David Parker An Average Man - 1180 Words

Molly Wagschal Mr. Seland English 10-1 17 June 2015 All or Nothing David Parker was an average man. He was neither tall nor short. His hair, a graying brown, was an average length for a man. He was solidly middle class; he had a Honda Accord and a moderately priced house in the quiet New Jersey suburbs. Mr. Parker was frugal; he never made any frivolous purchases or bought anything without careful consideration. He had worked as an insurance agent at the same company for 30 years and planned to retire in ten years, when he was 65 years of age. He had been happily married for 32 years and had two daughters who had moved out a while before. Mr. Parker was content with his average life; he followed his daily schedule of eating a breakfast†¦show more content†¦David Parker hid his emotions, but he was deeply sad inside. One day, as Mr. Parker was eating his solitary dinner, he remembered an exchange he had had with his wife years before. His wife had suddenly wanted to drive all the way to Florida for the weekend to have a little getaway. â₠¬Å"Come on, David,† she said. â€Å"We never do anything on a whim! Everything is always so carefully planned out. Can’t we just for once do something impulsive?† Mr. Parker had replied with excuses; hotels were too expensive, Florida was too crowded at that time of the year, it would be too difficult to make arrangements with such short notice. Mary had acquiesced, but Mr. Parker could sense that she was disappointed at the lack of excitement in their lives. They planned a trip using his carefully saved vacation days for later in the year, but he knew it wasn’t the same for Mary; she wanted to do something impulsive and exciting. Mr. Parker decided to do something exciting and impulsive; his whole life he had been cautious and ordinary; now he wanted to do something extraordinary. He found an advertisement for a horse racetrack nearby, so he decided to take a trip on the weekend. He watched a few races without betting anything, but then he decided to place a small bet, two or three dollars, just for fun. The horse he bet on happened to win, and Mr. Parker laughed--he didn’t know anything about horse racing, but he coincidentally chose the winning

Isolation Short Story and Mrs. Mallard Essay - 1195 Words

Isolation and loneliness In the following short stories Eveline written by James Joyce, The Story of An Hour written by Kate Chopin, and A Rose For Emily written by William Faulkner we find that isolation is a popular theme throughout the stories. There are several factors in each one of the stories that makes us feel the isolation that each one of the women in the stated stories felt. Weather it is Eveline feeling stuck at home due to a request for her to tend to her family and resume the place of her deceased mother. Or Mrs. Mallard with her feeling that â€Å"it was only yesterday that she felt that life might be too long† (228). Along with Miss. Emily who seemed isolate her self form the word by closing her door for good. In the three†¦show more content†¦I can’t help but wonder why she ends up feeling so guilty to leave her father for happiness with Frank. Eveline deserves to be happy and live a happy life with out being isolated and lonely. I n the Story of an Hour, Kate Chopin gives us the feeling that Mrs. Mallard is unhappy in the by telling us â€Å"she was presses down by physical exhaustion that haunted her body and seemed to reach into her soul† (227). We learn right off that Mrs. Mallard has a heart condition and should be treated tenderly. When she heard the news of her husbands death, she was at first upset and distraught. She did not begin to feel better until she had time to sit and think, with â€Å"the delicious breath of rain was in the air† (227). Mrs. Mallard felt lonely and did not know what to do with herself anymore. She realized that there would no longer be someone there with her to be there when her life expired. She often had the feeling that life was too long and that the end would never come for her. That was a sign that Mrs. Mallard was a lonely and isolated woman. She was sitting there in the chair when it came to her in a sudden rush. That she is â€Å"Free! Body and soul free† (228). Mrs. Mallard kne w then that life was not short after all. Life was short and she should live it to the fullest. She is now free to do as she pleases. Mrs. Mallard has a feeling of freedom, freedom form the loneliness and isolation that she has felt for a very long time. She is now free to be herselfShow MoreRelatedTheme Of The Yellow Wallpaper And The Story Of An Hour1660 Words   |  7 Pages Kate Chopin’s short story ,†The Story of an Hour† is written in the early 1900’s when women were expected to abide by men. In the story, the narrator Mrs. Mallard was informed by her sister Josephine, that her husband had been in a terrible accident and that he was dead. Mrs. Mallard has heart trouble but when she’s alone she expresses her relief instead of mourning her husband’s death. Mrs. Mallard locks herself in her room for an hour and contemplates what her new life would be like without restrictionsRead MoreStory Of An Hour Literary Analysis934 Words   |   4 PagesMarriage Doesn’t Always Mean Love in â€Å"The Story of an Hour† The Story of an Hour, by Kate Chopin is the tragic story of a woman whose newfound position as a widow gives her strength. She develops a sense of freedom as she embraces her husbands death as an opportunity to establish her own identity. The tragedy is when her newfound identity gets stripped away as the appearance of her husband reveals that he is still alive. The disappointment from this tragedy kills her with a heart attack symbolizingRead MoreThe Yellow Wallpaper Literary Analysis 1486 Words   |  6 PagesThe setting of these two stories emphasize, on visually showing us how the main characters are based around trying to find freedom despite the physical, mental and emotional effects of living in confinement. While on the other hand, dealing with Psychology’s ugly present day behavior showing dystopia of societies views of women during the time period they lived. Comparatively, the relationships between the two main characters in the stories portray women’s yearning for freedom with different typesRead MoreSymbolism –Rendering the Hidden Meaning of the Story1167 Words   |  5 PagesSymbolism –Rendering The Hidden Meaning of The Story Symbolism is an important element in reinforcing the meaning of a story. It is a kind of formalist strategies which helps the reader understand the images that the author is trying to say in words. Symbolism is widely used in â€Å"The Story of An Hour† and â€Å"The Cranes†, which use conventional symbols, literary symbols, and even allegory. â€Å"The Story of An Hour† is written by Kate Chopin. Mrs. Mallard hears of her husband’s death from her husband’sRead MoreHe Yellow Wallpaper1068 Words   |  5 Pagespublished in 1892, and The Story of an Hour written by Kate Chopin, was written and first published under the title The Dream of an Hour in 1894. These two stories deal with the position of women in the late 1800’s. This era is especially interesting because women were still treated as second-class citizens. These two stories had a lot in common and shared a lot of the same views about life of women governed by the laws of men. Aside t hat both husbands, Mr. Mallard from The Story of an Hour and JohnRead MoreElements of English Lit ; Contrast Compare Two Stories and Poem2705 Words   |  11 Pagesdifferent ways of expressing themselves by the stories they write. It is the setting, the characters, and the conflicts that keep the reader’s interest. Many readers are only interested in certain types of literature or certain authors. This study is based on an analysis of one poem, and two short stories, â€Å"A Rose for Emily† by William Faulkner, â€Å"A Story of an Hour† by Kate Chopin, and â€Å"To My Dear and Loving Husband† by Anne Bradstreet. Both the short stories and poem show some similarities and differencesRead MoreWomen s Rights Of Women2756 Words   |  12 Pagesobtainable upon the death of either the man or the women herself. â€Å"The Story of an Hour† is a short story about a woman (Mrs. Mallard) who finds out that her husband has passed away. She has a brief tim e filled with grief and enlightenment, only to find out that her husband was never dead. Chopin takes a moment to integrate that Mrs. Mallard is perceived as a weak person, not only physically but mentally, â€Å"Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break toRead MoreOpression and Freedom of Women in Literatu1662 Words   |  7 Pages These marriages lead many women to feel heavily burdened, both mentally and physically. In the literary works â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman and â€Å"The Story of an Hour† by Kate Chopin, both women are characterized as victims oppressed by their marriage and their strong desire to be free. In each story, the women depicted are oppressed in their marriages. In â€Å"The Yellow Wallpaper,† the unidentified woman is taken to a summer house by her husband, John, so she may recover fromRead MoreWomen Of The Victorian Era2428 Words   |  10 Pagesis â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman is one of her most interesting, daring, and defiant writing. The story portrays the apparently mentally ill female narrator being torn apart by her own personal feelings which are healthy and encouraging versus the patriarchal society’s view of the proper and virtuous behavior for women. From the very beginning of the story, the quote â€Å"John laughs at me, of course, but one expects that in marriage† suggests the nature of John’s character as someoneRead MoreIrony in the Story of an Hour and Araby2929 Words   |  12 PagesIrony is a useful device for giving stories many unexpected twists and turns. In Kate Chopins The Story of an Hour, irony is used as an effective literary device. Situational irony is used to show the reader that what is expected to happen sometimes doesnt. Dramatic irony is used to clue the reader in on something that is happening that the characters in the story do not know about. Irony is used throughout Chopins The Story of an Hour through the use of situational irony and the use of dramatic

An Analysis Of The Adaptation Of Stephen Kings - 1155 Words

You’ll Float Too†¦. (An analysis of the 2017 adaptation of Stephen King’s It using Aristotle’s Poetics) When the word â€Å"poetics† is used, poetry and roses are often what come to mind. However, poetics can be any form of entertainment. Aristotle is talking about drama and plays specifically, and in today’s world, he would be talking about movies. Several movies are released in theaters every week. There is a variety of genres, including drama, thriller, horror, comedy, and romance. Aristotle creates the basis for all critiques and judgments of drama in his essay Poetics. Aristotle creates this idea of a good drama that still can be applied to modern film today. â€Å"After Aristotle s death, his philosophy continued to be taught at the†¦show more content†¦These kids are indeed the protagonists of the storyline. They are extremely relatable characters in both their fears and tribulations. In the beginning of the film, Georgie is afraid of the dark, and must conqu er his fear to retrieve some wax from the cellar. Nothing was there when Georgie went into the cellar, but he thought there was something there because his fear made his brain imagine that something was hiding in the dark. The movie does not start off with jump scares and creepiness like a majority of horror movies. Rebecca Lewis praises the movie when she writes, â€Å"Director Muschietti uses horror tropes such as the young boy afraid of the dark empty cellar and the pouring autumnal rain to put you on the edge of your seat before you’ve even met Pennywise the Dancing Clown,†(Lewis). By starting the film off this way, Muschietti creates an environment that almost every person to watch the film could relate to. Most people used to be afraid of the dark when they were young. Georgie’s fear of the dark enticed the audience, bringing them into the experience and reminding them of their own fear of the dark. This is an extremely clever device used by King and Musch ietti to captivate the audience. Aristotle comments in Poetics that the audience can relate to the protagonist through fear. Joe Sachs comments that, â€Å"Fear can obviously be an insidious thing that undermines life and poisons it with anxiety,† (Sachs).Show MoreRelatedRita Hayworth And The Shawshank Redemption Analysis1362 Words   |  6 PagesClose Comparative Analysis Of Stephen King’s Rita Hayworth and the Shawshank Redemption and Frank Darabont’s The Shawshank Redemption When comparing the ending of Stephen King’s novella, Rita Hayworth and the Shawshank Redemption with the ending of the 1994 film adaptation by Frank Darabont, The Shawshank Redemption, there are key differences. These include additions, removals and slight changes in the narrative which arguably make the storyline better suited to the completely different mediumRead MoreA Response To Night Shift : Strawberry Spring Short Story1220 Words   |  5 PagesStrawberry Spring Short Story Stephen King is the author of many novels and short stories with creepy settings; King admits that he fears bugs to add to the list of things that freaks him out. One of his earlier short stories from 1976, women at college fall victim to a â€Å"Jack the Ripper† style character. My analysis of King’s use of the literary elements, combined with his horror reflected in his short story, â€Å"Strawberry Spring†. (The Fact Site, 8 Apr. 2017) Author Stephen Edwin King was born on SeptemberRead MoreAnalysis Of The Movie Strawberry Spring By Stephen King1288 Words   |  6 PagesA Response to Night Shift: Strawberry Spring Short Story Stephen King is the author of novels and short stories with creepy settings admits that he even has a fear of bugs to add to the list of things that freaks him out. In one of his earlier short stories from 1976, several women at New Sharon Teachers College fall victim to a â€Å"Jack the Ripper† style character with a mysterious fog that weighs heavy over the campus. King, the narrator, also a student, leads us on a twisted tale in a foggyRead MoreArt of Public Speaking5805 Words   |  24 Pageshave the challenges of audience analysis and adaptation. The revised version of Chapter 5 reflects that fact in several ways. First, it grounds the process of audience analysis and adaption in the concept of identification. As with several other changes in the book, this change makes explicit a theoretical orientation that had been implicit in previous editions. Second, Chapter 5 contains a new section on sexual orientation as a factor in demographic audience analysis. Third, I have reworked theRead MoreChina in Africa Essay20116 Words   |  81 PagesAEGIS, of which NAI is an active member, is presented through three contributions. Photo by Susanne Linderos News from the Nordic Africa Institute 3/2007  First, we bring you an interview with the AEGIS Chair, Professor Patrick Chabal of King’s College, London. Secondly we provide a summary of ongoing work relating to the evaluation of academic results in African studies in the European countries. Finally there is a report from this year’s European Conference on African Studies (ECAS 2)Read MoreGame Theory and Economic Analyst83847 Words   |  336 PagesGame Theory and Economic Analysis Game Theory and Economic Analysis presents the wide range of current contributions of game theory to economics. The chapters fall broadly into two categories. Some lay out in a jargon-free manner a particular branch of the theory, the evolution of one of its concepts, or a problem that runs through its development. Others are original pieces of work that are signiï ¬ cant to game theory as a whole. After taking the reader through a concise history of gameRead MoreRastafarian79520 Words   |  319 PagesJamaicans regard as their cultural contribution to the world. Later I will return to these issues and will demonstrate how they contribute to the routinization of Rastafari in Jamaica. The nature of this book dictates a heavy reliance on documentary analysis. My focus is interpretation not ethnography. Therefore, I have not sought to generate primary data on the movement but to analyze and re-analyze the growing body of scholarly and popular literature on the movement, including sociological and anthropologicalRead MoreDeveloping Management Skills404131 Words   |  1617 PagesLine 58 Understanding and Appreciating Individual Differences Important Areas of Self-Awareness 61 Emotional Intelligence 62 Values 65 Ethical Decision Making and Values 72 Cognitive Style 74 Attitudes Toward Change 76 Core Self-Evaluation 79 SKILL ANALYSIS 84 Cases Involving Self-Awareness 84 Communist Prison Camp 84 Computerized Exam 85 Decision Dilemmas 86 SKILL PRACTICE 89 Exercises for Improving Self-Awareness Through Self-Disclosure 89 Through the Looking Glass 89 Diagnosing Managerial CharacteristicsRead MoreExploring Corporate Strategy - Case164366 Words   |  658 Pagesmain issues inï ¬â€šuencing the competitive position of a number of organisations in the same industry with a relatively short case. For a case that permits a more comprehensive industry analysis The Pharmaceutical Industry could be used. Ho wever, if the purpose is more focused – illustrating the use of ‘ï ¬ ve forces’ analysis – the TUI case study or Illustration 2.3 on The Steel Industry could be used. Some cases are written entirely from published sources but most have been prepared in cooperation with

Arguing from Experience Free Essays

â€Å"Cathedral†, Raymond Carver’s short story from the collection of stories with the same title, is a concise guide to the nature of human interaction and the role prejudice and intellectual blindness play in communication. The narrative includes only three people, the narrator, his wife and Robert, a visitor to their house. The fact that Robert is blind irritates the narrator, as well his long-term relationship to his wife. We will write a custom essay sample on Arguing from Experience or any similar topic only for you Order Now Starting from intense protest to Robert’s visit and repulsion, the narrator is miraculously transformed when he is doing a simple project with Robert: drawing a cathedral when guiding Robert’s hand moving across the paper. A change in the narrator’s attitude indicates his liberation from his prejudice replaced by compassion and human attitude. The author in this story first of all focuses on liberation from a specific kind of blindness – moral blindness caused by prejudice and bias, something that is more serious and impairing than real blindness. The path to liberation from stereotypes for the narrator in â€Å"Cathedral† starts from the first moments of the story. The narrator’s reaction from the start seems overstated as he vehemently rejects the presence of the blind man in his house: â€Å"He was no one I knew. And his being blind bothered me.† Putting blindness as the reason for his distaste, the narrator appears to be a very self-centered person. Blind to the feelings of people around him, he seems immersed in his own prejudice and narrow-mindedness. He does not even have power to attend to the needs of his wife bound to the blind man by a long-term friendship and willing to see him in their house as a way to support the man after his wife’s death. The author seems totally blindfolded by his prejudice that looks like instinctive aversion of the healthy man toward an unhealthy one: â€Å"But he didn’t use a cane and he didn’t wear dark glasses. I’d always thought dark glasses were a must for the blind†. His prejudice makes him see the blind man through the prism of his bias, blinding him to the real personality of the man who seems to be a cheerful and pleasant person. Only in his drawing project does he shed his blindness and get a glimpse into human personality, stating that his guiding experience is â€Å"really something† (515). Moral blindness is something that many people have experienced in one form or another. Stereotyping has become the norm in human communication as more and more people accept seeing their friends and peers as representatives of a class and attribute to them all the fixed ideas about this class. I faced this situation in my high school class when a group of students were trying to bully a girl who did not fit into their ideas of ‘coolness’. She did not only wear clothes different from what everybody had on – she was totally different, listened to different music, saw different movies, and read books that were beyond their understanding. Her family was so poor that she really could not afford the clothing that most thought fashionable, and she found her personal way out by remodelling the clothes that remained after her elder sister, acting as her personal designer. Everything about her was special, and this was what alienated everybody, perhaps because they were afraid that she thought them, ‘stereotypical’ youth interested in parties, dating and pop music as ‘uncool’. I, too, had a long period of blindness when I saw Mary (she had this simple name) as simply a freak in an outrageously long skirt and weird interests like astronomy and teaching Hebrew in the local synagogue. My moment of truth came when I happened to be surrounded by the local ‘gangsters’ on my way from school. The title ‘gangsters’ seems too impressive for a bunch of teenagers, but being surrounded by a group of guys with knives in some hands was really scary. They arrived just as I was discussing some classroom assignment with Mary, talking over the problem we had to do in class. This time, she was not their target – it was me they had a disagreement with. I was truly surprised when to their advice to get away, she firmly responded she was not going to leave me alone. We had never been friends, not enemies, either, but not special to each other so that we would stand each other by in any situation. In agreeing to stay with me, she demonstrated courage and strength of character I would never have expected in a girl whom I used to see as a weak and ineffectual wimp submerged in her dreaming and outlandish pursuits. Later on, I felt compelled to talk to her more and discovered a profound personality who was able to reveal to me many interesting things about her hobbies and life. Looking back on this incident, I think about how many individuals like this we miss in our lives, going past as people who are focused on their stereotypes. Our moral blindness shields us from real life, from what is going on in the minds of the people since we see external characteristics and draw our hasty generalizations from them. The same is evidenced in racism, sexism, ethnic prejudice and any other –ism based on outward characteristics. A boss who sees an Afro-American guy and is unwilling to employ him just because the previous Afro-American in his place was lazy and ineffective also acts on stereotypes. We are blinded by clothing fashion, appearance, income, and any other thing that can trigger stereotypical ideas. Raymond Carver in â€Å"Cathedral† gives a vivid example of this moral blindness in a person who finally finds strength to overcome the stereotype and see the world with a broader vision. Not each of us will have a transformational experience like that of the narrator in the story to open our eyes to the diversity and unconventionality of people around us. The rest are on their own, and it is up to them to change their vision of the human world without waiting for guidance from God. Freeing our minds from constraints that stem from upbringing or our environment, we will be able to see a new world, full of interesting and attractive people. Carver, Raymond. â€Å"Cathedral.† In: Reading Literature and Writing Argument. 2nd ed. Eds. James Missy and Alan P. Merickel. Upper Saddle River, NJ: Pearson/Prentice Hall, 2005. 471. How to cite Arguing from Experience, Papers

Introduction to Human Resource Aristotles Rhetoric

Question: Describe about the Introduction to Human Resource for Aristotles Rhetoric. Answer: Introduction Aristotles rhetoric is a concept that dates back to the 4th century B.C. It has been noticed that ever since the advent of the concept there has been a crucial development in the art of rhetoric. The Aristotelian doctrine has been used by researchers, to, incorporate the rhetorical arguments in ethical, logical and psychological findings. The present study deals with the debate and counter arguments based on the rhetorical elements or Aristotle with relation to a study of Qantas group. The study would deal in understanding the concept of reasoning along with different types of employment arrangements in aviation organisation like Qantas (Shanahan and Seele 2015). Discussion and analysis Aristotles rhetorical triangle includes there models or components. These are ethos, pathos and logos. Ethos in the elementary stage deals with the character that is projected by the speaker. In order to be credible a speaker must be competent, should have empathy and good intention. Pathos deals with the concept of values, beliefs and audience. This element is to understand the emotional influence of the speaker on the spectators or the audience. The emotional quotient is important and serves as the base in the present component of rhetoric. The final component includes the logos that are the reasoning. In this case, the speaker wants to influence the audience with the help of the logical reasoning. Hence, in nutshell it may be said that the three steps or components illustrates the interrelation of the credibility of the speaker along with his reasoning power to establish a mark in the mind of the audience. In the article by Sarina and Wright, it has been found that there are different hybrid measures that have been taken by the organisation Qantas to deal with organisational performance and workplace conflict (Sarina and Wright 2015). In the competitive world where luxurious airline system has to be prompt, there are different pivotal strategies that are to be taken by the organisation. It is mentioned by the top-level management that this helps in retaining relational co-ordination. In this regard, it can be stated that Qantas has taken neither the high road approach nor the low road approach but the hybrid approach of maintaining employment relations. It can be inferred that Quantas has the reasoning of meeting the organistional goals as they take a mid way approach. This method would help both the employer and the employees in the organization (Nicolae 2015). However, this concept can be contradicted by the fact that hybrid model of employment might not be the correct method of orga nistional performance. It can be contradicted that the hybrid strategies might not be effective in the changing market condition. Human resource management and framework needs to be flexible in dealing with the changing products in the market. However, in the current article the reasoning of the article is missing the point of persuasion. Hybrid employment framework cannot be the only solution to the issue of employee subsystem (Mshvenieradze 2013). The human resource management must take a way that is flexible in taking the suitable approach of high road approach, low road approach and flexible approach as and when required. The main argument of the article is to understand the methods that are to be used in the changing employment relation strategies. In the article, it is found that the ethos or the credibility of the speaker is missing. The main reason being the author is not open to flexible ideas for Qantas. It is found that he is mostly trying to incorporate the idea of hybrid employment. The interest of the article is vague at some points as the authors have tried to implement too many ideas for the organisation. This might lose the interest of the readers half way in the article. The integration of the values and beliefs are not strongly inculcated in the article. The issue of the organisational performance and employment relations outcomes could have been analyzed in the first half of the article. This could have been followed by the flexible approaches that Qantas might take (Nicolae 2015). However, the authors have created confusion in the minds of the readers by not only applying too many app roaches but also, confusing the readers about which approach might be fruitful for an aviation organisation. The best approach with the support of data could have served the purpose of the readers. Hence, the arguments of the article could have been better and clean (Lefsrud, Graves and Phillips 2015). In the article few of the areas are convincing like the authors approach towards making a strategies that are both integrative and disruptive. However, in this regard it might be said that the avoidance approach might not work as per the expectations. In any service industry it is important to understand that employees should be effective in dealing with organisations change (Heracleous and Klaering 2014). In the changing situation of the employment relation in the Quantas it has been found that the authors have missed the reasons of the way unions can bring in the change. The work of the unions has been given in a general way but a comparison of the work of the unions through graph could have supported the reasoning for the readers (Sarina and Wright 2015). Conclusion It could be said that finally inferred the article could have been better by comparing more dat. That would have sufficiently worked in keeping the interest of the readers along with reasoning. Secondly, the article could have been sub divided with different aspects of the employment structure like the issues that may be faced with the high road approach. The same part could have been made better with the analysis of data of atleast last five years. The similar method could have been used in the low road approach. Finally, a paragraph could have been added with the help of the hybrid approach and the way a flexible approach would have been essential for the Quantas. The issue organizational performance could have been dealt with the specific strategies that other competitive companies have applied. Similarly, the way these strategies or other specific measures of Quantas could have been discussed with proper management theories. The above mentioned aspects would have helped in creati ng the element of ethos, pathos and logos. Reference Heracleous, L. and Klaering, L.A., 2014. Charismatic Leadership and Rhetorical Competence: An Analysis of Steve Jobss Rhetoric.Group Organization Management, p.1059601114525436. Lefsrud, L.M., Graves, H. and Phillips, N., 2015. Analyzing Visual Rhetoric in Organizational Research.Forthcoming in Handbook of Innovative Qualitative Research Methods: Pathways to Cool Ideas and Interesting Papers edited by Kimberly D. Elsbach and Roderick M. Kramer. Mshvenieradze, T., 2013. Logos ethos and pathos in political discourse.Theory and Practice in Language Studies,3(11), p.1939. Nicolae, A.O., 2015. Leaders banking on ethos.Persuasive Games in Political and Professional Dialogue,26, p.217. Sarina, T. and Wright, C.F., 2015. Mutual gains or mutual losses? Organisational fragmentation and employment relations outcomes at Qantas Group. Journal of Industrial Relations, 57(5), pp.686-706. Shanahan, F. and Seele, P., 2015. Shorting Ethos: exploring the relationship between Aristotles Ethos and Reputation Management.Corporate Reputation Review,18(1), pp.37-49.

Maria Montessori Her Life and Work Essay Example

Maria Montessori Her Life and Work Paper Montessori Education SA Montessori, Pre-Primary Philosophy 2 1Write a page about Maria Montessori’s family, 4 where they lived, her father’s profession, her mother and her siblings 2Where did Maria Montessori go to school, what did she study and why5 3Write about Maria Montessori’s Medical training, why, where6 4Note where she first practised medicine, why, and what did she learn7 5What was the ‘Children’s House’, where was it located, 9 what was Maria Montessori’s role 6When did Maria Montessori first start writing and why11 Why do you think Maria Montessori never married, substantiate with research12 8Who was the father of Maria Montessori’s son and why did they never marry 13 9Mario Montessori, write about his part in his mother’s life14 10What happened to Maria Montessori in Italy before World War II15 11Where did Maria Montessori Spend World War II16 12What effect, if any, did Maria Montessori’s 17 stay in India have on the spread of her method? 13How did the teaching colleges start and where18 14How did Maria Montessori spend her last few years of life, 19 where and when did she die Extracts from Maria Montessori’s Last Will and Testament20 15Try and find out what events and inventions took place in her life-time21 16Who were her contemporaries? 22 Important Dates In Maria Montessori’s Life24 Question One: -Write a page about Maria Montessori’s family, where they lived, the profession of her father, her mother and her siblings? Maria Montessori ?Maria Montessori’s parents were married in the spring on 1866; both mother and father were devoted to the liberation and the unity of Italy this was the common ground on which Maria Montessori’s parents met. They were devout Catholics. ?Alessandro Montessori was a descendant of a noble family from bologna, ? In his youth he was a soldier and then an accountant in the civil service in his later years, he was well known for his courteous politeness. ?â€Å"He was an old fashioned Gentleman, with a conservative temper and was of military habits†. (Rita Kramer, 1976, pg22). In the year 1865 Alessandro Montessori, aged 33 came to the town of Chiaravalle which was a provincial agricultural town and here he met the love of his life Renilde Stoppani then aged 25. Renilde Stoppani Montessori was the niece of the great philosopher-scientist-priest Antonio Stoppani a monument of him was erected at the University of Milan on the event of his death. ?Renilde was a beautiful a well educated woman for her time she loved to read books, this was incredible because in Chiaravalle, persons who could read and write their own names were praised, she was a firm believer in discipline, but loved her dau ghter and supported her in all she did, Renilde was very patriotic and was devoted to the ideals of the liberation and union for Italy, she was a lady of singular piety and charm. We will write a custom essay sample on Maria Montessori Her Life and Work specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Maria Montessori Her Life and Work specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Maria Montessori Her Life and Work specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Renilde Montessori passed away in 1912. ?Alessandro Montessori and Renilde Stoppani were married within a year of his placement as a government civil service accountant in the small town of Ancona. ?After two years in Venice the couple moved back to Chiaravalle and it was a year later 1870 there were two major events the one being Italy became a unified and free nation the second being Alessandro and Renilde were blessed with a beautiful buddle of joy on August 31 and they named her Maria. ?In 1873 the government transferred Alessandro to the city of Florence and then his last move was to Rome in 1875. It was in Rome that Maria grew up. Maria Montessori did not have any siblings. Question Two: -Where did she go to school, what did she study and why? ?Maria was six when her parents enrolled her in first grade just 2 yrs before public education became mandatory. The first few years Maria was uncompetitive, receiving awards for good conduct and her needle work, she wanted to become an a ctress like most young girls of the time. ?At the age of twelve the family moved to Rome here she could receive a better education. ?At fourteen a keen interest in mathematics developed and Maria really enjoyed it, this was an interest that she carried throughout her life. Her parents suggested that she follow a career in teaching as this was one of the only professions available to young woman in the male dominated society in which Maria Montessori lived. She would not even consider it at this point. ?Due to her mathematical mind she decided she would like to follow a career in engineering which was seen as a very unusual career for a young lady. ?Maria Montessori attended a technical school for boys and graduated in 1886 and received very high marks in all her subjects her final score being 137 out of 150. After this she â€Å"attended Regio Instituto Tecnico Leonardo da Vinci from 1886 to 1890 (Kramer 1976)†. It was here that she studied modern languages and natural scienc es her favourite of all her classes was math. Question Three: -Write about her medical training, why, where, etc? ?When she was ready to graduate she was very drawn to the study of biological sciences her family were shocked to say the least but her father was very disapproving of her desire to study medicine he stopped short of forbidding her to continue with this idea. Maria first checked with the University of Rome and spoke to â€Å"Dr Guido Bacelli the head of the board of education†. Dr Bacelli explained to her in no uncertain terms that her desire to study medicine was not going to be happening, with this Maria stood up, shook hands cordially, thanked the Dr politely and then quietly remarked â€Å"I know I will be a Doctor of Medicine† she then bowed and left the room. ?Taking a new look at this problem Maria enrolled at the University to study physics, mathematics and natural sciences. In 1892 she passed her exams with and eight out of ten and received a †Å"Diploma di licenza† this made her eligible to study medicine. ?There was still the small matter of her being a woman that was standing in her way (there is not much recorded information on how she did it) but Maria persisted until she was accepted into the school. In the biography by Kramer it is mentioned that Pope Leo XIII helped her somehow. ?Montessori stood out not just because of her gender, but because she was actually intent on mastering the subject matter. She won a series of scholarships at medical school which, together with the money she earned through private tuition, enabled her to pay for most of her medical education. ?Her time at medical school was not easy. She faced prejudice from her male colleagues and had to work alone on dissections since these were not allowed to be done in mixed classes. ?She was a dedicated student and on July 10th 1896 Maria presented her thesis to a board of ten men, they were truly impressed with her and granted her the degree of doctor of medicine. ?This made her the first woman to graduate from Medical School in Italy. She graduated with a very impressive score of 105 considering anything over 100 was considered brilliant (Rita Kramer 1976) ? Her first post was in the universities psychiatric clinic ? Research work in psychiatric medicine and continued her education in philosophy, physiology and education. ?In 1904 Maria Montessori was appointed professor of anthropology at the University of Rome Question Four: -a) Note where she first practised Medicine, why? b) What did she learn? ?On graduation Maria was immediately employed in the San Giovanni Hospital attached to the University. It was later in that year she was asked to represent Italy at the International Congress for Women’s Rights and in her speech to the Congress she developed a thesis for social reform, arguing that women should be entitled to equal wages with men. A reporter covering the event asked her how her patients responded to a female doctor. She replied â€Å"†¦they know intuitively when someone really cares about t hem†¦ It is only the upper classes that have a prejudice against ? Women leading a useful existence. † 1 ?In November 1896 Montessori added the appointment as surgical assistant at Santo Spirito Hospital in Rome to her portfolio of tasks. Much of her work there was with the poor, and particularly with their children. As a doctor she was noted for the way in which she ‘tended’ her patients, making sure they were warm and properly fed as well as diagnosing and treating their illnesses. ?In 1897 she volunteered to join a research programme at the psychiatric clinic of the University of Rome and it was here that she worked alongside Giusseppe Montesano As part of her work at the clinic she would visit Rome’s asylums for the insane, seeking patients for treatment at the clinic. She relates how, on one such visit the caretaker of a children’s asylum told her with disgust how the children grabbed crumbs off the floor after their meal. ?Montessori realised that in such a bare unfurnished room the children were desperate for ? Sensorial stimulation and activities for their hands, and that this deprivation was contributing to their condition. ?She began to read all she could on the subject of mentally retarded children and in particular she studied the groundbreaking work of two early 19th century Frenchmen, Jean-Marc Itard, who made his name working with the ‘wild boy of Aveyron’ and Edouard Seguin, his student. She was so keen to understand their work properly that she translated it herself from French into Italian. Itard developed a technique of education through the senses which Seguin later tried to adapt to mainstream education. Highly critical of the regimented schooling of the time, Seguin emphasised respect and understanding for each individual child. He created practical apparatus and equipment to help develop the child’s sensory perceptions and motor skills, which Montessori was to later develop in new ways. During the 1897-98 University terms she sought to expand her knowledge of education by attending courses in pedagogy, studying the works of Rousseau, Pestallozzi and Froebel. Some sixty years earlier, Froebel had established a school for very young children which placed an emphasis on play in early learning. In these ‘Kindergartens’ Froebel devised a series of toys or apparatus which he called ‘gifts’. ?Research work in psychiatric medicine and continued her education in philosophy, physiology and education. ?In 1904 Maria was appointed professor of anthropology at the University of Rome. Question Five: -a) What was the ‘Children’s house’ and where was it Located? b) What was Maria Montessori’s role? ?Maria was given a menial task: to try to educate the idiots and the uneducable in Rome ? On 6 January 1907 Maria Montessori opened her first school â€Å"Casa dei Bambini† (Children’s House), in probably one of the poorest areas in Rome the notorious â€Å"Quartered di San Lorenzo. † ? Within six months of opening the Casa dei Bambini, people from all walks of life, from every continent came to see Maria Montessoris miracle children. In observing all these developments in the children, Montessori felt she had identified significant and up till then unknown facts about childrens behaviour. She also knew that, in order to consider these developments as representing universal truths, she must study them under different conditions and be able to reproduce them. ?In this spirit, a second school was opened in San Lorenzo that sam e year. ?A third in Milan and a fourth in Rome in 1908, the school in Rome was for children of well-to-do parents. By the autumn of 1908 there were five Casa dei Bambini operating, four in Rome and one in Milan. Children in a Casa dei Bambini made extraordinary progress and soon five year olds were writing and reading. News of Montessori’s new approach spread rapidly and visitors arrived to see for themselves how she was achieving such results. Within a year the Italian speaking part of Switzerland began switching its kindergartens to the Montessori approach and the spread of the new educational approach began. The school was for children between the ages of three and six, each of these children came from extremely poor families, and most of the parents were illiterate. ?The children themselves were â€Å"rough and shy in manner† they were very tearful and frightened, their faces expressionless and their bewilderment in their eyes was as though they had never seen anyt hing in their lives. ?These children were referred to as â€Å"idiots† and uneducable ? Maria Montessori was quoted in saying: It was January 6th (1907), when the first school was opened for small, normal children of between three and six years of age. I cannot say on my methods, for these did not yet exist. But in the school that was opened my method was shortly to come into being. On that day there was nothing to be seen but about fifty wretchedly poor children, rough and shy in manner, many of them crying, almost all the children of illiterate parents, who had been entrusted to my care They were tearful, frightened children, so shy that it was impossible to get them to speak; their faces were expressionless, with bewildered eyes as though they had never seen anything in their lives. It would be interesting to know the original circumstances that enabled these children to undergo such an extraordinary transformation, or rather, that brought about the appearance of new children, whose souls revealed themselves with such radiance as to spread a light through the whole world. ? By 1909, all of Italian Switzerland began using Montessoris methods in their orphan asylums and childrens homes. Question Six: -When did Maria Montessori f irst start writing and why? ?Maria Montessori’s book â€Å"The Montessori Method† was published in 1909. The book was originally titled â€Å"The Method of Scientific Pedagogy as Applied to Infant Education and the Childrens House† and it was later re-titled to â€Å"The Discovery of the Child†. ?Maria Montessori began writing to document her findings and to share her knowledge with all people. ?Word of Montessoris work spread rapidly. ?Visitors from all over the world arrived at the Montessori schools to verify with their own eyes the reports of these remarkable children. ?Montessori began a life of world travel- -establishing schools and teacher training centres, lecturing and writing. The first comprehensive account of her work, The Montessori Method. Question Seven: -Why do you think Maria Montessori did not marry – substantiate with research. ?It was very difficult for Maria Montessori to become a doctor as this was a male dominated profession , it was unheard of that a woman do medicine, all of the other student doctors were men. They men made fun of her and threatened her. The only way she could do what she wanted to was to block them out completely and I think this was one of the reasons Maria never married. I think it was also due to Dr Montesano’s dishonesty (as discussed in Question 8) that destroyed her faith in men; Dr Maria Montessori was a woman with great integrity and high moral standing. ?I also believe that she was totally emerged in her work and perhaps did not want the distraction, she was totally devoted to her work, and this is clearly evident in her writings. Question Eight: -Who was the father of Maria Montessori’s son and why did they not marry? (You may have to research this one). ?When Maria Montessori was at the Orthophrenic School, she worked with Dr. Giuseppe Montesano. One thing led to another, and they had an affair. Maria Montessori’s mother was devastated and knew that a scandal could destroy her daughters career. It was not the done thing in the day to have a child out of wedlock and therefore everything was kept quiet. ?She gave birth to a son, Mario Montessori. ?Mario was sent to a wet nurse and then lived with family in the country near Rome. ?There are many different takes on this part of Maria Montessori’s life one group said that Dr Maria Montessori and Dr Giuseppe Montesano agreed not to marry, they would also keep their relationship a secret and by doing so they would not reveal that he was Mario Montessori’s Father. They agreed that neither of them would ever marry another person, it was not long after this that Dr Montesano fell in love and married some-one else, Montessori and Montesano still worked together on a daily basis in constant contact and it was this betrayal of trust that prompted her to leave the Orthophrenic School ? Biographer Kramer speculated that Maria Montessori’s pregnancy as well as the break up w ith Dr. Montesano must have occurred in 1901 as this is when Maria Montessori suddenly resigned from the Orthophrenic School, and for about a year M. M was out of the public eye, she also abandoned her successful work with defective hildren at this time. Question Nine: -Mario Montessori – Write about his part in his mother’s life. ?On 20th December 1912 Maria Montessori’s her mother died at the age of seventy-two. ?Maria was deeply affected by this event and in the year following her mother’s death she brought her fourteen year-old son Mario to Rome to live with her. ?His dedication to her was of his own free will and it can not be said that it was because of a mother/son attachment. ?Mario Montessori had many loves in his life but none compared to the love he had for his mother and her work. His love for her was encompassing and it dominated his entire existence. He lived for her, with her but definitely not through her. ?Mario Montessori had no real scholastic or academic background but his total understanding of his mother’s work. His intuitive intelligence and openness of spirit allowed him to keep abreast with her quantum leaps from the first to the nth dimension even sometimes arriving just ahead, thus enabling her to soar even further. There was nothing his mother deducted, developed or stated that ever surprised him. It was said that thanks to Mario Montessori his mother never suffered the isolation that is common to genius, he was not just a sounding board for her ideas; he helped her to clarify them and give them shape, by doing this she was able to continue developing her unique mind to the end. Mario Montessori also presented his mother with fresh, new ideas. ?He began taking more of the workload from his mother as she grew older He would do the organi zing of courses, examining students, lecturing on materials, practical life etc. He coped with any unexpected complications during the training courses. By doing this he enabled Maria Montessori to concentrate fully on her creative work. As the years progressed, their complicity became total. Without him she would have grown frustrated by the lack of understanding of those around her, she would have retreated spiritual isolation, unable to cope and fight alone to preserve the purity of her work. ?It was because of his understanding, his enthusiasm and belief in her vision for the development of mankind; he became a pillar of her work. ?Even after she died, Mario Montessori continued the fight for the child the child, father of man. Here is an extract form the Last Will and Testament of Maria Montessori, and perhaps we can understand from this the importance of her son in her life. Question Ten: -What happened to Maria Montessori in Italy before World War II? ?The Spanish government invited Maria to set up a research institute which she did in 1917. She began conducting a series of teacher-training courses in London in the year 1919. ?In 1922, Benito Mussolini took over the government of Italy. Mussolini being a politician wanted Maria on his side. So, initially he encouraged and fully supported the Montessori movement in Italy. The government of Italy funded the Montessori schools and also helped Maria establish a training centre for teachers. ?Mussolini was nurturing colonial ambitions and in 1934 he was planning an attack on the African state of Abyssinia. ?To carry out his designs he needed the people of Italy, especially the youth, to be war-minded. To achieve this he set up a Fascist youth organisation whose members wore uniform at all times and gave the Fascist salute. ?Mussolini insisted that all children should enrol into this organisation. This meant even children from the Montessori schools should join. Maria disagreed with this and would not compro mise her principles and her beliefs to comply with his wishes. ?With this Mussolini ordered the immediate closure of all Montessori schools, and with this Maria was exiled from Italy. ?She moved to Spain and lived there until 1936. This again was a mistake. A civil war broke out in Spain. General Franco another fascist took over the government of Spain. She was rescued by a British cruiser. Maria opted to stay in the Netherlands for sometime. In 1938, she opened the Montessori Training Centre in Laren in the Netherlands. She continued with her work in the country till 1939. Question Eleven: Where did Maria Montessori spend World War II? ?Maria Montessori Spent World War II in India. ?It was here that she developed her â€Å"Education for Peace†, and developed many of the ideas taught in her training courses today. ?The outbreak of the World War II made Maria extend her stay in India. ?In 1940, when India entered the war, she and her son were interned as enemy aliens, but Maria was allowed to conduct training courses. ?She continued to stay in India till 1946 well after the war. ?She returned to Europe for a brief period. In 1947, she founded the Montessori Centre in London. ?In 1949 Maria Montessori travelled to Pakistan and also toured Europe in the same year. ?In 1951 Maria toured Austria. Question Twelve: -What effect, if any, did Maria Montessori’s stay in India have on the spread of her method? ?In 1939, the Theosophical Society of India extended an invitation to Maria Montessori who was 69 years of age. She accepted the invitation and reached India the same year. The journey from Holland in those days was very tedious. But this did not seem to trouble Maria. She was full of energy and keen to start work in India. She made Adayar, Chennai her home and lived there along with her son, Mario. Here, Dr. Maria came in close contact with Rukmini Devi, a Bharat Natyam dancer and the founder of the world famous centre for music, dance, and other fine arts Kalakshetra and her husband George Sidney Arundale, who was the president of the Theosophical Society of India. ?Between 1939 and 1949, Maria Montessori, with the help of her son Mario, conducted sixteen Indian Montessori Training Courses, thus laying a very sound foundation for the Montessori movement in India. Question Thirteen: How did the teaching Colleges start and where? In 1909 she gave her first Montessori course, expecting to have as students only Italian teachers. ?There were about 100 students that atte nded ?To her amazement people attended from many different countries. Probably that was the origin of what would become a serious handicap in the evolution of Montessori pedagogy. Since the beginning Montessori pedagogy has been appropriated, interpreted, misinterpreted, exploited, propagated, torn to shreds and the shreds magnified into systems, reconstituted, used, abused and disabused, gone into oblivion and undergone multiple renaissances. There are various reasons why this should be so. Perhaps the most important is that although Montessori pedagogy is known as the Montessori Method, it is not a method of education, in other words, it is not a programme for teachers to apply. Maria Montessori was not a teacher. ?In the summer of 1909 Dr Montessori gave her first training course in her approach to around 100 students. ?Her notes from this period developed into The Montessori Method, which was published in the United States in 1912, reaching second place in the US non-fiction bes t sellers. Soon afterwards it was translated in to twenty different languages. It has become a major influence in the field of education. Question Fourteen: How did Maria Montessori spend her last years of life? When and where did she die? ?Maria Montessori was nominated for the Nobel Peace for three consecutive years, 1949, 1950, 1951. But sadly the Nobel Prize eluded her on all three occasions. ?In 1951, Maria Montessori went to Holland from India. She made Noordwijk aan Zee, which is a coastal town, her home. The last few days of Montessoris life were characterized by the same activity and zeal she had shown throughout her career. ?Her long and self-sacrificing labours on behalf of the child came to a sudden end on the 6th of May, 1952. Maria was 82 years when she passed away. ?Her work lives on till today through the thousands of proud Montessorians all over the world who are continuing with her good work. Extracts From Maria Montessoris Last Will and Testament I declare that i t is my wish that Mario Montessori be the general executor of this my Will. ith regard to my property, I declare that this belongs both materially and spiritually, to my son: that is, to him belong by right not only the material goods of every kind or sort that I may eventually possess at any time of my life until the end; but to him belongs by right also, everything that may accrue from my social and intellectual works, either because they were inspired by him or because, from the time that he was able to act in the world, they were undertaken with his actual and constant collaboration, since he totally dedicated his life to helping me and my work. Therefore he is the sole heir to my work, and the only one qualified to be entrusted with the safekeeping and preservation of my work; and thus the legitimate and rightful successor to the work that I have embarked upon and that I hope he may continue and successfully complete, for the benefit of that humanity that together we have loved, finding in our shared ideals and actions the highest solace of our lives. So be it: and may his children bring him consolation; and may the world render him justice, according to his merits, which I know to be great and sublime. Revoking all preceding Wills, I declare this to be my last and only valid Will. I sign with my name. And so may friends and all those who benefit from my work, feel their debt toward my son! Question Fifteen: Try and find out what events and inventions took place in her life-time? The telephone and patent issues ?Bell filed an application to patent his speaking telephone in the United States on February 14, 1876, ? On June 3, 1880, Alexander Graham Bell transmitted the first wireless telephone message on his newly invented photo phone. ?Bell believed the photo phone was his most important invention. The device allowed for the transmission of sound on a beam of light. ?Of the eighteen patents granted in Bells name alone, and the twelve he shared with his collaborators, four were for the photo phone. Colour Photography ?Was explored throughout the 1800s. Initial experiments in colour could not fix the photograph and prevent the colour from fading. ?The first permanent colour photo was taken in 1861 by the physicist James Clerk Maxwell. ?The first colour film, Auto chrome, did not reach the market until 1907 and was based on dyed dots of potato starch. Other systems of colour photography included that invented by Sergei Mikhailovich Prokudin-Gorskii, which involved three separate monochrome exposures of a still scene through red, green, and blue filters. ?The first modern colour film, Kodachrome, was introduced in 1935 based on three colour emulsions. ?Most modern colour films, except Kodachrome, are based on technology developed for Agfa colour (as Agfacolor Neue) in 1936. ?Instan t colour film was introduced by Polaroid in 1963. Question Sixteen: Who were her contemporaries? A few of Maria Montessori’s contemporaries were Helen Keller (1880 – 1968) It was with a great deal of willpower and determination that Helen Keller became a world-famous speaker, author, lecturer and activist. ?She was an extraordinary lady because when she was 19 months old was struck by a fever that left her blind and deaf for the rest of her natural life. ?At the age of 7 she had invented over sixty different signs that she could use to communicate with her family. ?Graduated from Radcliffe, ?Gave many speeches on behalf of the physically handicapped and wrote several books ? Helen Keller made it her life’s mission to fight for the sensorially handicapped in the world Aletta Jacobs (1854 – 1929) Aletta Jacobs was the first woman in Dutch history to be officially admitted to university. ?This took place in 1871. As a schoolgirl she had written a letter to Prime Minister Thorbecke requesting permission to be allowed to attend â€Å"academic classes†. ?Aletta Jacobs’ dream was to become a doctor. ?Thorbecke answered within a week, but did not write to Aletta herself. Instead, he wrote to her father that permission had been granted. ?So, thanks to a seventeen-year-old girl, in 1871 universities in the Netherlands were opened to women. Prior to this time, universities and most schools as well, were only open to young men. It was with the exception that Anna Maria van Schurman, an educated woman (she had a command of no less than ten languages) who lived in the seventeenth century, had ever been allowed to attend any lectures (in Utrecht). However, she had had to sit behind a curtain so as not to cause a distraction for the young men. ?Throughout her life, she fought for the rights of women. ?As a doctor, for example, she opened a practice that assisted women with contraception so that they did not have to be pregnant every year. ?She also fought against the abuses of the retail trade. Aletta Jacobs also fought for the right to vote for women. ?It was only in 1919 that the right to vote for women was established. In 1922, Dutch women voted for the first time. Aletta Jacobs was 68 years old at the time. Anna Eleanor Roosevelt (1884 – 1962) ?Was an American human rights activist, a diplomat and of course she was Franklin D. Roosevelt’s wife who was president from 1933-1945 making her, the longest serving First Lady of The United States Of America. ?Eleanor Roosevelt was active in the formations of numerous institutions most notably the United Nations, United Nations Association and Freedom House. She chaired the committee that drafted and approved the Universal Declaration of Human Rights. ?President Harry S. Truman called her ‘The First Lady of the world† in honour of her extensive travels to promote human rights. ?She travelled for President Roosevelt during World War II visit ing troops at the frontline. ?She was a first-wave feminist and an active supporter of the American Civil Rights movement. Amelia Earhart (1897 – 1937? ) ?A famous American aviator, known for breaking new ground for female pilots. She is remembered for her mysterious disappearance during a flight over the Pacific Ocean? While trying to fly around the world. ?She was the first American woman to fly across the Atlantic Ocean alone. Alexander Graham Bell (3 March 1847 – 2 August 1922) ?He was a scientist, inventor and the founder of the Bell Telephone Company as the â€Å"Father of the telephone. ?In to his work in telecommunications technology, he was responsible for important advances in aviation and hydrofoil technology. Researched by Alana Jane Polyblank Information from Wikipedia and other sites on Maria Montessori

Use a Sample Composition to Write an Essay

Use a Sample Composition to Write an EssaySample Composition Essay PDFs are essays that can be used in a variety of ways. Students may use them to read or re-read a single paragraph, or use them to write a paper. The power of a single-page essay is that it is easy to adapt to a variety of contexts and can serve as an excellent tool for students who find writing difficult.Students have numerous options when writing a composition. An essay is generally divided into two sections, the body and the introduction. The body is typically composed of five paragraphs with a main argument or thesis statement and a conclusion. The introduction, on the other hand, is shorter, typically five to ten paragraphs.As students learn about writing they come to realize that different things are appropriate for different audiences. In the pre-college and early elementary grades, students may wish to use examples from life or their own experiences in order to illustrate points or concepts. As they progress t hrough the grades, they may use more words and be less concerned with simplifying a concept into a short essay. It is not uncommon to see students repeat passages they have already read a number of times in a composition, but it is also acceptable to use descriptive language.A sample composition is particularly useful for those in high school and first grade. To prepare for their handwriting or essay skills, they may write a different version of what they would type into a computer. At this point, they are learning basic written communication and are finding out how to spell and write. They need to focus on the essential elements of their essay, which means using descriptive vocabulary to make sense of the material.Students also benefit from a brief guide that teaches them how to structure their essays and how to use the simple ways of composing a formal essay. A sample composition is easy to use. All it takes is a quick explanation of the structure of a straightforward sentence str ucture to move on to the main content of a composition.A sample composition is also useful for teachers and parents who may be struggling with the writing style of their students. It is particularly helpful for teachers who struggle with allowing their students to express themselves in their own words. The layout of the composition makes it easy to break up longer sentences and paragraphs into short ones.The ability to use a sample composition also gives students a better understanding of the writing process. For example, a student who writes a paragraph and then simply re-reads it is a poor writer. He or she needs to read the paragraph several times to find the correct style, and then to rearrange the sentences to make the introduction and conclusion flow from the first paragraph. The sample is also useful for those who have trouble figuring out the correct punctuation in the composition.Students who are writing their essay for college credit or practice will find a sample composit ion easier to understand. While taking college-level courses in English requires the ability to write without much guidance, most college students only have the limited knowledge of grammar. The sample allows them to practice writing in a variety of contexts.