De dagen van de bluegrass liefde essays

De dagen van de bluegrass liefde essays Titel: De dagen van de bluegrassliefde. B. Uitleg titel Tycho is een tiener die na zijn eindexamen niet weet wat hij moet doen. Hij besluit om een jaar lang op vakantie te gaan en daarna een jaar niet aan school te denken, lekker pauze nemen. Voor het eerst gaat hij alleen op vakantie, hij gaat naar Little World, een kamp voor kinderen die op vakantie gaan. Daar gaat hij naar toe als kamp leider. Op het vliegveld komt hij Oliver tegen een aardige Zweedse jongen, ook Oliver maakt straks deel uit van de kamp leiding. Vanaf het begin zijn ze eigenlijk al vrienden en ze maken veel plezier op het kamp. Tot dat Tycho's gevoel voor Oliver een andere draai krijgt. Tycho wordt verliefd op Oliver. Hij is bang dat Oliver hem voor gek verklaard en mijd de jongen. Donna, ook een leider, komt erachter en zegt dat Tycho ervoor moet gaan. Eigenlijk wil Tycho dat niet, maar op een nacht in hun kamertje, gaan ze ervoor. Sindsdien zijn ze verliefd. Mensen maken er problemen van en Oliver heeft geen zin om langer te blijven, hij verzint een plan om samen m et Tycho weg te kunnen. Ze besluiten samen naar Zweden te gaan. De moeder van Oliver is de komende weken toch weg. Tycho mag van Oliver niet naar buiten en het wordt al snel duidelijk dat hij niet wil dat zijn vrienden het weten. Langzaam groeien de jongens uit elkaar, tot ze uiteindelijk helemaal uit elkaar gaan en Tycho terug naar Nederland gaat. Ik kan de titel van het boek niet echt goed verklaren, want ik vind het een beetje een vage titel. Op een gegeven moment gaan alle leiders een weekend naar een dorpje, 's avonds is er een feest en dan komt er een band spelen, de bluegrass band. Bluegrass komt dus daar vandaan en de liefde heeft natuurlijk met de liefde tussen Oliver en ...

Differentiating for Learning Profile Essay Example | Topics and Well Written Essays - 1250 words

Differentiating for Learning Profile - Essay Example Also, other ways include verbalizing the content, creating logical understanding, kinesthetic understanding, interpersonal understanding, intrapersonal understanding and, finally, naturalizing the content (Mulligan, 2005). These are just some of the broad ways students can be grouped in classes. With regards to students who understand the content through creating rhythms, educators should encourage them to sing what they are taught or create a beat about the content (Mulligan, 2005). Also, creating cheers, jingles and humming sounds will enable a student to remember what he or she was taught. Students who understand what they are taught through verbalizing the content could be encouraged to read it, spell the content, write it and listen to content. Students who, on the other hand, understand the content through visualizing it should be offered graphic organizers, color codes, videos or charts in order to understand the content fully. Students who kinesthetically understand things sh ould be encouraged to role-play the content (Mulligan, 2005). This is through assuming that the student is, in fact, the content being discussed. Finally, a student who understands the content through naturalizing it should label the content. They should also categorize the content and identify it (Mulligan, 2005). ... Others speak English as a second language while some may be talented and gifted. Still others might struggle with mental, physical, emotional or behavioral challenges. It is, therefore, vital to plan a classroom that can incorporate all these types of students (Rose & Meyer, 2006). In order for educators to create a classroom that incorporates all types of students, it is essential for them to use interactive whiteboards in their classrooms. Interactive whiteboards are specially designed to engage a broad variety of learners in the learning process. Interactive whiteboards support all of the three principles and philosophies of universal learning (Rose & Meyer, 2006). Interactive whiteboards offer teachers or educators numerous ways of presenting information, to their students, using interactive images, text, video files and sound and, hence, engage a wide range of learners. Students or learners can use the same elements of the product to reveal their understanding of the content. To uch-sensitive boards particularly offer numerous options for interacting with displayed content, including finger, pen tool and other object (Rose & Meyer, 2006). Furthermore, interactive whiteboards captivate students of the digital age. This is because interactive whiteboards increase a student’s time and access to digital resources. This technique ensures that students, no matter the duration of the lesson, understand everything that is taught. This is because it offers all the techniques that diverse students use in understanding (Rose & Meyer, 2006). Furthermore, interactive whiteboards will assist students understand matters even better as it used all the techniques of teaching. Question 3 Educators recognize

How have they changed us socially Annotated Bibliography

How have they changed us socially - Annotated Bibliography Example The use of the cell phone enables individuals to manage time properly and more efficiently (Cimino 54). This is done through the use of the phones to arrange and cancel previously arranged meetings. The cell phone also promotes confidentiality on the issues an individual is involved in. For example, the cell phone is currently being used to make monetary transfers between individuals. This is done between individuals living in faraway places without any information being divulged to any third parties. An individual’s safety is also guaranteed when he uses a cell phone to carry out these financial transactions (Matthews 58). Mobile funds have enabled many individuals in planning their activities better. This is because they enable the fast flow of information between communicating parties. This is done without divulging information to individuals outside their conversation. This further enhances the security of the individuals in the communication (Knox and Schacht 179). The us e of the cell phones also enables an individual to be freed from the slavery of having to wait for his turn to use make phone calls. This was the case in the past when individuals had to queue outside public booths each waiting for his turn to communicate. This in turn helps in time saving and creating competence in the communications sector (Forma 73). The use of the cell phones has also enabled individuals to respond quickly to emergencies. This is because this type of communication is fast. Mobile phones assist an individual in exhibiting confidence, individuality and status in his character. This is because some cell phones sell at very high prices and are associated with a certain class of people in society. Cell phones have lastly, but not limited to the above, enabled many individuals to get jobs through the advertisements posted by the phone companies (Wyllie 141). However, the use of the cell phone has brought many other

Teacher and School Essay Example for Free

Teacher and School Essay Discipline is what enables us to follow through our daily actions and behaviors. We know that if we go anywhere around the world we have to be disciplined. Discipline is the only way to keep us physically as well as mentally fit. The most important discipline of a person is to be honest, ethical and confident in both home and in respective premises. Discipline at school: * We have to come regular in the school. * We must come to school on time. * We should show respect to others and ourselves. * We should follow the rules and regulations of the school and should take responsibilities of our action. * We must not bring anything in school that can be harmful or not allowed. * We must obey our teachers. * We must bring our identity card regularly and must not keep any classwork incomplete. * If we do not understand any lesson we must ask the teachers to help us once again. * We should help others with their own works when asked. * We should keep our school uniform neat and clean. * We must do our homework regularly. * We must arrange the chairs and switch off the fans and lights at the end of the day of school. * In classroom we must listen to what our teachers say and stop them who disturbs in the class. * We also should help the teachers with their task whenever asked. * We must not disturb the teachers or anyone in the class. * In school we must not quarrel or fight about anything in the class or anywhere in school. If anything happens in the class or school even with a small issue, we should discuss it with the teacher. * If by mistake anyone else’s copy or other stuff comes with us and we know that it is others’ copy we must politely return it back. * If we have done any mistake then we should apologize for the mistake to the teacher. Last but not the least, we should always be polite and show dissents to the elders, youngers and to our classmates. Disciplines at home: Home is the only place where we get to learn about the self-discipline and basic morals. In home we also have some responsibilities to fulfill. Those are: * The first duty which must be maintained at home is to respect our parents and elders. * It is our responsibility to keep our house neat and clean. * We must take care of our grandparents and everyone in our home and serve them to whatever they need. * We should try to do our works by ourselves. * We must maintain peace by cooperating with each other without quarrelling or fighting. * At home we must dust the house gear. * We also should garden the plants and trees regularly in the garden. * We must pick up the unused things and keep them in the proper place. * We should help our mother to do the household impositions. * We must wash our own cloths properly. * We must help the others with their work whenever asked. * We must clean up what we drop after eating. * If we make our room dirty and untidy, it is our concern to keep it clean. * Also we should save water, electricity, gas and other natural reserves as much as we can. To enjoy good health, to bring true happiness to ones family, to bring peace to all, one must first discipline and control ones own mind. If a man can control his mind he can find the way to instruction, and all wisdom and virtue will naturally come to him. We know that in home we represent our school and in school we represent our home. So it is important to be disciplined everywhere. Discipline at school and at home Name: Tasnim Ferdous. Class: ViiRoll no: 24Sec: Blue.

Political, Social And Moral Me Essay -- essays research papers

Theodore Seuss Geisel, better known to generations of readers all over the world as "Dr. Seuss," is the American author of many popular children’s books. Dr. Seuss’ "deft combination of easy words, swift rhymes and batty nonsense" (Horn 69) has convinced many children that reading does not have to be a boring chore, but instead can be fun and entertaining. Amidst these wacky drawings of zany characters spouting off crazy rhetoric, there is much hidden symbolism. Many of Dr. Seuss’ works contain political, social, and moral messages. Political messages in Dr. Seuss’ works include war, economic and environmental themes. Two of Dr. Seuss’ later works, The Butter Battle Book and The Lorax, "take strong stands on the dangers of indifference to world affairs." (Horn 70) In The Butter Battle Book, Seuss takes nuclear war as his theme. Two groups of animals live on either side of a stone wall. One side eats their bread butter side up, while the other side eats their bread butter side down. Because of each group’s odd ways, neither side trusts the other. Each side sets up a border patrol with mild protection. Over the course of the book, the weapons get more complicated and powerful until each side invents "the bitsy big-boy boomeroo," a very powerful bomb. Each side is ready to destroy the other when the books ends. These groups could represent the nuclear opponents of the time, mainly the United States and Russia. "In this book Dr. Seuss turns didactic and cal ls up many moral arguments adults make against nuclear proliferation." (Lystad 1) This book "ends without resolution of the issues" (Lystad 2) and leaves it up to the reader to decide his or her own beliefs on nuclear war. Political issues arise again in Green Eggs and Ham. In this book "Sam-I-Am’s persistence convinces a friend to try an unusual - but tasty - dish." (Horn 67) This confrontation between Sam-I-Am and his friend is "so obviously a parable about the struggle between capitalist and socialist ideologies." (Atkinson 132) It can be said that Sam-I-Am represents the capitalist United States trying to convince communist countries to try the new, strange and unusual dish of green eggs and ham, which represents capitalism. ... ... the kind-hearted elephant agrees to help a lazy bird by sitting on her egg while she flies off for a vacation. The mother bird decides to never come back. Horton suffers through many problems such as bad weather and being ridiculed by the other animals. In the end, Horton is rewarded when the egg hatches into an elephant-bird. All of these works "suggest to the reader that individual can and should be responsible for the welfare of others." (Horn 70) Within the playful artwork and imaginative language, Dr. Seuss’ children’s books convey ideas about nuclear proliferation, environmental hazards, economics, fascism, and morality. Despite the fact that some of these works are more than fifty years old, the important messages within them still hold true today. Whether or not the parents who buy the books of Dr. Seuss realize the value placed in them, their value as teaching tools for children cannot be disputed. In all, the messages given by Dr. Seuss through his works could be the very essence of this writers popularity. The messages are basic and widely applicable, ensuring that his work can be useful to and enjoyed by all. Political, Social And Moral Me Essay -- essays research papers Theodore Seuss Geisel, better known to generations of readers all over the world as "Dr. Seuss," is the American author of many popular children’s books. Dr. Seuss’ "deft combination of easy words, swift rhymes and batty nonsense" (Horn 69) has convinced many children that reading does not have to be a boring chore, but instead can be fun and entertaining. Amidst these wacky drawings of zany characters spouting off crazy rhetoric, there is much hidden symbolism. Many of Dr. Seuss’ works contain political, social, and moral messages. Political messages in Dr. Seuss’ works include war, economic and environmental themes. Two of Dr. Seuss’ later works, The Butter Battle Book and The Lorax, "take strong stands on the dangers of indifference to world affairs." (Horn 70) In The Butter Battle Book, Seuss takes nuclear war as his theme. Two groups of animals live on either side of a stone wall. One side eats their bread butter side up, while the other side eats their bread butter side down. Because of each group’s odd ways, neither side trusts the other. Each side sets up a border patrol with mild protection. Over the course of the book, the weapons get more complicated and powerful until each side invents "the bitsy big-boy boomeroo," a very powerful bomb. Each side is ready to destroy the other when the books ends. These groups could represent the nuclear opponents of the time, mainly the United States and Russia. "In this book Dr. Seuss turns didactic and cal ls up many moral arguments adults make against nuclear proliferation." (Lystad 1) This book "ends without resolution of the issues" (Lystad 2) and leaves it up to the reader to decide his or her own beliefs on nuclear war. Political issues arise again in Green Eggs and Ham. In this book "Sam-I-Am’s persistence convinces a friend to try an unusual - but tasty - dish." (Horn 67) This confrontation between Sam-I-Am and his friend is "so obviously a parable about the struggle between capitalist and socialist ideologies." (Atkinson 132) It can be said that Sam-I-Am represents the capitalist United States trying to convince communist countries to try the new, strange and unusual dish of green eggs and ham, which represents capitalism. ... ... the kind-hearted elephant agrees to help a lazy bird by sitting on her egg while she flies off for a vacation. The mother bird decides to never come back. Horton suffers through many problems such as bad weather and being ridiculed by the other animals. In the end, Horton is rewarded when the egg hatches into an elephant-bird. All of these works "suggest to the reader that individual can and should be responsible for the welfare of others." (Horn 70) Within the playful artwork and imaginative language, Dr. Seuss’ children’s books convey ideas about nuclear proliferation, environmental hazards, economics, fascism, and morality. Despite the fact that some of these works are more than fifty years old, the important messages within them still hold true today. Whether or not the parents who buy the books of Dr. Seuss realize the value placed in them, their value as teaching tools for children cannot be disputed. In all, the messages given by Dr. Seuss through his works could be the very essence of this writers popularity. The messages are basic and widely applicable, ensuring that his work can be useful to and enjoyed by all.

The Canterville Ghost:

The Canterville Ghost is not Just a short story by Oscar Wilde about a haunted mansion with a ghost; it is also a comedy and a parody of British aristocracy. In this story, the author makes fun of American pride and love of wealth by having the American Ambassador who buys the mansion say: â€Å"l will take the furniture and the ghost at a valuation. I have come from a modern country, where we have everything that money can buy†. Oscar Wilde's â€Å"The Canterville Ghost† is a story of a family's relationship with a haunted house and the ghost who resides there.The novel begins with a warning to the Otis Family, who wants to move into the Canterville Chase house. Mr. Otis ignores the warning and moves his family into the house anyway. They are met with their first problem: a blood stain on the carpet. Mrs. Otis is bothered by the stain and asks that it be removed. However, the stain dates back to the late sixteenth-century. The cause of the stain is attributed to the fo rmer owner, Sir Simon de Canterville, who killed his wife. Now he resides in the house as a ghost unable to move to the next world.Sir Simon tries to terrify the Otis Family, but they only end up tormenting the ghost. He uses many disguises only to be humiliated by the family. By the end of â€Å"The Canterville Ghost,† Wilde brings together the ghost and Virginia, Mr. Otises' daughter. She sympathizes with him and accompanies him to the angel of death. At the same time, she learns life lessons that lead to her own personal enlightenment. Sir Simon, she tells her husband several years later, helped her understand â€Å"what Life is, what Death signifies, and why Love is stronger than both. â€Å"

When An Idealist Writes About Racism / Stereotypes

Hannah Mecum Mrs. Gallos English 3 Honors 18th April, 2016 When an Idealist Writes About Racism/ Stereotypes A young woman is walking alone on her way back from a long night shift and she passes an ally. There’s an old, huddled dark skinned old timer plopped in the ominous mouth of the allway and this woman (who was raised to have common sense) clutches her purse and refuses to look in the twinkling man’s eyes. She also refuses to acknowledge him when he calls in a sickly tired voice, â€Å"Have a blessed evening.† She just drones on thinking of the terrible things that the old â€Å"Gangster† could’ve have done to her. On her last block the young woman found a pale stranger plopped on the corner of her apartment building, he had a cup filled of change and a hat covering his eyes. He pushed the cup towards her and her stomach filled with automatic sympathy and disdain that a poor starving artist was in front of her building. The pale stranger received a five dollar bill, a blessing, and her before bed prayers. Now, this was a hypothetical occurrence was ma de by something we’ve seen too many times. Racism and these stereotypes will never die until races and our stereotypes die. People are still going to what they think they know instead of branching out to all the possibilities in the people around them. The outer shells of other people are the warning signs to other people opposite of the social spectrum of society to not even try to have any connection with them, yet folksShow MoreRelatedBeowulf : A Pattern And Traditional Form Of Heroism1023 Words   |  5 Pagesperson, then was performed in mead halls by poets and gleemen before it was ever transcribed. While the hero in Beowulf was celebrated for his valor, he was also praised for his humility. He did not give in to the corruption and refused the kingship when it was offered to him. Anglo-Saxons were ruled by chieftains who thrived on maintaining their stature with tales of their acts of war. It was as important that the chieftain share the spoils of war, as it was for hi m to be victorious among his thanesRead MoreThe White Race And Its Heroes1623 Words   |  7 Pagesin the civil rights movement during the 1960s and early 1970s. Cleaver spent a majority of his upbringing in youth reform schools and prisons within the state of California, which as evidence will show, affected greatly upon his work Souls on Ice. When Cleaver was serving his time in prison he was influenced greatly by a copy of The Communist Manifesto. The Communist Manifesto alongside the works of Thomas Paine, Karl Marx, Vladimir Lenin, Stanley Baldwin, Jean-Jacques Rousseau and Voltaire; all