Critcal Analysis of CATCHER IN THE RYE :: Essays Papers

Critcal Analysis of CATCHER IN THE RYE 10 Quotes and Responses from The Catcher in the Rye "If you really want to hear about it, the first thing you'll probably want to know is where I was born, and what my lousy childhood was like, and how my parents were occupied and all before they had me, and all that David Copperfield kind of crap, but I don't feel like going into it, if you want to know the truth." This statement actually caught my full attention. I like the way that he started this book off. It gave me a sense that the book was going to be very interesting and real. This is a very catchy statement that made me want to continue reading at my own willing and not to just be continuing so I can finish this assignment. It shows that the narrator is not going to start the book off by giving the reader boring details about his life. Instead, he is going to skip all of the usual details and jump to the real stories about his life that he finds and interesting, and that I also found very interesting. â€Å"The more expensive the school is, the more crooks it has-I’m not kidding.† I agree with this statement because people tend to assume that if the school is very expensive, then the crime rate will be lower. Although they think that way, they are making the wrong assumption because they have crooks too. Not only do they have crooks, but they also have high-class crooks. The only difference is that the crooks at more expensive schools may get away with the crime because they have an advantage that crooks in other schools do not have. They have money and they can use the money to bribe people so their reputations are not messed up. â€Å"Game, my ass. Some game. If you get on the side where all the hotshots are, then it’s a game, all right-I’ll admit that. But if you get on the other side, where there aren’t any hot-shots, then what’s a game about it? Nothing. No game.† Holden feels that in order for life to be a game one must be a hot-shot. He feels that if people are not considered to be hot-shots, then those people are not participating in this so-called game of life.

Diversity in instructional methods toward meaningful learning Essay

Abstract There is diversity in instructional methods that teachers can use to bring about meaningful learning. This paper discusses five of them; namely integrated inquiry approach, 5-model of inquiry, the jig-sawing approach, role playing and WebQuest. These instructional methods are learner centered methods that consider prior knowledge, attitude and skills and promote development of new knowledge and relate them to a variety of contexts. All of them also deal with real-life situations that essentially develop interpersonal relationships, problem-solving skills and content-knowledge among others. The teachers’ tasks are to plan and carry out efficiently the instructional designs to have meaningful learning among diverse learners, instructional methods and learning environments. Diversity in Instructional Methods Toward Meaningful Learning Diversity is an essential ingredient of success of all ventures in life including education. There are different kinds of learners as there are teachers, instructional methods and learning environments; but there is only one goal in education and this is for an effective and meaningful learning. Teachers should set environments for students so they could think critically and independently and relate new knowledge learned with a variety of contexts for meaningful learning. It is the task of the teachers to match the learners, the learning environments, the knowledge to be learned and the instructional methods. Learning meaningfully means that learners relate new knowledge to what they already know. Meaningful learning is non-arbitrary, non-verbatim, substantive deliberate effort to link new knowledge with higher order concepts in cognitive structures. It is a learning related to experiences with events or objects and affective commitment to relate new knowledge with prior learning. The diverse instructional designs towards meaningful learning should identify outcomes, guide the development of instruction content and establish its effectiveness. Efforts to consider meaningful learning in the different stages of instructional design are essential. Gagne et al. (1992) identified the different stages of instructional designs as: defining instructional goals; conducting instructional analysis; identifying entry behaviours and learner characteristics; developing performance objectives; selecting an instructional method; assembling instructional materials and planning formative and summative evaluations. He and his colleagues further cited that current educational theory and researches support the use of instructional methods that make students active learners. Among the diverse instructional methods available to teachers to explore and use, the commonly utilized approach towards construction of new knowledge meaningfully are the problem –based learning and inquiry approach, cooperative learning, and technology strategies. Each of these methods has its own advantages and disadvantages, but when used effectively can maximize learning. Problem-Based and Inquiry Approach Students in the problem-based and learning inquiry approach engage in meaningful learning through being actively involved in their own learning and reconstructing these based on their experiences. They further participate in active investigation, more of integrating knowledge rather than separating them so that deep understanding develop from acquisition of new facts. In this method, students are given relevant problems by teachers which inquiry must be done. The general steps in this inquiry approach are: identifying the problems, gathering of data, organizing the data in attempt to analyse the problems and analyses of the strategies to use to solve the problems. Integrated Inquiry In the Integrated Inquiry planning process, a model of inquiry approach developed by K. Murdoch, sequences of activities and experiences are developed to build on and challenge student perceptions. These sequences begin with students’ prior knowledge and experiences and move through deliberate processes wherein that knowledge is extended, challenged and refined. Students have their own prior experiences that they bring to their classes and teachers should be aware of how to address this situation. Activities and learning experiences in this model are grouped as: tuning on, finding out, sorting out, going further, making conclusions and taking actions (Murdoch, 1999). Furthermore, planning for assessment is a very important element of planning for Integrated Inquiry. Murdoch (1999) highlights the need for the collection and analysis of information about what and the how students have learned. The assessment in the Integrated Inquiry model is to determine how to improve student learning as these new information help teachers modify their plans of work to suit the needs of the learners. Students’ involvement in planning for assessment as in selecting responses to particular learning experiences and designing demonstrations of understanding are highly encouraged. Therefore, teachers are also tasked to identify and design learning experiences that will provide information for assessment purposes. The strengths of this model are focussed on assessment of learning in context and encouraging a variety of demonstrations of understanding based on the learning experiences that students undertake. Learners that may benefit most from this Integrated Inquiry Approach are those capable of setting goals in their own learning and significantly contribute in determining how assessment could be effectively done. 5-E Model In the book â€Å"Activities for Teaching Science as Inquiry† by Carin, Bass & Contant (2005) many laboratory investigations were cited as inquiry approach to learning. They focused on the 5-E Instructional Model with the five main components identified as Engagement, Exploration, Explanation, Elaboration and Evaluation. Each of these components is learner-centred. This investigatory method maybe time and resource consuming but it allows the learners to develop critical thinking and problem solving skills experientially. The use of this method is not limited to teaching sciences, which are considered to be not very easy subjects. This experiential learning brings more opportunities for learners to bring forth better understanding and longer retention of knowledge learned. Cooperative Learning Cooperative learning is an instructional method that takes place in a small group of learners of different levels of ability and in environments of responsibility not only for their own understanding of the subject but also for his co-learners. It brings more meaning to learning because it provides shared cognitive sets of information between students, motivating them to learn the materials, ensuring that they construct their own knowledge, providing formative feedback, developing social and group skills necessary for success outside the classroom. Cooperative leaning promotes learning and academic achievement, increases retention and satisfaction with their learning experiences among students, helps develop skills in oral communication, social skills, promotes student self-esteem and fosters mutual responsibility. Although this method helps students learn to be more patient, less critical and more compassionate, some students may find difficulty with this method. Students who work alone find difficulty in sharing answers while aggressive students will tend to take over and brighter students to act superior to the rest. Teachers who will employ cooperative should prepare their students how to work in groups for this method to be successful. Jig Sawing Approach The â€Å"Jig Sawing† Approach is a cooperative learning strategy wherein students becomes an â€Å"expert† in a particular area, then shares his or her learning knowledge with other members of the group that eventually all members of the group learn the concepts. In the Modified Jigsaw, the class is divided into equal expert groups, with each of these groups working on isolated portions of the activity. Once each expert group has completed the tasks, they report their findings as group to the class. Group report allows for greater flexibility in student presentation style and prevents the possibility of unintentionally misrepresentation of information (Beaudrie et al. 1998). This method best suits heterogenous learners across disciplines. It provides opportunities for learners to show various competencies. Moreover, students are more comfortable to exchange ideas with their co-learners because of their dynamic open relationship. Role playing Another instructional method of interest is role playing. It also deals with solving problems but through actions. In role playing, problems are identified, explored through actions and discussed. The students input in their role playing their prior knowledge, values and attitudes. A role-playing strategy seems to work best when there are multiple correct approaches to solving problems. It encourages thinking and creativity to develop and practice new behaviours in non-threatening setting. It provides opportunities for students to explore further their feelings; gain more insights about their attitudes and also enhance their problem solving skills. It also promotes effective interpersonal relations. The learning in these role playing activities are meaningful as they are retained longer and hoped to be of use to the real life of the learners. Terms which are used, often interchangeably with role playing are â€Å"simulation,† â€Å"game,† â€Å"role-play,† â€Å"simulation-game,† â€Å"role-play simulation,† and â€Å"role-playing game†. Role playing dynamically promotes effective interpersonal relationships and social transactions among learners. Technology Supported Approach Technology provides a set of tool for addressing the issues on improving student learning. These issues are of providing more of learners’ time on authentic, challenging tasks with rich contexts with emphasis on multi-disciplinarity; changing of role of teachers to facilitators of knowledge that guide students and learn along with them; students working in an environment of more cooperative relationships that encourages communication and access to real-world examples towards the development of learning communities; and with greater emphasis placed on reflective thinking and productivity with the understanding that students will preform their tasks differently and have different task-relevant skills ( Grabe and Grabe, 2004). WebQuest WebQuest, the model developed by Bernie Dodge, is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. WebQuests is most often a group activity in a library or distance education setting. It may be enhanced by wrapping motivational elements around the basic structure by giving the learners a role to play, simulated personae to interact with via e-mail, and a scenario to work within. They can be designed within a single discipline or they can be interdisciplinary (Dodge, 1997). The WebQuest challenges he learner to be creative in problem-solving. In the world of education, there are so many instructional designs that can be utilized to end up with meaningful learning. No instructional method is better than the other but each one in the hands of a committed and learned teacher can merit students across academic levels and disciplines to bring about meaningful learning. References Beaudrie, B. , Slater,T. F. , Stevenson, S. & Cadit, D. (1998). Teaching astronomy by internet jigsawing. Leading and Learning with Technology Journal, 26. , Retrieved December 13, 2007 from http://www. aem. umn. edu. Carin, A. A, Bass, J. E & Contant T.L. (2005). Activities for Teaching Science As Inquiry. NJ: Pearson Prentice Hall. Dodge, B. (1997). Some thoughts about WebQuests . Retrieved December 13, 2007 from http://webquest. sdsu. edu/about_webquests. html. Gagne, R. M. , Briggs, L. J. , & Wager, W. W. (1992). Principles of Instructional Design . TX: Harcourt Brace Jovanovich College Publishers. Grabe, M. & Grabe C. (2004). Integrating Technology for Meaningful Learning. NY: Houghton Mifflin Company. Murdoch, K. (1998) Classroom Connections: Strategies for Integrated Learning. Melbourne: Eleanor Curtain Publishing.

Character Analysis of Aminata: Book of Negroes Essay

The Book of Negroes by Lawerence Hill started as a story of the capture of a West African girl and her journey to become a slave. Her traumatizing experience was written with a desperate tone that was achieved through the use of literary devices such as metaphors and alliteration. Emphasis was put on the conflict between Aminata and society which helped to develop her as a hopeful character. â€Å"We walked for many suns, growing slowly in members, lumbering forward until we were an entire town. Each time, people swarmed out to stare at us. Initially, I believed that the villagers were coming to save us. Surely they would oppose this outrage. But they only watched and sometimes brought out captors roasted meat in exchange for cowrie shells and chunks of salt. Some night when they had us lie down in fields, our captors paid village women to cook for us-yams, millet cakes, corn cakes, sometimes with a bubbling peppered sauce. We ate in small groups, crouching around a big calabash, spooning out the hot food with the curved fingers of our right hand. While we ate, our captors negotiated with local chiefs. Ever chief demanded payment for passage through his land. Every night, our captors bartered and bickered well into the evening. I tried to understand, in the hope of leaning something about where we were going and why† (p. 34, Hill). In this quotation, Aminata’s journey is described with a bleak and demoralizing tone. The journey of Aminata and her hostages lasted â€Å"for many suns† and wore down their hope for freedom and their faith in humanity. The hostages continued â€Å"lumbering forward† as â€Å"an entire town of kidnapped peoples,† with no hope of being saved. When â€Å"people swarmed out to stare at us †¦ e initially believed that the villagers were coming to save us. † Eventually the captives realize that the people are only interested in making exchanges with their captors. This leaves the hostages with the forlorn realization that no one would make an attempt to liberate them. The captives were demoralized further when they â€Å"crouched around a big calabash, spooning out hot food with the curved fingers of our right hands. † As captives, the native West Africans were treated as less than human. Like animals, they were forced to gather around a bucket of food and eat without tools. The lack of respect and dignity given to the captives corrupted their sense of self-worth until there was little left but the instinct to survive. Literary devices are a key element in setting the tone of this novel. As the captives were continuing they were â€Å"slowly growing in number†¦ until we were an entire town of kidnapped people. † This metaphor emphasizes the number of prisoners the captors have taken hostage and that the group goes far beyond Aminata. It also emphasizes the amount of power the captors have other the captives. Even though the captives outnumber the captors, the captors are still capable of preventing any rebellion and power within the hostages. Another literary device that highlights the hopeless situation of the captives is parallel structure. On their journey they â€Å"passed village after village, and town after town. † The us of parallel structure creates a sense that the journey of the slaves is perpetual and induces the feeling that the slaves are stuck on a ceaseless journey. This also contributes to the hopeless mood of the novel; with no end in sight the slaves find little to look forward to. Although the captives lose hope in their future, Aminata manages to keep a part of herself hopeful and this is essential to her characterization. Aminata knows that there is a very small chance of escaping, but she also knows that if she has more knowledge of the captor’s plans, she has a better chance at freedom: â€Å"Every night I heard the captors barter and bicker well into the evening. I tried to understand, in the hope of learning something about where they were going, and why. † This also demonstrates her thirst for knowledge. Growing up Aminata strived to learn reading and writing and any other skills she could. She does not let go of this part of herself even in her futile situation. As well as being hopeful and clever, Aminata proves to be innocent and naive. While travelling through villages she believes â€Å"the villagers were coming to save us. Surely they would oppose this outrage. † But Aminata eventually realises that the villagers are not interested in freeing the captives. The only concern the villagers have is to make deals with the captors. Her ideals, that the people of her country would band together to bring a stop to their exploitation, are crushed and strips her of her innocence on her journey to slavery. Aminata finds herself in many conflicts with many different elements. One example is the conflict between her and society. Society viewed Aminata and her fellow prisoners as less than human and with little value. The slaves were treated like animals, â€Å"people swarmed out to stare at us†. They are seen as another species and not as people with intelligence and skills. But contrary to the beliefs of the society, Aminata is an intelligent and skillful girl whose thirst for knowledge is never put to rest. She continues to try â€Å"to understand the chiefs, in the hope of learning something. She also knows how to read and write which is considered extremely valuable in her culture. But because society views slaves as non humans who are not capable of being intellectual, Aminata’s capabilities are not seen by others and she is continual seen as an inferior. The Book of Negroes tells a story about the degrading experience many had to go through because they were seen as inferior. This degradation is apparent through the demoralizing and bleak tone. But Aminata manages to keep hope and a clear head and provide a beacon for herself and others around her. She continues to expand her horizon of knowledge and aspire to better herself. Although she is faced against the power or society, Aminata holds strong to herself and carries on. Her story is told with the use of literary devices such as parallel structure and metaphors to emphasize the desperation and inadequacy of her journey. She manages to look past all the horrors that surround her and hope for a better future, and perhaps with her strong will and knowledge she will achieve this someday.

Sojourner Truth essays

Sojourner Truth essays Sojourner Truth, Fearless Crusader, by Helen Stone Peterson. The book had two hundred and ninety four pages. I chose this book because people overlook this woman when thinking about African Americans The main character is Isabella, who later renamed herself Sojourner Truth. The book begins while she is only nine years old. In the beginning she is a naive and scared little girl, but as the book progresses, she becomes a strong and opinionated woman. The other characters are the people who help her throughout her life, and those The book is about Sojourner Truth, and the struggles she faced throughout her life due to her race. It begins with her as a nine year old girl who is frightened about being seperated from her family, and being sold to a new family. By the time she is thirteen she had been sold five times. Shortly after July 4, 1827, Sojourner escaped her former owner, to begin a life of her own, as a free woman. At the time she was twenty nine. By leaving her owner, she left her children. To get them back, she placed a formal complaint with a local courthouse, in Kingston, NY. The court appealed in her favor, allowing her her son. In 1829, she and her two children moved to New York City, so that her son and daughter could have an education. She lived there for three years. In the beginning of her fourth year, a religious man invited her present employer to come to his communal country estate, so as to worship God. While there, Sojourners employer died, and she was blamed for his death. To prove that she was innocent, she went to former employers, getting letters that praised her highly. Due to this slander of her name, she took her complaint to court, where in a white jury, she was pronounced not guilty, and awarded a small sum of money. Shortly ...

Reality of Tularecito

Franklin looked into Tularecito's â€Å"mirror† and saw what Tularecito was. The Pastures views come from several directions. While one teacher sees Tularecito as a dog, needing to be trained, the other sees him as an idiot savant, needing only to be pushed into harmless fantasy. This leads a third view of Tularecito, one of a simple minded killer that needs to be locked up for his own good. Tularecito is viewed as less than human from the start. His name means "little frog", and his physical disabilities are seen by all, causing fear. As Steinbeck tells his story, it is obviously full of metaphors on the basic belief of our society that everything must be the same and reasonable at the same time. Tularecito should never have gone to school. He would have been happy living at home, simple as he was. In the end society takes Tularecito and makes him a monster. Since monsters are not allowed into human society, Tularecito goes looking for a different society that he does belong to, living with the gnomes. Unfortunately this society exists only in his mind, but to his mind it makes sense for he has no perception of reality to fantasy. He searches for a world of fantasy, and in his efforts, he creates a hole. â€Å"He studied the hold for a moment and then began to push dirt back into the whole with the side of his foot† (Steinbeck, 54). When this hole is covered up, it confirms Tularecito's belief in fantasy. There is only one problem with this. Tularecito believes that he created the hole and should n ot be destroyed. With school, work or his own fantasies, when something made by his sweat, his hand is destroyed he defends it the only way he knows how, through violence. â€Å"The fourth grade struggled out, seized erasers and begun to remove the animals to make room for their numbers. They has not make tow sweeps when Tularecito charged†¦.. Miss Martin aided by the whole school, could not hold him down.ï ¿ ½... Reality of Tularecito Free Essays on Fantasy/Reality of Tularecito Franklin looked into Tularecito's â€Å"mirror† and saw what Tularecito was. The Pastures views come from several directions. While one teacher sees Tularecito as a dog, needing to be trained, the other sees him as an idiot savant, needing only to be pushed into harmless fantasy. This leads a third view of Tularecito, one of a simple minded killer that needs to be locked up for his own good. Tularecito is viewed as less than human from the start. His name means "little frog", and his physical disabilities are seen by all, causing fear. As Steinbeck tells his story, it is obviously full of metaphors on the basic belief of our society that everything must be the same and reasonable at the same time. Tularecito should never have gone to school. He would have been happy living at home, simple as he was. In the end society takes Tularecito and makes him a monster. Since monsters are not allowed into human society, Tularecito goes looking for a different society that he does belong to, living with the gnomes. Unfortunately this society exists only in his mind, but to his mind it makes sense for he has no perception of reality to fantasy. He searches for a world of fantasy, and in his efforts, he creates a hole. â€Å"He studied the hold for a moment and then began to push dirt back into the whole with the side of his foot† (Steinbeck, 54). When this hole is covered up, it confirms Tularecito's belief in fantasy. There is only one problem with this. Tularecito believes that he created the hole and should n ot be destroyed. With school, work or his own fantasies, when something made by his sweat, his hand is destroyed he defends it the only way he knows how, through violence. â€Å"The fourth grade struggled out, seized erasers and begun to remove the animals to make room for their numbers. They has not make tow sweeps when Tularecito charged†¦.. Miss Martin aided by the whole school, could not hold him down.ï ¿ ½...

Business Law Essay Example for Free (#13)

Business Law Essay Contract (329) , Business law (49) company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints An agreement must contain four essential ingredients to be regarded as a contract. These four elements are offer, acceptance, Intention of legal consequences, and consideration. If any one of them is missing, the agreement will not be legally binding. An offer is defined as the manifestation of the â€Å"willingness to enter into a bargain so made as to justify another person in understanding that his assent to the bargain is invited and will conclude it. † There must be a definite, clearly stated offer to do something. An offer does not include ball park estimates, requests for proposals, expressions of interest, or letters of intent. An offer will lapse when the time for acceptance expires, if the offer is withdrawn before it is accepted, or after a reasonable time in the circumstances (generally the greater the value of the contract, the longer the life of the offer). Only what is offered can be accepted. This means that the offer must be accepted exactly as offered without conditions. If any new terms are suggested this is regarded as a counter offer which can be accepted or rejected. There can be many offers and counter offers before there is an agreement. It is not important who makes the final offer, it is the acceptance of that offer that brings the negotiations to an end by establishing the terms and conditions of the contract. Acceptance can be given verbally, in writing, or inferred by action which clearly indicates acceptance (performance of the contract). In any case, the acceptance must conform to the method prescribed by the offerer for it to be effective. A contract requires that the parties intend to enter into a legally binding agreement. That is, the parties entering into the contract must intend to create legal relations and must understand that the agreement can be enforced by law. The intention to create legal relations is presumed, so the contract doesn’t have to expressly state that you understand and intend legal consequences to follow. If the parties to a contract decide not to be legally bound, this must be clearly stated in the contract for it not to be legally enforceable. In order for a contract to be binding it must be supported by valuable consideration. Consideration consists of either a benefit to the promisor or a detriment to the promisee. That is to say, one party promises to do something in return for a promise from the other party to provide a benefit of value (the consideration). Consideration is what each party gives to the other as the agreed price for the other’s promises. Usually the consideration is the payment of money but it need not be; it can be anything of value including the promise not to do something, or to refrain from exercising some right. The payment doesn’t need to be a fair payment. The courts will not intervene where one party has made a hard bargain unless fraud, duress or unconscionable conduct is involved. When there is a breach of contract, an unexcused failure to perform, the other party is usually given damages, rather than specific performance. The rules of damages vary, but are usually intended to make the injured party whole. A party who was supposed to be paid something for that party’s performance gets the amount of the payment due, if the performance has been rendered. A party who was supposed to get something of value sometimes gets the difference between the price agreed and the market price. Or, if the party has already paid the paying party sometimes gets the money back. Business Law. (2016, Dec 28). We have essays on the following topics that may be of interest to you

Prostitution Essay Example | Topics and Well Written Essays - 500 words - 1

Prostitution - Essay Example To control trafficking of women, coercion and exploitation prostitution should be decriminalized and the social rights of prostitutes be recognized (Wijer 1998). If prostitution was decriminalized then there would be less chances of abuse and sex related crimes. For example if prostitution is made legal then the victims of sexual crimes would be less hesitant in reporting the criminal activity to the police. This would improve the chances of catching the real perpetrators and prevent them from further victimization. Nevada is a perfect example of low crime rates. Prostitution has been legalized there and this has led to a lower crime rate. In November 2004 a ballot proposal to criminalize prostitution in Churchill County, Nevada, was by a 2 to 1 margin. Decriminalization would mean that all laws related to prostitution be removed. In other words, buying a woman would be socially and legally equivalent to buying cigarettes. Rape and prostitution are almost the same with the only difference between to the two being that in prostitution the prostitute gets paid to be raped. Decriminalizing is not the way to make prostitution a ‘little bit better’ any more than it is possible to make slavery a ‘little bit better’. It is a cruel lie to suggest that decriminalization will protect anyone in prostitution. It is not possible to protect someone whose source of income exposes them to be raped at least once a week (Farley 2004). Prostitution is a profoundly harmful institution where the prostitutes (mostly women and young girls) are hurt the most. They are hurt not only physically but also psychologically. Most of the prostitutes in this industry are there as a last resort. They do not choose to be ‘paid rapedâ €™ like they would choose to be a doctor. Although prostitution has been decriminalized in New Zealand it has brought about an increase in illegal, hidden and street