDES FOR PROVIDING THE NECESSARY SERVICES FOR OPTIMUM DEVELOPMENT OF ALL CHILDREN. FOLLOWING THE BIBLIOGRAPHY, A PARTIAL LIST OF INDIANA REFERRAL AGENCIES FOR ELEMENTARY SCHOOL PERSONNEL IS PROVIDED. (SK) INDIANA STATE DEPARTMENT OF PUBLIC INSTRUCTION GUIDANCE in the ELEMENTARY SCHOOL by Rolla F. Pruett Karen Whiteman William E. Wilson Superintendent Bulletin No. 251 January, 1967 CG 000 146 INDIANA STATE DEPARTMENT OF PUBLIC INSTRUCTION GUIDANCE in the ELEMENTARY SCHOOL by Dr. Rolla F. Pruett Director, Division of Pupil Personnel and Guidance Services Karen Whiteman Field Supervisor, Elementary School Guidance U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION REPRODUCED EXACTLY...
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...When adults attempt to determine the meaning of a statement, they rely most heavily on the: A) all three codes about equally B) vocal and visual codes C) verbal and vocal codes D) visual and verbal codes Points Earned: 1.0/1.0 4. All of the following are considered part of the speech environment except: A) the time of day B) the number of people in the audience C) the topic D) the location Points Earned: 1.0/1.0 5. A listener's verbal, visual, and vocal responses to a speaker's message are known as: A) noise B) the listener's frame of reference C) the speaker's frame of reference D) feedback Points Earned: 1.0/1.0 6. When you evaluate and modify your behavior until it meets your personal expectations, you are engaged in: A) feedback B) decoding C) self-monitoring D) encoding Points Earned: 1.0/1.0 7. According to Gallup Poll surveys cited in the text, which of the following were rated highest in ethical standards in 2006? A) insurance salespeople B) journalists C) stockbrokers D) nurses Points Earned: 1.0/1.0 8. Using someone else's ideas without giving that person credit for the idea is known as: A) distortion B) Embellishment C) exaggeration D) plagiarism Points Earned: 1.0/1.0 9. Speeches that primarily celebrate values and lend a sense of distinction to an event are usually: A) persuasive speeches B) informative speeches C) entertaining speeches...
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...GCSE English Literature Specimen Assessment Materials 1 For assessment from 2013 GCSE ENGLISH LITERATURE SPECIMEN ASSESSMENT MATERIALS GCSE English Literature Specimen Assessment Materials 3 Contents Page Question Papers English Literature Unit 1 (H.T.) English Literature Unit 2 a and b (H.T.) English Literature Unit 1 (F.T.) English Literature Unit 2 a and b (F.T.) 5 Mark Schemes English Literature Unit 1 (H.T.) English Literature Unit 2 a and b (H.T.) English Literature Unit 1 (F.T.) English Literature Unit 2 a and b (F.T.) 93 GCSE ENGLISH LITERATURE Higher Tier UNIT 1 Specimen Assessment Materials 2 hours SECTION A Question 1. 2. 3. 4. 5. Of Mice and Men Anita and Me To Kill a Mockingbird I Know Why the Caged Bird Sings Chanda’s Secrets SECTION B 6. Poetry 12 Pages 2-3 4-5 6-7 8-9 10 - 11 ADDITIONAL MATERIALS Twelve page answer booklet. INSTRUCTIONS TO CANDIDATES Answer both Section A and Section B. Answer one question in Section A and the question in Section B. INFORMATION FOR CANDIDATES The number of marks is given in brackets after each question or part-question. You are reminded that assessment will take into account the quality of written communication used in your answers. JD*(S-2011 Higher) Turn over. 2 SECTION A 1. Of Mice and Men Answer part (a) and either part (b) or part (c). You are advised to spend about 20 minutes on part (a), and about 40 minutes on part (b) or part (c). (a) Read the extract on the opposite...
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...making employability of the graduates the main goal of education. With two thirds of all majors being in business and finance, humanities don’t seem to play a big role in higher education overall. This work makes an attempt in defense of liberal arts education to our students, and the importance of teaching the subjects like English, Literature and Philosophy independent of a student’s major concentration. Even in our age of specialized and corporatized education, these courses are of great importance. These subjects can help young people find their way in this confusing web of life weaved out of pressure, expectations, failures, problems, fears. What other fields of study can teach them about history of cultures and languages, people who made history; who made contribution to the world in art, literature and science; what young people can learn from them. But most importantly, how to raise questions about life in...
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...London, 1816–1817 date of first publication · January 1, 1818 publisher · Lackington, Hughes, Harding, Mavor, & Jones narrator · The primary narrator is Robert Walton, who, in his letters, quotes Victor Frankenstein’s first-person narrative at length; Victor, in turn, quotes the monster’s first-person narrative; in addition, the lesser characters Elizabeth Lavenza and Alphonse Frankenstein narrate parts of the story through their letters to Victor. climax · The murder of Elizabeth Lavenza on the night of her wedding to Victor Frankenstein in Chapter 23 protagonist · Victor Frankenstein antagonist · Frankenstein’s monster setting (time) · Eighteenth century setting (place) · Geneva; the Swiss Alps; Ingolstadt; England and Scotland; the northern ice point of view · The point of view shifts with the narration, from Robert Walton to Victor Frankenstein to Frankenstein’s monster, then back to Walton, with a few digressions in the form of letters from Elizabeth Lavenza and Alphonse Frankenstein. falling action · After the murder of Elizabeth Lavenza, when Victor Frankenstein chases the monster to the northern ice, is rescued by Robert Walton, narrates his story, and dies tense · Past foreshadowing · Ubiquitous—throughout his narrative, Victor uses words such as “fate” and “omen” to hint at the tragedy that has befallen him; additionally, he occasionally pauses in his recounting to collect himself in the face of frightening memories. tone · Gothic, Romantic, emotional...
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...to present day. During the years of the Civil War, 1861-1865, the African Americans were participating in the war whether they were freemen or slaves. In the southern states many slaves were forced to aid in the war effort by the Confederate army. On the other hand, the Northern states turn away black men at the beginning of the Civil War, but towards the end of the war the Northern army (the union) began accepting Negro soldiers into the army. “For the black soldier in the Union Army, the reason for the war was to free the slaves”, although President Lincolns effort was to save the Union. Emancipation or freedom of the slaves became a major part of the Civil War and it provided additional resources to the Union Army in the way of black soldiers (Simmonds & Carter, 2010). According to Simmonds and Carter (2010), the “Negro Soldiers” fought bravely and won praise in over 200 battles during the Civil War (Para. 4). One of the most recognized or famous black regiment was the fifty-fourth Massachusetts regiment. The fifty-fourth was established in 1863 and was one of the first black units organized in the north. The unit was led by Robert Gould Shaw and the unit was of great interest to many in the north. The unit trained under Shaw and other white officers and provided aid to the white soldiers fighting in the war. When giving their chance to fight they...
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