Brontie’ Swanston Essay Example for Free

Brontie’ Swanston Essay Sometimes early intervention for struggling learners is ideal. Most learning problems can be prevented if students are in positive school and classroom contexts that accommodate individual differences (Madden, 1991). However, even in the most positive environments, some students still experience difficulties. For these students, early intervention strategies must be implemented as soon as learning problems are noted. Early intervention means that â€Å"supplementary instructional services are provided early in students’ schooling, and that they are intense enough to bring at-risk students quickly to a level at which they can profit from high-quality classroom instruction† (Madden Wasik, 1991). The intent of early intervention is to create general education support systems for struggling learners as a way to improve academic performance and to reduce inappropriate special education referrals (Madden, 1991). Examples of early intervention include clinical teaching, peer and expert consultation, teacher assistance teams, and alternative programs such as those that offer tutorial or remedial instruction in the context of general education. A critical concept for ELL students is comprehensible input. This concept expresses that in order to acquire a second language the learner must understand what is said to him. Learners should receive input that is appropriate to their age and language level. This language should be just beyond the learner’s current proficiency but easy enough for them to understand. Teachers need to develop background knowledge, deliver content that is contextualized, and use gestures, pictures and real objects to make input comprehensible (Saunders, Goldberg, 1991). When newcomers are assigned to a mainstream classroom and spend most of their day in this environment it is especially critical for them to receive comprehensible input from their teachers and classmates (Saunders, Goldberg, 1991). In other words, if the teacher prefers lectures, it leaves the English language learner will not be receiving this input. All teachers are aware of the need to â€Å"explicitly link past learning and new concepts† but some teachers fail to consider students’ backgrounds and experiences when planning lessons (Saunders, Goldberg, 1991). One way to avoid making unwarranted assumptions about our students’ past learning, background or experiences is to create a common classroom experience as the basis for instruction (Saunders, Goldberg, 1991). Another strategy is to help students make conscious links between their experiences and the text as described in the sample lesson below. Two good concepts to implement would be literature logs and instructional conversations. Before and after reading, students respond to prompts that help them link their experiences to those of the main character or main theme (Saunders, Goldberg, 1991). The instructional conversations that follow these prompts provide oral language practice for Ell’s, and help deepen students’ conceptual frameworks for comprehension (Saunders, Goldberg, 1991). Researchers found that using either the literature log or the instructional conversation increased comprehension for Ell’s but using both produced deeper understanding (Saunders, Goldberg, 1991). Teachers should apply the following steps to be successful in previous two concepts: Step 1 Create pre-reading and post- reading questions or prompts Pre-reading question or prompt: a generic probe about students’ experiences that might be similar to those of the main character/s. Step 2 Briefly review the story again building on student responses in a think-aloud format. Review the procedure for tracking story events and noting when these events are similar to or different from experiences discussed by the class. Examples: two-column notes, post its, adapted story sequence chart Students read or listen to the text: pairs, small groups, tape, and buddy reading Step 3 Present the second literature log question or prompt; model a response. Allow time for students to write about or discuss the prompt. Facilitate the second instructional conversation in which students discuss similarities and differences between and among their experiences and those of the characters. Variations: use picture books with limited text for non-readers or beginning Ell’s of any age. Allow students to respond in their first language. Older or more proficient students can respond to prompts that focus on the setting instead of, or in addition to, events, characters and theme or compare experiences across texts. (Saunders, Goldberg, 1991) It is also vitally important to emphasize key vocabulary. Lack adequate vocabulary is one barrier to reading for Ell’s. Research on vocabulary acquisition indicates that a successful vocabulary development program should have a least the following five components: 1) Intentional word selection (words that represent new concepts, are important outside of the specific activity, or cross content areas) 2) Direct instruction in word meaning and in strategies used to learn new words 3) Modeling of strategies and processes for learning new words 4) Multiple exposures to new words and opportunities to use new words (wide reading, intentional word-focused activities, and ongoing review) 5) A system to help students track new vocabulary (Beck, McKeon, 2002) Here is a five-step vocabulary activity to implement with your ELL students: 1) Teacher provides a definition (tell, read, demonstrate) 2) Teacher creates a non-linguistic representation of the word while engaging in a â€Å"think aloud† that helps students identify key components of the visual and their relationship to the new word 3) Students write or say their own definition of the word 4) Students create their own linguistic representation of the word 5) Return to visual to add or revise elements as students deepen their understanding of the concept Adapted from Marzano, Pickering, 2001 It is important that the teacher shares a knowledge base relative to the education of students learning English (Thomas, Collier, 1997). Efficient teachers should be familiar with second language acquisition, the relationship of native language proficiency to the development of English, socio-cultural influences on learning, effective first and second language instruction, informal assessment strategies that can be used to monitor progress (particularly in language and literacy development), and effective strategies for working with culturally and linguistically diverse families and communities (Thomas, Collier, 1997). It is also imperative that there is recognition of the students’ native language. Language programs must have support of principals, teachers, parents, and the community (Thomas Collier, 1997). School staff should understand that native language instruction provides the foundation for achieving high levels of English proficiency (Cummins, 1994). For regular education teachers and ESL/bilingual teachers, when it comes to language development, there should be a share responsibility. There also must be collaborative school-community relationships. Parents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins, 1994). By being involved with families and communities of English learners, educators come to understand the social, linguistic, and cultural contexts in which the children are being raised (Ortiz, 1997). Thus, educators learn to respect cultural differences in child-rearing practices and in how parents choose to be involved in their children’s education (Garcia Dominguez, 1997). It is vital to implement academically rich programs for ELL students. Students learning English must have opportunities to learn advanced skills in comprehension, reasoning, and composition and have access to curricula and instruction that integrate basic skill development with higher order thinking and problem solving (Ortiz, Wilkinson, 1991). Students must have access to high-quality instruction designed to help them meet high expectations (Cummins, 1994). Teachers should employ strategies known to be effective with English learners, such as: 1) Drawing on their prior knowledge 2) Providing opportunities to review previously learned concepts and teaching them to employ those concepts 3) Organizing themes or strands that connect the curriculum across subject areas 4) Providing individual guidance, assistance, and support to fill gaps in background knowledge Although it is evident that students fail in school for a variety of reasons, in some cases, their academic difficulties can be directly attributed to deficiencies in the teaching a learning environment. These difficulties may become more serious over time if instruction is not modified to address the students’ specific needs. Unless these students’ specific needs. Unless the deficit in learning is caught early and the appropriate intervention is accessed, they will continue to struggle, and the gap between their achievement and that of their peers will widen over time. References Cummins (1994). Knowledge, power, and identity in teaching English as a second language. â€Å"Educating second language children: The whole child, the whole curriculum, the whole community† Cambridge, England: Cambridge University Press. Garcia, S. B. , Dominguez, L. (1997). Cultural contexts that influence learning and academic performance. In Silver, L. B. , â€Å"Child and Adolescent Psychiatric Clinic Of North America: Academic Difficulties†. Philadelphia: Saunders Co. Madden, N. A. , Slavin, R. E. , Wasik, B. A. (1991). Success for all, â€Å"Phi Delta Kappan. † Thomas, W, P. , Collier, V. (1997). School effectiveness for language language miniority students (Resource Collection Series No. 9). Washington: National Clearinghouse for Bilingual Education. Beck, I. , McKeon, M. Kucan, L. (2002) Bringing Words to Life: Robust Vocabulary Instruction. Guilford Press. Ortiz, A. A. Wilkinson, C. Y. (1991). Assessment and intervention model for the bilingual exceptional student. â€Å"Teacher Education and Special Education, 14 Saunders, W. and Goldenberg, C. (1999) The Effects of Instructional Conversations and Literature Logs on the Story Comprehension and Thematic Understanding of English Proficient and Limited English Proficient Students. http://www. cal. org/crede/pubs/research/RR6. pdf Marzano, R. , Pickering, D. J. , Pollock, J. E. (2001) Classroom Instruction that Works. Alexandria, VA: MCREL, ASCD.

Country Research Report Colombia About Colombia History Essay

Country Research Report Colombia About Colombia History Essay When Gran Colombia collapsed in 1830, Colombia was one of the three countries that emerged along with Ecuador and Venezuela. In Latin America, Columbia is the fourth largest economy and in South America it is the third largest (Republic of Colombia). Colombia is the member of the United Nations, the World Trade Organization (WTO), and also the International Monetary Fund (IMF). It is also one of the continents most heavily populated nations. Its capital city Bogota, which was formerly known as Santa Fe de Bogota is located in the center of the country. The country has 32 administrative regions (called departamentos) plus the capital district which has its own autonomous administrative. (Industrial Field of Colombia)  . History Facts and Figures: Official Name: The official name of Colombia is Republica de Colombia. But the conventional long form of the name is Republic of Colombia and the short form, which is widely known, is Colombia. Earlier it was known as United States of Colombia (Republic of Colombia). Land Areas: The country has land area of 401,042 sq mi (1,038,699 sq km) and a total coastline of 3,207 kilometers (1,993 miles) spread between the Caribbean Sea and North Pacific Ocean. Geography: Relative Location Colombia looks like an odd-looking pear which has a thin top. Columbia is just about the similar dimension as of France, Germany and United Kingdom and United States is 9 times the size of this country. Located in the northwestern corner of South America, the country lies entirely within the tropics. Colombia is surrounded by Panama in northwest, by Venezuela and Brazil in the east, by Peru and Ecuador in the southwest, the three Andean ranges run north to south through the western half of the country. The eastern half of the country is low, jungle-covered plain with Amazon and Orinoco Rivers.teh Andes western, central and eastern cordilleras (mountain ranges) run parallel south-west to north-east. The valley of the eastern range and the fertile plateau are the most thickly populated areas of the country (Columbian Facts). Geographical Map of Colombia images (1).jpg (Geography of Colombia). Population Flag: According to population, The Republic of Columbia is the 27th largest country in the world . In overall population, Columbia ranks fourth in Latin America and in density it holds tenth position. The estimated population of the country (2012) is  45,239,079 with the growth rate of about 1.36 % (according to the report published by World Bank in 2012). The estimated birth rate is 17.23 per 1000 with infant mortality rate of 15.92 per 1000. The life expectancy is expected to be 74.79 and density per sq km is 43. The majority of Colombians live in the western coastal area of the country which means that the region east of the Andes mountain chain is thinly populated (Colombia). After the end of World War II, the countrys population grew dramatically, growing by 3.2 percent per year. In 1951 the population was 11.5 million but got doubled in the year 1973 to 22.9 million. The population is expected to attain 53.2 million by the year 2015. The country was one of those few countries of Latin America to have adopted the family planning as an authorized policy and to include it in their development plans. Distribution of population is highly uneven. About 94.5 % of the population is concentrated on 42 percent of the country, in plateaus and basins over Andes cordilleras and the valleys of Magdalena and Cauca rivers. About 58 percent of the country inhibits mere 5.5 percent of the population. The largest part of the population of country lives in the Central Highlands in the pleasant and cool region and the remainder in the Caribbean lowlands (Country Overview). According to the recent studies done in the Republic of Colombia, about 30.7% of the total population of the country consists of children below the age of 14 years, 64.2 % is the percentage of the age group between the age of 15 years and 64 years and 5.2% above 65 years age (Population of Colombia). The flag of Columbia is inspired by Christophers Columbus flag which he used in his expedition. It has three horizontal bands. The first part is yellow, the second (middle) part is blue, and the third (bottom) part is red. Yellow color of first part represents the gold found in the country. Blue color is a sign of the Pacific Ocean and the Caribbean Sea that borders the country; it also corresponds to the equality of all races and classes in the countrys society. Red color stands for the sacrifices and blood spilled by the martyrs in the struggle of independence (Colombia Flag).   download.jpg Source: (Colombia Flag). Francisco Miranda created the national flag of Colombia on March 12, 1807, who was an eminent figure Lin fight for independence of the country. Miranda, Lino de Clemente and Jose Sata, offered the flag at the Congress of Venezuela in 1811 and was adopted as the national flag.   In 1834, Francisco de Paula Santander wanted some modification in the flag so that the stripes should run vertically instead of horizontally.   Later in 1861, President Tomas Cipriano de Mosquera ordered that eight stars should be positioned on the blue stripes to represent the eight provinces that make the  Estados Unidos de Colombia  (United States of Colombia) and that the yellow stripe should be positioned in the middle.  Ã‚   In addition to that, he also ordered that like original the stripes should be in horizontal position, as done by Miranda in 1807. Again in 1909, Simon Bolivar ordered that Mirandas design should be restored as the flag of Colombia .The flag was constantly modified in terms of placement of the stripes and their size. In the year 1934,    President Enrique Olaya Herrera established the present flag, which was designed by Miranda in 1807 as the National flag (National Flag of Colombia). Currency: The official currency of Colombia is the Columbian Peso which is denoted by COP or COL$. The bills are available in the denominations of $1K, $2K, $5K, $10K, $20K, and $50K. The coins are available in $50, $100, $200, $500 and $1000 (Columbian Currency). currency_looks_like_colom2 (1).gifcurrency_looks_like_colom1.gifcurrency_looks_like_colom2.gif National Day: Every year 20 July is celebrated as independence in Colombia when it claimed its freedom from Spain in the year 1810. It is happened that on July 20, 1810, Colombian nationalists stimulated the people of Bogota in streets to protest against Spanish rule. The Viceroy was forced to allow some degree of independence which later became everlasting. From then, July 20 is celebrated in Colombia as Independence Day. The Colombians are known to celebrate this day with great patriotism and enjoy with festivities, parades, traditional food and parties (National Day of Colombia). Industrial field: Colombia is basically a liberated market economy with key commercial and investment ties to the United States.  The countrys industrial hub developed around four urban areas:  Bogota (the capital city), Medellin, Cali, and Barranquilla. The other centers developed in the departments of Boyaca, Magdalena, Narià ±o, and Santander.  The mining sector of the country comprises of oil production and coal.. Its major oil export market is the United States. Oil Production is sited primarily in the Cusiana and Cupiagua fields in the Andes foothills and in the Cano Limon field in the vicinity of the Venezuelan border. All the foreign investment in the petroleum exploration and its development are done on a profit-sharing relationship contract between the investors and Ecopetrol (the state petroleum company). Most of Colombias natural gas production is done in the Guajira region. The country fabricates more than 90 percent of the worlds total emerald production and it is also known to be the second-largest South American producer of gold. It is also one of the most important coal producers in Latin America. Colombia has plentiful water wealth for hydroelectric power and so is second only to Brazil in Latin America. Hydroelectric powers offer more than 70% of countrys electricity power generation. A great deal of Colombias hydroelectric production is situated in the mountainous northwest part of the country, which produces about 40% of the hydroelectric power (Industrial Field of Colombia). The economic landscape of Colombia has changed considerably in the last 40 years, and it is shown by the changes in the manufacturing industry by the late twentieth century. Industrial manufacturing in Colombia is quite speckled. Manufacturing units are mostly located in the provinces of Antioquia, Cauca, in the capital region area, and some in Barranquilla, on the Atlantic coast. The most important products include basic chemicals, beverages, milling and cereal processing, oil refining, textiles, paper and derived products. Textiles and chemicals are at the top for nearly 40 % of all exports of the country. The construction industry (approx. 7000 companies) is one of the largest employment sectors in Colombia (Industry). Commercial Field: In the recent times, the global commercial sector represents 65% of the total world product and around 25% of business transactions in the worldwide. Particularly in the commercial sector of Colombia such as information technology, financial and banking sector have its market in the country. This commercial growth of country facilitates growth in the world and also enables to manage their natural resources and trade by generating revenues (The Service Sector in Colombia and The FTAA negotiations). Culture and Traditions: A diversified culture occupied Colombian territory before the Spanish have arrived. Some as sophisticated and advanced in such a way that produced San Agustins statue in the Huila department, profound tombs of Tierradentro in the Cauca department or in the Sierra Nevada de Santa Marta the Lost City. The Spanish was arrived with an aim to take over and colonization and carried slaves along with them from Africa. Because of these reasons Colombia is recognized as diversified ethnics and cultural country where each region has some unique characteristics which discriminate it from other nations. Accordingly the Andean culture that strongly experienced its European ancestry of a culture of Caribbean which is a blend of Indian and African legacy; roots of African culture with the pacific culture and Orinoquia culture and Amazon culture which is basically an Indian. This complex combination of American and European ancestry is not only articulated in the tradition of country although also comprises of several artistic ground such as handicrafts, cuisines, architecture, sculpture, painting, literature, film, photography, music, dance, theater and many more. Colombian culture is the summation of geographical sites, its colonizers, religious communities and many other things. All these have significant reflection in the lifestyle and religion of Colombian people. Along with this, these things also influenced the language and other aspects of Colombian life (Colombia Culture; Culture: Tradition and avant-garde). Landforms in Colombia: Landforms are the natural features on the surface of earth. Colombia is full of several landforms which enables it to become incredible country in the world. This country is fronted by valleys such as Caribbean, Pacific as well as Eastern Amazon which lengthen its borders Venezuela and Brazil. The western side of Colombia is crossed by three rocky equivalent ranges of the Andes Mountain which was named as Eastern, Central and Western Cordilleras. Many of the significant rivers like Cauca, Magdalena and Putumayo were climbed in the upper elevation of the mountain. These Cauca and Magdalena disconnected the three ranges of Andean Mountain, ultimately merging and later on ending in the Caribbean Sea (Landforms). Land Division in Colombia: The land of Colombia divided into many sub divisions which comprises of thirty two departments and one capital district. The thirty two departments of Colombia includes Amazonas, Antioquia, Arauca, Atlantico, Bolivar, Boyaca, Caldas, Caqueta, Casanare, Cauca, Cesar, Choco, Cordoba, Cundinamarca, Guainia, Huila, La Guajira, Magdalena, Meta, Narino, Norte de Santander, Putumayo, Quindio, Risaralda, San Andres y Providencia, Santander, Sucre, Tolima, Valle del Cauca, Vaupes and Vichada. Other than these departments, the Colombia has one capital district which is named as Capital de Bogota (Land Statistics). Information about Traveler in Colombia: In the early 00s, the Colombia has been opened for world travelers because violence has been decreased dramatically. The diversity of climate and cultural zone in the Colombia provided something unique to the travelers. In the north of country, Caribbean beaches facilitate high class resorts with some historic colonial cities although economical beach towns next to Pacific Coast like Nuqui. In the Andean region, local population resides with the diversified culture. Despite being diversified culture, climatic zone has extreme variations which contributed beauty to the region and aid Colombia as one of the bio-diverse country in the world wide. The points of attraction in the Colombia as elaborated below (Welcome to Colombia Information). Attractions: The Colombia is the country which comprises of diversified culture and climate. This diversity of climate and culture placed this country at different platform and also these diversities attracts more travelers from the worldwide. The climate of Colombia is identified by trade winds, altitude and humidity because it is an equatorial country. The country took pleasure consistent luminosity during the year with the identical duration of day and night hours. The point of attractions of the Colombia country comprises of several natural features. The historical landmarks comprises of Capitol, Capilla Del Sangrario, cathedral on Plaza Bolivar which is a main square. The capital city Bogota includes a museum the Museo Del Oro that is one of the best Colombian museums globally. It also includes churches as Iglesia de Santa Clara and Iglesia de San Ignacio. Other than this, Cartagena on the Caribbean coast is the building of colonial walled and the white sand beaches are truly attractive. A f amous Salt Cathedral in the Zipaquira which is an underground church built under a salt mine. Other than these Colombia is also full of parks such as Tayrona National park (Attractions; Attractions from Colombia). The overviews of point of attractions in the Colombia country are described underlined as below: Museums and churches: The country has many museums and churches such as Museo Del Oro, Museo national, Museo Arqueologico, Santa Clara and San Francisco. The major and unique feature of these are, all are situated in the mid of the city. The Mountain Cerro de Monserrate (Bogota): This Mountain gave pleasure to all travelers who come from worldwide. The Salt Cathedrals at Zipaquira (Bogota): Zipaquira is situated in the north of Bogota. These mines have been vacant and comprises of small reserves which place like a mountain of salt. The Island Del Rosario (Colombia): It is situated in the southwest of Cartagena which is next to the Caribbean coast. It is situated thirty kilometer in the southwest of Cartagena. This area is full of incredible scenes and sand beaches. Along with these also offered glorious coral reefs and colorful fishes. Source: (Attractions) The city of Cali: This is a rich city and having hot climate. This city is famous for its cigars and for exotic dishes. San Andres (Colombia): This Island is only 13 kilometer long and 3 kilometer broad. This island is flat and plain in nature and full of coco palms. Its sunny beaches offered a place for relaxing to the travelers. The nature reserve of Parque National los Katios (Colombia): This is one of the beautiful nature parks which are enclosed with rain forest and lakes. One of the points of attraction in the park is a waterfall of 100 meter. These natural scenes gave pleasures to all travelers who came to Colombia (Attractions; Attractions from Colombia). Country Dialing Code: The country dialing code is a series of numbers which is used for establishing connections between two telephones at the international platform. The dialing code of Colombia country is of two digits as 57. This dialing code allowed user to contact Colombia from another countries in the world wide. This dialing code 57 is dialed after the International Direct Dialing (IDD) and this Colombia dialing code is followed by an area code. By using complete Colombia dialing code a user may call in Colombia (Colombia Country Codes). Electricity: The voltage in Colombia country is 110 volts which is similar to the voltage utilized in the United States of America, Canada and Japan. The 110 volts has been considered as safer to use and less powerful because it has ad vantage over the high voltage like 230 volts. On the other hand, it costs more in the transmission of power to the end users by utilizing 110 volts as for this purpose copper lines must be thicker in size. For this reason wealthy countries are generally used these lower voltages (Electricity in Colombia). In Colombia, the electricity frequency is 60 Hz. Since electricity frequency is not a major issue in regards of compatibility because in the recent time most of the electrical equipments are supportive to the multiple frequencies (Colombia Technical Information for Travelers). The plug adapters that are used in Colombia are A or B. the electrical outlets of type A and type B are shown below: Source: (Colombia Country Codes) The graphical representation of electricity production in Colombia country is as shown below: Source: (Electricity in Colombia) The attractive feature of electricity sector in Colombia is if certain area has a number then it is called Stratum. If this number is higher than that area considered as better as compared to others and the people need to pay more amounts for electricity. This system is operated by cross-subsidies and kept very simple phenomenon that the person who earns more have to pay more for electricity. This makes sure that power is accessible by everyone (Electricity in Colombia). Conclusion: The Colombia is the country which comprises of diversified culture and climate. This diversity of climate and culture placed this country at different platform and also these diversities attracts more travelers from the worldwide. This country is known for their several landforms, culture and traditions. This gives additional advantage to the country for attracting more travelers. In totality, Colombia is the country which is considered as incredible place in the world wide.

Kate OFlaherty Chopins Biography Essay -- essays research papers fc

Kate O'Flaherty Chopin was born 8 February 1851 into a prominent family in St.Louis, Missouri. Her father, Thomas O'Flaherty, an Irish immigrant, was a successful St. Louis merchant who was killed in a railroad accident when Kate was only five years old. Kate's mother, Eliza was left a wealthy widow and raised Kate in a household "run by vigorous widows: her mother, grandmother, and great-grandmother . . . a community of women who stressed learning, curiosity, and financial independence" (Toth, 187). Kate was formally educated at the Academy of the Sacred Heart in St. Louis where she kept a commonplace book "in which the thoughtful adolescent recorded themes that appear in her later fiction, among them women's roles and the conflict between desire and duty" (Toth, 187). On 9 June 1870, two years after graduating from the Academy, Kate married Oscar Chopin, the son of a planter from Natchitoches Parish, Louisiana. They were married for twelve and a half years, spending nine in New Orleans and three in Cloutierville, Natchitoches Parish. During this time, Kate gave birth to five boys and one girl. "Devoting herself to her family and household, she still managed to reconcile the needs of her own being with the expectations of her conventional milieu. She dressed unconventionally and smoked cigarettes long before smoking was an approved practice among women in her class" (Inge, 91). When Oscar died of malaria in 1882, he left Kate twelve thousand ...

The Light and Dark Forces in Joseph Conrads Heart of Darkness Essay

The Light and Dark Forces in Heart of Darkness      Ã‚  Ã‚  Ã‚   Heart of Darkness, by Joseph Conrad, explores something truer and more fundamental than a mere personal narrative. It is a night journey into the unconscious and a confrontation within the self. Certain circumstances of Marlow's voyage, when looked at in these terms, have new importance. Marlow insists on the dreamlike quality of his narrative. "It seems to me I am trying to tell you a dream - making a vain attempt, because no relation of a dream can convey the dream - sensation." Even before leaving Brussels, Marlow felt as though he "was about to set off for center of the earth," not the center of a continent. The introspective voyager leaves his familiar rational world, is "cut off from the comprehension" of his surroundings, his steamer toils "along slowly on the edge of a black and incomprehensible frenzy." As the crisis approaches, the dreamer and his ship moves through a silence that "seemed unnatural, like a state of trance; then enter a deep fog." In the end , there is a symbolic unity between the two men. Marlow and Kurtz are the light and dark selves of a single person. Marlow is what Kurtz might have been, and Kurtz is what Marlow might have become.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Much of the meaning in Heart of Darkness is found not in the center of the book, the heart of Africa, but on the periphery of the book.   The story that Marlow tells centers around a man named Kurtz. However, most of what Marlow knows about Kurtz he has learned from other people, many of whom have good reason for not being truthful to Marlow. Therefore Marlow has to piece together much of Kurtz's story. We slowly get to know more and more about Kurtz. Part of the meaning of Heart of Darkness is ... ...e human condition. Kurtz represents what every man will become if left to his own intrinsic desires without a protective, civilized environment. Marlow represents the civilized soul that has not been drawn back into savagery by a dark, alienated jungle. The book implies that every man has a heart of darkness that is usually drowned out by the light of civilization. However, when removed from civilized society, the raw evil within his soul will be released.    Works Cited and Consulted Conrad, Joseph. Heart of Darkness. New York: Norton, 1971. Greene, Graham. The Heart of the Matter. New York: Penguin, 1984. Hawthorn, Jeremy. Joseph Conrad: Narrative Technique and Ideological Commitment. New York: Arnold, 1990. Murfin, Ross C., ed. Joseph Conrad, "Heart of Darkness": A Case Study in Contemporary Criticism. New York: Bedford-St. Martin's, 1989.

My Day in Africa Essay -- Descriptive Essay Examples

My day in Africa was one I'll not soon forget. I toured two major cities of Morocco-land of mystery, enticement, and enchantment. I was expecting belly dancers, snake charmers, and many exotic sights filled with color and intricate decoration. While I did see some of what I expected, the majority of what I saw was totally unexpected and will haunt me forever. As I boarded the ship that was to take me across the Mediterranean Sea to the northern shores of Morocco, I felt an array of mixed emotions. Mainly, I was excited. After all, I was only 13 and about to become "tricontinental." The previous five days I had spent in sunny Spain, and now I was to travel to Africa for one day. Besides excited, I also felt deeply intrigued and mystified. Moroccans practice the Muslim religion, and Arabic is one of their main languages. This may seem a bit prejudiced, but as I took my seat in the boat, the song "Arabian Nights" was playing over and over in my mind. However, I was dressed very conservatively so as not to offend anybody. The boat ride took only about 45 minutes. After we had docked and debarked the ship, we were led straight to a bus. My first glimpse of Africa wasn't too exciting, since it was just pretty much like Andalucia, the southern region of Spain. It was a little warmer here, though, being so close to the equator. We rode for a while and then stopped to have our passports checked in a city owned by Spain. This is when I had my first "real" glimpse of Morocco. There was trash strewn all over alongside the old, cracked pavement of the road. Natives attending to their business stopped for a moment to stare at the tour bus that held so many foreigners. Of course, they could scarcely see us because of the tinted ... ...ed fezzes, which he sold for 2000 pesetas, or about 10 dollars. I said, "No, thank you." The man replied, "Oh, you buy from in store but don't buy from the street, eh?" I honestly didn't know what to say, so I just said, "I'm sorry." His reply was, "I bet." I just kept on walking, feeling very guilty. But as it turned out, he gave my mom a 1000 peseta discount, so she bought three of the hats. As I boarded the bus, I felt relieved to be leaving Morocco behind me. But then I looked back at all the people, some of them children, and thought how difficult it must be to have to go through hardships every single day, hardships worse than anything we modern Americans have ever endured. I was leaving Morocco, but these people had no way out. Even today, the sights and sounds of its cities still haunt me. I suppose those memories always will. Â   My Day in Africa Essay -- Descriptive Essay Examples My day in Africa was one I'll not soon forget. I toured two major cities of Morocco-land of mystery, enticement, and enchantment. I was expecting belly dancers, snake charmers, and many exotic sights filled with color and intricate decoration. While I did see some of what I expected, the majority of what I saw was totally unexpected and will haunt me forever. As I boarded the ship that was to take me across the Mediterranean Sea to the northern shores of Morocco, I felt an array of mixed emotions. Mainly, I was excited. After all, I was only 13 and about to become "tricontinental." The previous five days I had spent in sunny Spain, and now I was to travel to Africa for one day. Besides excited, I also felt deeply intrigued and mystified. Moroccans practice the Muslim religion, and Arabic is one of their main languages. This may seem a bit prejudiced, but as I took my seat in the boat, the song "Arabian Nights" was playing over and over in my mind. However, I was dressed very conservatively so as not to offend anybody. The boat ride took only about 45 minutes. After we had docked and debarked the ship, we were led straight to a bus. My first glimpse of Africa wasn't too exciting, since it was just pretty much like Andalucia, the southern region of Spain. It was a little warmer here, though, being so close to the equator. We rode for a while and then stopped to have our passports checked in a city owned by Spain. This is when I had my first "real" glimpse of Morocco. There was trash strewn all over alongside the old, cracked pavement of the road. Natives attending to their business stopped for a moment to stare at the tour bus that held so many foreigners. Of course, they could scarcely see us because of the tinted ... ...ed fezzes, which he sold for 2000 pesetas, or about 10 dollars. I said, "No, thank you." The man replied, "Oh, you buy from in store but don't buy from the street, eh?" I honestly didn't know what to say, so I just said, "I'm sorry." His reply was, "I bet." I just kept on walking, feeling very guilty. But as it turned out, he gave my mom a 1000 peseta discount, so she bought three of the hats. As I boarded the bus, I felt relieved to be leaving Morocco behind me. But then I looked back at all the people, some of them children, and thought how difficult it must be to have to go through hardships every single day, hardships worse than anything we modern Americans have ever endured. I was leaving Morocco, but these people had no way out. Even today, the sights and sounds of its cities still haunt me. I suppose those memories always will. Â  

Cooking with Your Children Essay

How many parents take the time to cook with their children? How many of you were taught to cook by your parents or someone else in your family? I actually started cooking with my mother when I was 6 years old rolling out bread dough to make crescent rolls (homemade, of course). Due to my childhood experience, I now cook with my children at least twice a week. Since I am normally only home on the weekends to see my children, I use this time for bonding; as well as for teaching them skills that they will need in order to survive in today’s world, better known as life skills. Cooking with your children is great way to strengthen family bonds, while enforcing math and life skills. First, cooking with your children can create strong family bonds. This provides the opportunity for spending quality time with your children. While preparing meals, daily discussions regarding current topics in and about their lives are abound (â€Å"How was your day†, â€Å"What did you do in class†, â€Å"Have you spoken to your grandmother†). These discussions during meal preparation can lead to enjoyable moments that children tend to remember as they grow older. They then share these experiences and moments with their children [ (Eisenhower) ]. In the words of my favorite T. V. Cook, Alton Brown of â€Å"Good Eats†, â€Å"Cooking with children is just plain fun†. How can you not have fun in the kitchen while cooking with your children? Yes, it can be messy; yes, it can be time consuming; but that is what makes it a fun learning environment. Make mistakes, get messy, have fun. Secondly, cooking with your children will teach them a necessary life skill, a required skill that they will need in order to survive on their own. Cooking not only teaches food preparation, but also educates them on making healthy food choices [ (Eisenhower; Ryan) ]. By allowing them to cook for themselves, they are not dependent on fast food or constant dining out. It also teaches the principles of time management. For example, if for dinner we are having a roast that requires four hours of cooking then they need to consider that the additional sides or â€Å"fixings† should be prepared in a sequence that would allow them all to be ready at the same time as the roast. These basic life skills of cooking and time management are important for your child and are necessary for them to survive. Third, cooking with your children helps to reinforce their math skills. Having your child count the beans or carrot sticks gives them a reason to count. It makes counting fun & purposeful or â€Å"Purposeful Counting† [ (Marinelli) ]. Employing your children in the kitchen can be fun and will reinforce their measuring skills. Using the volume method of measuring, such as one-quarter cup of flour or two cups of sugar, helps children to visualize the actual measurement. In my household, we also use ruler measurements when baking. When making cinnamon rolls we measure the length and width of the rolled dough for proper sizing. In the case of the cinnamon roll dough, we are looking for a perfect rectangle. In other baking situations, we will use other geometric shapes including circles, triangles, squares, cones. Cooking also teaches and reinforces their skills at telling time, which will assist with proper time management. Such as with the aforementioned roast, if you put it in the oven at 4 P. M. and it takes one and half-hours to cook, you can ask, at what time does the roast have to be taken out of the oven? Having your children count, measure and tell time can reinforces those skills with â€Å"Purposeful Counting†. These activities conducted in a fun atmosphere and used in â€Å"real world† situations reinforce the basic life skills that are important. In conclusion, Cooking with your children can create a naturally fun environment for family bonding. It gives them some of the skills, cooking and time management, they will need to survive. As well, cooking reinforces their math skills by letting them use what they have learned in a â€Å"real world† situation. Taking the time to cook with your children will create stronger family bonds, teach them basic life skills that they will need as they grow older and reinforces many math skills that they will not only be able to utilize at home but in school too. Works Cited Brown, Alton. â€Å"Apple Family Values† Foodnetwork. com, Food Network Season 2 Episode EA1B03 Video. Eisenhower, Julie. â€Å"Cooking With Children. † The Saturday Evening Post , Curtis Publishing August 1975, 94-110 Print. Marinelli, Noel. â€Å"Count & Cook. † Scholastic Parent & Child, Scholastic Publishing March 2006, 73 Print. Ryan, Kelley & Andrea. â€Å"Cooking With Kids. Nebraska Kitchens, Nebraska Life Publishing June 20088, 37-39 Print.

Anatman The Five Skandas And Emptiness

In short, the doctrine of the five Kansas implies that the â€Å"self† is radically Returning to the Second Noble Truth: The Second Noble Truth states: ducked has specifiable origins. Remember, the e root of ducked is, in part, . But this is a result of believing that the self is an thing and thus foolhardier. In addition, we can now see that is brought about by than manta. The three roots of suffering are thus: (craving to have) of the fact that ‘You† are no more 2. 3. Emptiness: The Sanskrit word (craving to not have) (Of the truth Of manta) is commonly translated as â€Å"emptiness. Due t the negative connotations of the word, many contemporary scholars of Bud hiss have suggested alternative translations such as â€Å"limitlessness† or â€Å"boundlessness. † In this class we'll stick to the common translation of â€Å"emptiness† while keeping in mind the at it does not mean that â€Å"nothing exists† or â€Å"nothingness. † Th ere are many layers to the concept that have developed throughout history . On the one hand, there is the he other hand, there is the notion which well look at presently. On t notion. Well examine this aspect when discuss mindfulness (in this section of the course) and Zane (in the Zen socio n).Two Metaphysical Senses of Emptiness: Sense 1: This oldest sense of the term is merely the concept of manta (and consequently the five Kansas). This is the understanding taken up by the Sense 2: tradition of Buddhism. This understanding is the newer of the two (although from our perspective it s quite ancient). In short, it is the claim that all of reality is radically not merely the â€Å"self. † This meaning of emptiness is corn to the tradition of Buddhism, and originates in the Mohammad philosophy of Nicaragua. However, we need a little bit more detail to do the notion justice.Dependent Origination: The central idea behind dependent origination is that everything is radically and i n radical One important consequence of this is that there are neither nor causes effects-?there is nothing that can be identified as the cause or the e effect. There is only the momentary interrelation of the five processes. Thus, reality is no more than a vast system Of _processes. Do not confuse this with the scalded â€Å"butterfly effect. † Another important consequence is that there are no There arena' metaphysically NT upon everything else. Objects. Indeed, everything is radically dependedOther terminology for dependent origination includes â€Å"interdependent arising † â€Å"interdependent coarsening,† or simply â€Å"interdependence. † Wrapping up: So, the distinction between the two senses of emptiness is really one of just r stringing the radical interdependence of the Kansas to the â€Å"self† and of globalization it to all of reality. However, the implications of globalization interdependence are important. The y include: 1. There are no 2. Everything is 3. There are no on and things at all. With everything else. 4. Literally nothing exists-?only causes and effects. Exist-?and thus no Exist. 5. Ignorance as a cause of ducked not only means that one is ignorant of the truth of manta, but that one is also ignorant of the above four facts (among others). These consequences are very important to note when discussing the differed CE between and which we won't be able to fully summarize until the end of this section. An Interesting Question: self next? Given that Buddhism accepts that notion of reincarnation yet claims that there e is no (but just a set of ever changing processes), what is it that is reborn from one lie fee to the Let's discuss this as a class.