Education,a personal essay in favor of educational reform in America.

Education,a individual paper for instructive change in America. In the present society an advanced degree is a fundamental piece of seeking after a profession. While in school aperson can decide his qualities and shortcomings in whatever way he chooses to take throughout everyday life. A collegeeducation is additionally the initial phase in acting naturally adequate and living without anyone else. School life likewise allows aperson to communicate his quick and inventive capacities and to enhance the aptitudes that he learnedin secondary school. City University will give me a phenomenal chance to achievethese objectives and to arrive at another level in my insightful studies.In my life I intend to seek after a profession in the aviation field. To find a new line of work in this field one needs acollege instruction and City University possesses all the necessary qualities. Its educational program and accomplishedprofessors will allow me to accomplish my objective. Every one of the free schools of the universitysystem is exceptionally particular an d specific to its own field of training.English: City University's College Building on St ...This will assist candidates with enjoying meconcentrate on my particular profession way. I have visited the college grounds twice and each time I havebeen dazzled by the commitment of the workforce to guarantee that the understudy's instructive needs are met andsurpassed. I see that the college is worried about the instructive prosperity of its students.This is exemplified by the rich coaching openings that the college offers. Not exclusively is the staffexceptional, City University has exceptional technology.City University is on the front line of innovation which is irreplaceable in theaerospace field. The EOS registering condition is a foundation for building an extension to the future.This framework will give me numerous chances to utilize its assets to heighten my aptitudes while seeking after myoccupation. Approaching a huge number of PCs everywhere throughout the...

Water, Flexibility and the Tao Essay Example | Topics and Well Written Essays - 1750 words

Water, Flexibility and the Tao - Essay Example This section of the Tao Te Ching holds up water as a model for human flexibilty and adaptiveness. Water, it says, is gentler than any components in its way, but then it breaks down those components with its very tenderness. This is valid in nature, obviously. Water transforms rocks into sand, making delicate what is difficult. Numerous things break down in water, when all the water can do is stream around those components. Water respects anything in its manner, a wonder handily observed by any mountain stream. Water respects a stone in its manner, streaming around it. Along these lines the â€Å"gentle defeats the rigid,† and the water discovers its way to the ocean without being halted by stones or fallen trees. As the Tao says, everybody has seen this, however few can make this reality work for themselves, in their own lives. This trouble comes from the human inclination to coordinate our own activities, and can be understood by a comprehension of the Tao as the common state to which things can return. In a discourse by the Center for Taoist Thought and Fellowship, the author proposes that individuals confuse this refrain, believing that being adaptable like water implies being powerless. Nonetheless, the vast majority don't see the little bits of hardness that are in water. â€Å"It isn't the water which assaults the hard and solid, it is the infinitesimal bits of hard and solid suspended in the water which do the job.† This recommendation gives the section another importance, permitting the peruser not to be exclusively delicate yet to permit their delicateness to encompass an amazing hardness.

Spring Weekend Concert Announced Fabolous and Lloyd Banks

Spring Weekend Concert Announced Fabolous and Lloyd Banks One of the biggest events of the spring at MIT is always Spring Weekend, and the highlight of the weekend is the annual Spring Concert, where a national musical act performs on campus. The headliners for this years Spring Concert will be hip hop stars Fabolous and Lloyd Banks, both East Coast rappers who call New York City home. You may know Fabolous from his songs such as I Cant Deny It and Breathe, and you may know Lloyd Banks from 50 Cents crew G Unit. The concert will be on the Friday of Spring Weekend, April 22. While there are always awesome concerts in Boston, its pretty exciting to have an awesome concert a minute from your dorm. Previous Spring Concerts have featured Live, Slick Rick, Jurassic 5, Sugar Ray, Spin Doctors, Blues Traveler, They Might Be Giants, Busta Rhymes, The Roots, Sonic Youth, Violent Femmes, Belly, Jesus Jones, Fishbone, and 10,000 Maniacs. Spring Weekend (teaser site here) has other cool events. On the Friday afternoon of every Spring Weekend, youll find the International Fair (or I-Fair), where the many international student groups of MIT show off their food, drink, dress, dance, music and other traditions. Its one of my favorite events of the year. Two events being wrapped into Spring Weekend for the first time this year (though both occur annually) are the Fierce Forever drag show on Thursday night, and a Holi celebration on Sunday (see photos and videos of previous Holi celebrations). Should be a pretty awesome weekend.

A Comparison Of American Culture With The Culture

A Comparison of American Culture with the Culture of the Kung People in Kalahari Desert in South Africa Culture is defined as the way of life that a particular group of people practice because such practices determine vast aspects of their lives. Culture is fostered by social and environmental aspects. Thus, different people in the world respond to their surrounding environment in vast ways and such responses inflict the cultural aspects. The most amazing fact about culture is that everyone in the entire world practices certain cultures or adheres to a particular social activity. This happens irrespective of the advancement or exposure one has because culture is simply determined by what such an individual value as part of their day-to-day life. American Culture The world is full of different cultures that deal with spiritual and social aspects in vast ways. This means that different people handle different spirituality, cosmology and culture in different ways, which eventually determine the way they respond to community gatherings, religion and medicine. The American culture is not known to many because people perceive that the culture is completely eroded by the diverse ethnicities that dwell in the nation. Nevertheless, this could be true because everyone in America came from somewhere and each ethnic group brought in their cultures. These cultures have been mixed up and the citizens of America have embraced specific cultures. Thee cultures differ with those that areShow MoreRelatedComparison of American and Vietnamese Culture2261 Words   |  10 PagesFor this paper I will examine Vietnamese culture according to the five essential questions all cultures must answer (according to Kluckhohn and Strodtbeck). I will then take those answers and compare then to out culture here in America. I realize that some might argue that using North American culture as a starting point is an attempt to simplify this writing, but I believe that any initial examination of something new is most effectively done in comparison to what one already knows. The firstRead MoreComparison Of American And Chinese Legal Culture1609 Words   |  7 PagesComparison of American and Chinese legal culture Abstract: The legal culture is a national, regional or national basis in certain social and material conditions, the state power by the creation of a common legal system constraints and determine the status of the legal system of values and attitudes in the whole society and culture. Thus, each country has its own unique legal culture. By selecting the most typical American and Chinese legal cultures of two different aspects: the legal standard, comparativeRead More Comparison of the American and Chinese Cultures Essay1898 Words   |  8 PagesComparison of the American and Chinese Cultures Cultural differences are apparent from one group of people to another. Culture is based on many things that are passed on from one generation to the next. Most of the time people take for granted their language, beliefs, and values. When it comes the cultural differences of people there is no right or wrong. People should be aware of others culture and respect the differences that are between them. The United States and China are two very largeRead MoreEssay about Comparison of Japanese and American Cultures875 Words   |  4 PagesCOMPARISON OF JAPANESE AND AMERICAN CULTURES As Mahatma Gandhi said, â€Å"No culture can live, if it attempts to be exclusive† (Mahatma). Our culture identifies who we are and how we behave in social environments and provides us with a foundation in which to live our lives and raise our families. Each individual culture has certain customs and courtesies that are important. Exposure to the cultures of others can be intimidating and can leave a person feeling confused and unsure about how they fit inRead MoreComparison Between Chinese and American Food Culture Essay1470 Words   |  6 PagesLee Hiu Man Instructor Wynn ESLG 1001 29 November 2012 Comparison of Chinese and Western Food Culture Food is closely related to peoples lives and it is considered the most important element in Chinese culture. Chinese food is famous all over the world too. American Chinese cuisine differs significantly from the traditional Chinese cuisine and even though the variation in taste can be so it is still attractive to many people. When it comes to food, Chinese people alwaysRead MoreA comparison of Marriage Practices Between American and Indian Culture963 Words   |  4 Pagespractices vary across cultures. Every culture has its own way of conducting marriage according to their traditions and customs. Most cultures share common customs and practices, while some cultures have unique practices. Marriage refers to a social union agreed upon by the couples to unit as spouses. The union of couples implies sexual relations, permanence in union, and procreation. This research paper focuses on comparing marriage practices in American and Indian culture. There is significant differenceRead MoreC ultural Comparisons Between Three Cultures : South Indian, Filipino, And Polish- American1401 Words   |  6 PagesThus, to effectively provide a quality healthcare to a diverse population, it is imperative for the healthcare providers to address all the healthcare challenges that face the American society today. This paper focuses and discusses the cultural comparisons between three cultures: South Indian, Filipino, and Polish- American. The heritage assessment is significant in the field of medicine and an essential tool for healthcare providers and their patients. The heritage assessment tool is used as anRead MoreA Comparative Study of Family Values Between China and America960 Words   |  4 Pagesvalues are the reflections of distinguishing cultures in different countries. In order to get the better understanding of different family cultures between China and Americaï ¼Å' it is necessary to make a comparison between Chinese and American family values. This paper tries to grope for cultural origins behind those external different family values between China and US. Firstlyï ¼Å' this paper makes the comparison between Chinese family value and American family value. Secondlyï ¼Å' it illustrates the differencesRead MoreInternational and Domestic Marketing Comparison Paper: India and the United States1408 Words   |  6 PagesInternational and Domestic Marketing Comparison Paper: India and the United States Introduction Nations, like the people who inhabit them, are all different. Some, like the United States, are at the forefront of technology and development. Others exist as third world nations, where even the most basic necessities are hard to come by. And then there are those which are in the middle, such as India. In the past 20 years, India has grown in the eyes of the global community from a rural, developingRead MoreTextual Analysis of Alexie’s â€Å"Because my Father Always Said...†1683 Words   |  7 PagesAmerica truly is the salad bowl of cultures from around the whole world. However, there is often times a dominating cultural structure that makes it difficult to attain peace among the diverse cultural groups of America. Sherman Alexie’s short story, Because my Father Always Said He Was the Only Indian Who Saw Jimi Hendrix Play ‘The Star-Spangled Banner’ at Woodstock, displays the difficulty of the Native American people having to cope with the do minating culture that they are inevitably being shoved

Essay on Serial Killer Profiling - 2183 Words

Just as insight into the mind of the artist may be gained by examining and comparing the progression of his work, so knowledge of the mind of the serial killer can be ascertained by an examination of his canvas: The murder scene. Forensic profiling is the attempt to do just that. An investigator tries to discern information about the killer based on the information at the crime scene, deducing information about the cause from the effect. This is not an exact science, and has been often likened to an art. It is the goal of this work to provide the reader with a basic understanding of the function and application of forensic psychology, as well as an explication of some of its strengths and weaknesses. Profiling itself has been in use†¦show more content†¦Firstly, the assumption is that behavior will match personality, and the crime scene will therefore contain information about the inner workings of the killer’s mind. Is the killer meticulous or chaotic? What motives does the killer hold? Applied properly, this allows investigators to narrow down the suspect pool. As stated earlier, however, this should not be applied to the exclusion of all other information. A second assumption made is that the method of operation will remain similar. This is not to say that the killer may refine their methods or change in severity, but as the killer progresses, the chosen M.O. will be recognizable. Weapon choice, for instance, or victimology will retain similar traits throughout each killing. This allows investigators to be sure that crime scenes are the product of the same killer. The third assumption upon which profiling relies is the idea that the serial killer’s signature will remain the same. A signature is the â€Å"unique manner in which he or she commits crimes† (Holmes, 1998, p. 180). This is not to be confused with the method of operation. The distinction is in the unique nature of the signature. The method of operation is not unique to a particular killer who, say, attacks prostitutes. However, if said killer were to shave the head of each victim and tattoo her scalp, then that would be his signature. Likewise, a killer who consistently removes a particular body part would be said to have that as aShow MoreRelatedThe Process of Criminal Profiling as it Pertains to Serial Killers1224 Words   |  5 Pagescriminal profiling as it pertains to serial killers is extremely interesting and much more common than one would first think. This study deals with the research into the developmental and psychological approaches to serial killers . In the process of studying these offenders, researchers have discovered that crime scene manifestations of behavioral patterns enabled the investigators to discover much about the offender (Jones The Process of Criminal Profiling When Applied To A Serial Killer 1). MostRead MoreThe Forensic Science of Criminal Profiling Essay1436 Words   |  6 PagesThe Forensic Science of Criminal Profiling Profiling: an invaluable tool for catching criminals and killers. Profiling is a relatively new approach to crime solving, put in place by forensic psychiatrists. Criminal profiling is the process by which a practitioner analyses information from a crime scene in order to create physical and psychological profile of the perpetrator. All information from a crime scene is a reflection of the criminals behavior. And this behavior can create a surprisinglyRead MoreWhat Makes A Person A Serial Killer? Essay1591 Words   |  7 PagesWhat makes a person a Serial Killer?How are serial killers caused? Serial Killers are people who kill at least 3 people in separate events with a very little cooling off period between each kill. The kills are performed in a unique fashion and the the serial killer has something that they are known for called a signature.Serial Killers are frightening psychopaths because they don t show human emotions-empathy, conscience, or remorse.What makes a se rial killer different then regular peopleRead MoreWhy the People Are Interested in Serial Killers Essays1218 Words   |  5 PagesSerial Killers Serial killers have struck fear in the hearts of people, yet the public remains fascinated and intrigued by the crimes perpetrated by these individuals. There are several theories and factors that have been attributed to serial killers in an attempt to explain their behaviors. Furthermore, by indentifying the behaviors that are exhibited by serial killers, law enforcement professionals are able to gather information about these serial killers that will assist in the apprehension ofRead MoreInside the Mind of a Serial Killer Essays1049 Words   |  5 PagesMen and Women Serial Killers Barbie Sharp Psy 250 A02 Dr. Toby Arquette Argosy University Abstract What are underling factors that contribute to the psychological profile of men and women serial killers? This paper examines scientific and meta-analysis studies of men and women serial killers in an attempt to identify some of these factors. By investigating psychological theories involving men and women serial killers mentalRead MoreCriminal Profiling And Racial Profiling1373 Words   |  6 PagesCriminal Profiling and Racial Profiling. Criminal profiling has been around since the 1880’s, and up to this day, that method still has not had a great success rate. Also, racial profiling has not had a great success rate either through the years. At times, innocent people get detained and charged with crimes that they never committed due to matching the characteristics of other suspects. In other words, creating assumptions that will narrow down a suspect is just not the best method to utilizeRead MoreThe Future of Psychological Profiling1658 Words   |  7 PagesThe Future of Psychological Profiling CJ430-01: Psychological Profiling Professor William Formby Kaplan University May 18, 2012 The purpose of this paper is to provide an assessment of psychological profiling as an investigative tool for the future. The paper will try to focus on what happens if profiles are developed that have not accurately portrayed the apprehended. Additionally this paper will be reviewing the Baton Rouge Serial Killer and The Unabomer cases in order to answer additionalRead MoreEssay about Issues In Psychological Profiling1329 Words   |  6 PagesIssues In Psychological Profiling Historically, crime and criminals have always caught the attention of law-abiding citizens. Whenever there is mention of serial killers or unsolved murders or abductions, psychological profiling, floats to the top of the list of concerns (Egger, 1999). Psychological profiling is an attempt to provide investigators with more information about an offender who has not yet been identified (Egger, 1999). Its purpose is to develop a behavioral composite that combinesRead MoreProfiling is a Necessary Means for Discovering and Apprehending Criminals1197 Words   |  5 Pagesthat profiling is a necessary means for discovering and apprehending criminals. There are many different types of profiling and many people think of profiling differently; however, all types of profiling does work and is proven to help stop crime. This paper will explore the following: profiling and different forms of it, the closely related stop and frisk policy, different cities that have proven statistics that profili ng does work, how airports are now profiling, and different serial killers thatRead MoreCriminal Profiling, A Powerful Tool Essay1200 Words   |  5 PagesCriminal profiling can be a rather useful tool for criminal investigators of all kinds. Many departments use profiling to catch terrorists, gangs, cyber-crimes, counter intelligence, white collar crimes, and most of all serial killers. How criminal profiling works is by looking at the behavior of the criminal to gain insight into his or her personality. A doctor does the same thing when looking at symptoms to diagnose a certain disease. Being able to understand this person’s personality leads you

An Examination of the Power of the Dark Side Free Essays

Entrepreneurship does have a Dark Side and It Is powerful, Indeed. With rare exceptions, the literature about entrepreneurship Is positive and supportive and implies that uniform benefits accrue to the economy, to businesses, and to individuals as a result of entrepreneurship. This is only half the story. We will write a custom essay sample on An Examination of the Power of the Dark Side or any similar topic only for you Order Now A small number of researchers have examined the dysfunctional aspects of entrepreneurship and pointed out that a Dark Side definitely exists (Sets De Varies, 1985; Solomon Winslow, 988; Winslow Solomon, 1987; 1989). This paper will look at those who turned to the Dark Side for their very existence. The authors have surveyed prisoners who have been convicted of a felony and who are serving sentences In a Federal Prison in the Midwest. The participants were enrolled In a continuing education course Involving entrepreneurship and small business startup Ideas and they all espoused a desire to â€Å"go straight† when their sentences had been served. How did they become criminals? Did they view their criminal satellites as entrepreneurial ventures? Will they become legitimate entrepreneurs in the future? Can entrepreneurship education alleviate the problems faced by these offenders when released and is there a greater or lesser chance of acidifies when these inmates are given the opportunity to study entrepreneurship while still incarcerated? If they exist, are Dark Side Entrepreneurs different from main stream Entrepreneurs? These were the questions which drove our research. A major problem facing society today Is the Impact that the growing number of inmates serving sentences have on the economic vitality of our nation. The problem has been exacerbated because our Jails are not only filled with first time-offenders but with a large population of repeat offenders, those returned to prison because nee were unmade to malting a crime-Tree Testily rater Deluge released. According to the Bureau of Justice (2000), in the United States released prisoners were re-arrested at an average rate that was greater than 60%. The high percentage of re-arrested former prisoners is a clear indication that Just serving one’s sentence is not a deterrent to committing more criminal acts. The economic cost to society and to those directly affected by criminal activity is tremendous. According to the Bureau of Justice (2000), one of every fifteen people in the U. S. Will be incarcerated. That figure is staggering. During the past 25 years, the penal system in the United States has implemented a strategy of â€Å"lock ‘me up and throw away the key. † As a result, there has been an unprecedented growth in the prison population in the number of incarcerated inmates even though the crime rate has been decreasing. Further exacerbating the situation is that incredibly high rate of recidivism. According to the Three State Recidivism Study (Stouter, Smith, and Tracy, 2001) released inmates reported that less than half had a Job awaiting them after they were freed from prison. While most (about 87% of those who had received training hill in prison and 83% of those who did not participate in training) believed that they had a place to stay after they were released, the remainder were released as homeless, left to roam the streets, mostly in urban areas. The economic cost of incarceration and the cost to society of criminal activity, plus the lost wages due to imprisonment of convicted workers and the cost of providing welfare for their families is creating a substantial burden on local, state and federal budgets. The combination of rising costs multiplied by an ever greater number of incarcerated inmates is putting pressure on the penal system to find an alternative, deter strategy for success after release. Is there a strategy that can lead to a lower prisoner population through a decrease in recidivism? How to cite An Examination of the Power of the Dark Side, Papers

Purple Hibiscus Rvision free essay sample

An imprint of HarperCollins Publishers 77 – 85 Fulham Palace Road Hammersmith London W6 8JB Browse the complete Collins catalogue at www. collinseducation. com Visit the Collins Readers website at www. collinseducation. com/collinsreaders Published by Collins 2010. Extracts from Purple Hibiscus ( Chimamanda Ngozi Adichie Collins Readers Teacher’s Resources can be downloaded and duplicated as required for institutional use. However, this material is copyright and under no circumstances may copies be offered for sale. Authors: Nikki Copitch and Kate Hibbs. Introduction4 Wider reading5 Historical context6 Overview7 Mark Scheme8-9 Sequence 1: Context and Language10-11 Resource A: World map12 Resource B: Map of Africa13 Resource C: Map of Nigeria14 Resource D: Extracts – Setting15 Resource E: First Impressions16 Sequence 2: Love17-19 Resource F: Extract: Love20 Sequence 3: Conflict21-22 Resource G: Images of Nigerian life 23-25 Resource H: Extract – Influence and society26 Resource I: Keyword circles27 Resource J: Extract – themes28 Resource K: Word association 29 Sequence 4: Identity30-32 Resource L: Identity disks33 Resource M: Extract – Presenting the narrator34Resource N: Extract Change35Resource O: Extract Change and Location36 Collins Readers From well-known classics to award-winning contemporary fiction, Collins Readers are a series of hardback class readers written by leading children’s novelists and selected by teachers and educational advisors based on their teaching potential and ability to inspire your students. We will write a custom essay sample on Purple Hibiscus Rvision or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In line with our brand promise – Freedom to Teach – our teachers’ notes provide a fun, engaging and comprehensive set of resources to save you time, and help you use Collins Readers more effectively in your classroom. For each novel we provide a complete scheme of work, including creative lesson plans based on a four-part lesson model, worksheets, OHTs and ICT activities. All lessons are produced in Microsoft Word so that they can be customised according to your needs, and are focused around specific Learning Objectives. About the book Purple Hibiscus is Chimamanda Ngozi Adichie’s first novel and was shortlisted for the Orange Prize 2004 and the John Llewellyn Rhys Prize, longlisted for the Booker Prize and was winner of the Hurston/Wright Legacy ward for debut fiction. Fifteen-year-old Kambilis world is constrained by the high walls of her family compound. Her wealthy Catholic father, although generous and well-respected in the community, is repressive and fanatically religious at home. When Nigeria begins to fall apart under a military coup, Kambilis father, involved in mysterious ways with the unfolding political crisis, sends Kambili and her brother away to their aunts. Here she discovers love and a life beyond the confines of her fathers authority. The visit will lift the silence from her world and, in time, reveal aterrible, bruising secret at the heart of her family. pic] Extra Reading Fiction African Short Stories by Chinua Achebe An Image of Africa / The Trouble with Nigeria (Penguin Great Ideas) by Chinua Achebe Double Yoke by Buchi Emecheta Half of a Yellow Sun by Chimamanda Ngozi Adichie Joys of Motherhood by Buchi Emecheta The Trouble with Nigeria (African Writers Series) by Chinua Achebe Things Fall Apart (Pocket Penguin Classics) by C hinua Achebe Non-fiction A History of Nigeria by Toyin Falola and Matthew M. Heaton (2008) This House Has Fallen: Nigeria in Crisis by Karl Maier (2002) The Struggle for Secession, 1966-1970: A Personal Account of the Nigerian Civil War by Ntieyong U. Akpan The Brothers War: Biafra Nigeria by Boston: Houghton Mifflin Company, 1972 Basic background information The Nigerian Civil War, also known as the Nigerian-Biafran War, arose from the wake of Nigeria’s independence from Britain in 1960. The conflict occurred between 1967 and 1970. The most pointed cause of the war is often identified as the coup and the counter coup of the summer of 1966, which broke the already fragile trust that existed among the major ethnic groups of the country. Structure of this scheme of work This scheme provides five learning sequences which are designed to be flexible and to extend over several lessons at the discretion of the teacher. Each sequence is structured in the same way with episodes of starter, introduction, development and main plenary; however episodes are each substantial learning activities and usually have a mini-plenary to consolidate learning. Sequence 1 allows students explore the nature of the language as a text written in a ‘World English’ and to locate the text geographically and socially. Following this are three sequences based on themes from the text which can be used during reading at appropriate points or at the end of the text. They are ‘stand-alone’ sequences. Reading the novel The length and complexity of reading will depend on the class; however it is recommended that a good audio book version is used to familiarise the class and teacher with the rhythm of the text and unfamiliar pronunciations. (HarperCollins audio book ISBN 978-0-00-727745-2). Students will also benefit from keeping track of the geographical locations of the text using a map of Nigeria (see Sequence 1), keeping a timeline of events as the narrative shifts and keeping a journal of their understanding, thoughts and notes as the novel progresses. A glossary of unfamiliar language can be collated as a class, although decoding strategies are an integral part of reading this type of text. While useful for all students studying this text at GCSE, this scheme is specifically designed to prepare students for AQA English Literature at Foundation and Higher levels. Assessment Objectives (for Unit 1B Exploring Cultures) †¢ AO1 respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations. †¢ AO2 explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings. †¢ AO4 relate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts and at different times. Students are expected to have an understanding of the relevant assessment objectives prior to the start of this scheme. Framework for Secondary English: Strands, sub-strands and objectives referenced during scheme | | |5 Reading for meaning: understanding and responding to print, electronic and multi-modal texts | |5. Understanding and responding to ideas, viewpoints, themes | |and purposes in texts | | | | | |Year 10 |Year 11 |Extension | |build an interpretation of a whole text, |develop and sustain independent |produce original and sophisticated | |recognising links between ideas, themes or |interpretations of texts, making concise |interpretations of texts in the form of cogent | |characters and supporting points with precise|evaluative comments and supporting points |critical responses, demonstrating personal | |analysis, evidence and explanation |with detailed textual reference and analysis |engagement and sustained critical judgment | | | |6 Understanding the authors craft | | | |6. 1 Relating texts to the social, historical and cultural contexts in which they | |were written | | | | |Year 10 |Year 11 |Extension | |make informed connections and comparisons |analyse the values and assumptions of writers |demonstrate originality of analysis and | |between texts and writers that are |by drawing out connections and comparisons |interpretation when evaluating texts in context | |different in time, culture and literary |between texts and their relationship to social,|to produce critical comparisons of the literary,| |tradition, exploring their influence on |historical and cultural contexts |moral, philosophical and social significance of | |each other and on culture as appropriate | |texts from a range of cultures and times | | | |6. Analysing how writers use of linguistic and literary features shapes and | |influences meaning | | | | | |Year 10 |Year 11 |Extension | |compare and contrast how writers use |analyse how specific literary, rhetorical and |make original, con sidered comments and | |specific literary, rhetorical and |grammatical features shape meaning in implicit |demonstrate insight about a writers | |grammatical features to shape meaning, how|and explicit ways to create impact, how |inventiveness in using language for particular | |techniques differ between different texts |techniques differ across a wide range of texts |effects, and how this links to the overall | |and writers, and the potential impact on |and writers, and evaluate the potential impact |purpose of the text and impact on a range of | |different readers |of these choices on different readers |readers | | | |6. Analysing writers use of organisation, structure, layout and presentation | | | | | |Year 10 |Year 11 | | |compare and contrast how different writers|make detailed analysis and comparison of the | | |shape texts through structure and |ways writers manipulate and shape meaning | | |organisation and explain the effectiveness|through a range of structures and organisation | | |of their choices | | | National Curriculum: English Key Concepts Cultural understanding Exploring how texts from different cultures and traditions influence values, assumptions and sense of identity. Understanding how spoken and written language evolves in response to changes in society and technology and how this process relates to identity and cultural diversity. Critical understanding Engaging with the details of ideas and texts. †¢ Forming independent views and challenging what is heard or read on the grounds of logic, evidence or argument. †¢ Analysing and evaluating spoken and written language to e xplore their impact on the audience. Identity and Diversity Dimension †¢ Who do we think we are? †¢ What connects us with and distinguishes us from others in the UK and the rest of the world? Introducing the context and language Objectives Framework substrand: †¢ 6. 1 Relating texts to the social, historical and cultural contexts in which they were written Assessment Objectives AO1 respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations. †¢ AO4 relate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts and at different times. Resources †¢ Resource A World map (one per group and/or shared map on IWB). †¢ Resource B Map of Africa †¢ Resource C Map of Nigeria (large, shared resource) †¢ Recource D Text extracts on paper for students and on screen if possible †¢ Small ‘marker’ (flag / blutac) to place on map Students should not yet have started reading the novel. Starter †¢ Read the text extracts (Resource D) in groups. Extracts can be differentiated with those giving more clues provided to less able students or used as support for groups who are struggling. †¢ Students use the texts to investigate where they think the novel is from, marking the place on the map when they have come to a decision. †¢ Students highlight the clues in the text which suggested this location. Feedback ? Where is the novel set? ? What were the clues that told you this? NB through questioning students should be encouraged to explain why specific clues lead them to a decision and the reading strategies they employed to undertake this task. Introduction: investigating the extracts †¢ In pairs students choose the extract they found most interesting, reaching consensus through discussion. Brief feedback can focus on why specific extracts were selected. Development †¢ Students use a ‘likes/dislikes/memories/questions’ quadrant (Resource E although this can easily be created by students) to explo re their thoughts on the text: ? Likes what appeals to you in this text? ? Dislikes what has put you off this text? ? Memories does it remind you of anything? (events, things you’ve seen, other texts you’ve read) ? Questions what questions are you left with after reading the extract? (these might involve aspects of character, language, what happens next, etc) †¢ Take brief feedback on ‘likes’ and ‘dislikes’ with focus for ‘memories’ on cultural similarities and textual similarities. The ‘questions’ section can be collated and referred back to during reading. Plenary †¢ Return to objective and AO4. †¢ Remind students of the importance of place and their investigations of the location of the text. †¢ Students speculate in writing about what Nigeria will be like using textual references from the extracts to back up their points. †¢ Use feedback to introduce map of Nigeria which will be used to track geographical locations in the text during reading. If possible use Google Maps ‘satellite’ option to take a closer look at Enugu and the type of compound where the family might live. Resource D Extract 1 from page 4 setting Enugu Extract 2 from page 58 setting Abba Extract 3 from page 86 setting Nsukka Extract 4 from page 50 setting Enugu [pic] [pic] [pic] Read these four extracts from the novel. †¢ Where do you think the novel is set? †¢ What clues led you to your answer? Exploring the theme of love in the text Objectives Framework substrand †¢ 5. 2 Understanding and responding to ideas, viewpoints, themes and purposes in texts †¢ 6. 2 Analysing how writers use of linguistic and literary features shapes and influences meaning Assessment Objectives †¢ AO1: respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations. AO2: explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings. Resources †¢ Resource F on IWB/OHT †¢ Card strips and markers Starter †¢ In pairs, review Chapter 1, identifying different ‘sides’ of Papa. †¢ In the same pairs produce a still image showing the two sides of Papa by one student taking on the positive (public) image and the other the negative (private/domestic) image. †¢ Following a brief rehearsal, students choose a short phrase from Chapter 1 to illustrate each image and place them at the appropriate character’s feet. †¢ Students hold their still images as a class while the teacher walks around and reads out some of the quotations. While students are still holding their images the teacher reads or plays the text from Resource F (displayed on IWB/OHP if possible) Introduction After a brief exploration of the idea of love burning Kambili’s tongue, students ‘sculpt’ two students into a still image of Papa and Kambili at this moment. In the text, explaining the choices they are making with reference to the text. Communal voice activity: class members take it in turns to stand behind one of the characters and voice their thoughts or feelings at this point (not all students need to participate). Once this activity has been given sufficient time to allow a range of students to participate, ask the following questions: †¢ Whose feelings are easier to voice? †¢ Why is this? with reference to the author’s craft) Students re-sculpt the scene in the same way but including Jaj a. Ask the group the following questions: †¢ Where is the reader looking during this scene? Students making suggestions place themselves physically in the scene, giving evidence for their ideas. †¢ Where is the writer standing? Students making suggestions place themselves as above. Individually, students answer the following question in a paragraph: †¢ How does the author show the complexity of the love between Papa and Kambili in this extract? Development Widening the focus (This can be undertaken at the end of reading the text or collated during class reading of the novel. ) Mind map Kambili’s love relationships in the text with a brief explanation and textual reference. Example: Using a different colour, link the characters who have their own love relationships to develop the mind map. Using the mind map for support, students answer the following question: How does the author show different types of love throughout the text? Foundation tier students may need the following prompt: Write about: †¢ Love between parents and their children †¢ Love between siblings and cousins †¢ Romantic love Plenary †¢ In pairs, students list the strategies they have used to explore the text during this sequence (e. g. still image, sculpting, placing the reader and writer, mind mapping, etc). Individually students reflect on which have been most useful for them in working towards the assessment objectives for this lesson. Extract from page 31. Papa ignored her and poured his tea, and then he told Jaja and me to take sips. Jaja took a sip, placed t he cup back on the saucer. Papa picked it up and gave it to me. I held it with both hands, took a sip of the Lipton tea with sugar and milk, and placed it back on the saucer. â€Å"Thank you, Papa,† I said, feeling the love burn my tongue. Considering the exploration and presentation of conflict i. Kamibili’s internal conflict for identity ii. Political conflict as a metaphorical reflection of Kambili’s internal conflict Objectives Framework substrands: 5. 2 Understanding and responding to ideas, viewpoints, themes and purposes in texts †¢ 6. 1 Relating texts to social, historical and cultural contexts in which they were written †¢ 6. 2 Analysing how writers’ use of linguistic and literary features shapes and influences meaning †¢ 6. 3 Analysing writers’ use of organisation, structure, layout and presentation Assessment Objectives †¢ AO1: respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations. †¢ AO2: explain how language, structure and form contribute to writers’ presentation of ideas, themes and setting. AO4: r elate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts and at different times. Resources †¢ Resource G images associated with the text †¢ Resource H text extract on IWB and produced on paper for students †¢ Resource I overlapping circles produced onto A4 sheet for students x2 †¢ Resource J text extract on IWB and paper for students †¢ Resource K word match Students may have read all of the text for this sequence or be at a position within the text that allows them to analyse the extracts that support this teaching sequence. Starter †¢ Using the images (Resource G), students should work in small groups to generate a bank of words that they infer from the images. Students can either have all of the images to annotate or the images can be passed around the room where each group contributes to each image. Students should be encouraged to consider the images literally and metaphorically. †¢ Once the images have been annotated, ask students to draw links between images. Are there any similarities e. g. power, authority, establishment, tradition etc? Students should justify their points. Introduction †¢ Using Resource H, model for the students how to explicate the presentation of influence and society. Analysis should consider faith, community, wealth, status, belief, power and influence. Invite pupils to contribute whilst leading the analysis. Using Resource I, students should place generated keywords in one of the circles and identify quotes to support a point e. g. Influence = ‘best Big Man’. Encourage students to consider what the opposing circle could hold e. g. weakness vs. influence. Development †¢ Using Resource J, students should work in pairs to explore the extract. Ask students to consider how themes are at play in this extract. Students should consider oppression, loss, denial, weakness, death etc †¢ Once the independent analysis has been completed, students should add new information to the overlapping circles with quotations to support. Ask students to consider the links between the extracts and explain their additions to the overlapping circles. Linking back to the crisis and conflict that Kambili has experienced, (explored through the previous sequence of teaching) ask pupils to consider this in the light of the conflict that is presented through the text extracts from this teaching sequence. What are the metaphorical links between Kambili’s struggle for identity and the conflicts that exist within the society that Adichie presents. †¢ P rovide the students with another copy of Resource I. The students should place the points that are in opposition for Kambili e. g. paternal love vs. love for Father Amadi in different boxes. They should consider what could be placed in the cross over section. †¢ Take feedback on the parallels that students have identified. Students should now write a response to the question: Consider how Adichie presents conflict as a metaphor for Kambili’s internal struggle for identity. Plenary In groups of 4 and using Resource K students should match the words through discussion making links. Some words may match with more than one other. Students should be encouraged to explore the pathways that crossover within the text [pic] [pic] [pic] [pic] Traditional housing [pic] Military / police presence [pic] Extract from page 103. We left Abba right after New Year’s. The wives of the umunna took the leftover food, even the cooked rice and beans that Mama said were spoiled, and they knelt in the backyard dirt to thank Papa and Mama. The gate man waved with both hands over his head as we drove off. His name was Haruna, he had told Jaja and me a few days before, and in his Hausa-accented English that reversed P and F, he told us that our pather was the best Big Man he had ever seen, the best emfloyer he had ever had. Did we know our pather faid his children’s school pees? Did we know our pather had helfed his wipe get the messenger job at the Local Government oppice? We were lucky to have such a pather. Papa started the rosary as we drove onto the expressway. We had driven for less than half an hour when we came to a checkpoint; there was a traffic jam, and policemen, many more than was usual, were waving their guns and diverting traffic. We didn’t see the cars involved in the accident until we were in the thick of the jam. One car had stopped at the checkpoint, and another had rammed into it from behind. The second car was crushed to half its size. A bloodied corpse, a man in blue jeans, lay on the roadside. Extract from pages 229-230. Aunty Ifeoma came home that afternoon with the news of the riot. It was the worst one since they became commonplace some years ago. The students had set the sole administrator’s house on fire; even the guest house behind it had burned to the ground. Six university cars had been burned down as well. â€Å"They say the sole administrator and his wife were smuggled out in the boot of an old Peugeot 404, o di egwu,† Aunty Ifeoma said, waving around a circular. When I read the circular, I felt a tight discomfort in my chest like the heartburn I got after eating greasy akara. It was signed by the registrar. The university was closed down until further notice as a result of the damage to university property and the atmosphere of unrest. I wondered what it meant, if it meant Aunty Ifeoma would leave soon, if it meant we would no longer come to Nsukka. During my fitful siesta, I dreamed that the sole administrator was pouring hot water on Aunty Ifeoma’s feet in the bathtub of our home in Enugu. Then Aunty Ifeoma jumped out of the bathtub and, in the manner of dreams, jumped into America. She did not look back as I called to her to stop. | | | | | | |Faith |Exploration |Rejection |Conflict |Force |Boundary | | | | | | | | | | | | | | | | | | | | | | |Culture |Identity | |Dishonour |Power |Self | | | |Challenge | | | | | | | | | | | |Tradition |Love |Discovery |Honour |Hate |Family | Exploring the theme of identity in the text Objectives F ramework substrand: †¢ 5. 2 Understanding and responding to ideas, viewpoints, themes and purposes in texts †¢ 6. 2 Analysing how writers use of linguistic and literary features shapes and influences meaning Identity and cultural diversity †¢ Who do we think we are? †¢ What connects us with and distinguishes us from others in the UK and the rest of the world? Assessment Objectives AO1 respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations. †¢ AO2 explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings. †¢ AO4 relate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts and at different times. Resources †¢ Resource L photocopied onto card †¢ Resource M copied for students †¢ Resource N copied for students †¢ Resource O as IWB pag e or on OHT †¢ Scissors and split pins Starter †¢ Individually, students make their own ‘identity disks’ using the instructions on Resource C. The disks rotate to provide a visual aid to show the relationship between students’ identities and the various influences which have created them. †¢ In groups of 3 or 4, students use this as a tool to support an oral explanation of the features of their identities and influences. As a group they need to identify commonalities and differences. Key questions to support this might be: ? What are the dominant influences in your group? Why might this be the case? ? Are the main features of identity nouns (e. g. ‘an athlete’) or adjectives (e. g. ‘caring’) †¢ This may result in brief group feedback: What/ who has made you what you are? Introduction Display passage from Resource D on IWB/ OHP. †¢ Model analysis of the way Adichie presents the identity of the narrator, Kambili, in this passage. The following prompts may be of use: ? The use of first person and its effect ? The use of short, simple sentences and simple language when the narrator talks about her own feelings ? The more complex sentence structure and tense when she refers to her father ? The effect of the contrast between these two language uses ? The repetition of the word â€Å"needed† and its effect ? The contrast between the positive language used by the nuns when they describe Kambili and the negative tone of Papa†™s reported speech The use of the phrase â€Å"stained by failure† to demonstrate the way Kambili’s identity and language are dominated by her father. Note: Support with modeled reading is in the National Strategies’ ‘Pedagogy and Practice’, Unit 6: â€Å"Modeling†, available at http://nationalstrategies. standards. dcsf. gov. uk/node/174690 †¢ Students identify three features of Kambili’s identity and what has created them. This should reflect knowledge of the whole text or the text read so far as appropriate. These can be collated as a class. †¢ The teacher models answering the following question (similar to part (a) on the exam paper): How does Adichie use language to show the main influences of Kambili’s identity? In pairs students answer the following question (similar to part (b) on the exam paper): †¢ How has Kambili’s identity changed throughout the novel? Or How does Kambili’s identity change throughout the novel? Write about: †¢ The influence of Kambili’s father on her identity †¢ The importance of religion in her life †¢ The influence of other family members †¢ Select one or two responses to share as appropriate. Development In pairs read extract (Resource E) and annotate text to show the following: †¢ What has become important to Kambili at this point in terms of identity? †¢ How has Kambili’s language changed between the two extracts? †¢ What does this show the reader about the ways in which Kambili has changed? Independently students answer either or both of the following (dependent on ability and point in class reading of text): †¢ How does Adichie use details to describe what is important to Kambili at this point in the text? †¢ How has Kambili’s identity developed across the text? (Foundation) Write about: †¢ The changes in the way that Kambili thinks †¢ The changes in the way that Kambili speaks Or †¢ How does the author create the sense of a developed identity in the text? (Higher) Choose one response (anonymised) to model use of the mark scheme for Unit 1, Section B (available on AQA website). This can lead to self-assessment using the mark scheme with students setting targets for their next theme focus. Plenary Return to the map of Nigeria and remind students of the passage on Resource F (if they have finished reading the text). Following paired discussion, label the map as a class to reflect the changes in Kambili’s identity in different locations in the novel Identity disks Extract from pages 28-39. Those were the words I said to myself as I took my exams the following week. I repeated them, too, as Kevin drove me home on the last day of school, my report card tightly pressed to my chest. The Reverend Sisters gave us our cards unsealed. I came second in my class. It was written in figures: â€Å"2/25. † My form mistress, Sister Clara, had written, â€Å"Kambili is intelligent beyond her years, quiet and responsible. † The principal, Mother Lucy, wrote, â€Å"A brilliant, obedient student and a daughter to be proud of. † But I knew Pap would not be proud. He had often told Jaja and me that he did not spend so much money on Daughters of the Immaculate Heart and St. Nicholas to have us let other children come first. Nobody had spent money on his own schooling, especially not his Godless father, our Papa-Nnukwu, yet he had always come first. I wanted to make Pap proud, to do as well as he had done. I needed him to touch the back of my neck and tell me that I was fulfilling God’s purpose. I needed him to hug me close and say that to whom much is given, much is expected. I needed him to smile at me, in that way that lit up his face, that warmed something inside me. But I had come second. I was stained by failure. Extract from page 178. He brought peeled oranges and water wrapped into tight cone shapes in plastic bags from his car. They all settled down on the grass to eat the oranges, and I watched Father Amadi laugh loudly with his head thrown back, leaning to rest his elbows on the grass. I wondered if the boys felt the same way I did with him, that they were all he could see. I held on to his tank top while I watched the rest of the play. A cool wind had started to blow, chilling the sweat on my body, when Father Amadi blew the final whistle, three times with the last one drawn out. Then the boys clustered around him, heads bowed, while he prayed. â€Å"Good-bye, Father! echoed around as he made his way toward me. There was something confident about his gait, like a rooster in charge of all the neighborhood hens. Extract from pg 299. As we drove back to Enugu, I laughed loudly, above Fela’s stringent singing. I laughed because Nsukka’s untarred roads coat cars with dust in the harmattan and with sticky mud in the rainy season. Because the tarred roads spring potholes like surprise presents and the air smells of hills and history and the sunlight scatters the sand and turns it into gold dust. Because Nsukka could free something deep inside your belly that would rise up to your throat and come out as a freedom song. As laughter. - Contents Contents Overview Introduction Introduction Sequence 1: Context and language Sequence 4: Identity Traditional clothes for men and women in Nigeria Resource D: Setting Dislikes Questions Likes Memories Resource L: Identity disks Instructions †¢ Cut out the circles and fix them together with a split pin through the centre of each so that A spins on top of B †¢ In each segment of circle A write a word or phrase that represents your identi ty (athlete, sister, friend, etc) †¢ In the boxes on circle B, list the influences which have made you who you are (a parent, friend, teacher, etc) Resource C: Map of Nigeria Extract 1 Even though Father Benedict had been at St. Agnes for seven years, people still referred to him as â€Å"our new priest. † Perhaps they would not have if he had not been white. He still looked new, the colors of his face, the colors of condensed milk and a cut-open soursop, had not tanned at all in the fierce heat of seven Nigerian harmattans. And his British nose was still as pinched and as narrow as it always was, the same nose that had had me worried that he did not get enough air when he first came to Enugu. Father Benedict had changed things in the Parish, such as insisting that the Credo and kyrie be recited only in Latin; Igbo was not acceptable. Extract 4 Chinwe Jideze came over to Ezinne’s table then. She had a high, birdlike voice. â€Å"I want to remain class prefect this term, Ezi-Butterfly, so make sure you vote for me,† Chinwe said. Her school skirt was tight at the waist, dividing her body into two rounded halves like the number 8. â€Å"Of course,† Ezinne said. I was not surprised when Chinwe walked past me to the girl at the next desk and repeated herself, only with a different nickname that she had thought up. Chinwe had never spoken to me, not even when we were placed in the same agricultural science group to collect weeds for an album. The girls flocked around her desk at short break, their laughter ringing out often. Their hairstyles were usually exact copies of hers – black, thread-covered sticks if Chinwe wore isi owu that week, or zigzagging cornrows that ended up in a pony tail atop their heads if Chinwe wore shuku that week. Chinwe walked as if there were a hot object underfoot, raising each leg almost as soon as her other foot touched the floor. During long break, she bounced in front of a group of girls as they went to the tuck shop to buy biscuits and coke. According to Ezinne, Chinwe paid for everyone’s soft drinks. I usually spent long break reading in the library. Extract 2 The rustling of the coconut fronds woke me up. Outside our high gates, I could hear goats bleating and cocks crowing and people yelling greetings across mud compound walls. â€Å"Gudu morni. Have you woken up, eh? Did you rise well? † â€Å"Gudu morni. Did the people of your house rise well, oh? † I reached out to slide open my bedroom window, to hear the sounds better and to let in the clean air tinged with goat droppings and ripening oranges. Jaja tapped on my door before he came into my room. Our rooms adjoined; back in Enugu, they were far apart. â€Å"Are you up? † he asked. â€Å"Let’s go down for prayers before Papa calls us. † I tied my wrapper, which I had used as a light cover in the warm night, over my nightdress, knotted it under my arm, and followed Jaja downstairs. Resource G: Presenting the narrator Resource E: First Impressions Resource N: Change Resource O: Change and location Wider reading Mark Scheme.