Review of the Glass Castle free essay sample

Those people expected Orwell to shoot the elephant. Orwell realized that if he could shoot the elephant he will gain some respect from the Burmese people. I think his decision was based on circumstantial motives, social motives and political motives. It was considered as a political motive because he did not want the other German officer to be disrespect by Burmese people and have a bad experience like him. Social motive is one of the most important motives because he wanted gain some respect from the Burmese, who always a fool of him. I think it is not so hard to assign his motives to categories because Orwell describes his feeling very clearly in his essay and it’s easy to understand. 2. Facts ordinarily do not speak for themselves. How does Orwell present his facts to make them speak in support of his analytic points? Look, for example, at the death of the elephant (paragraphs 11 to 13) * I think Orwell used the fact to support his analytic points by describing the death of the elephant in step by step, so the reader can imagine along. We will write a custom essay sample on Review of the Glass Castle or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For example in paragraph 13, he explained how he tried to make the elephant suffer the least but ended up being hopeless. He also tried to explain how the elephant was in such an agony to the point that it probably couldn’t feel anything anymore. 3. List morals you learn from this story. * I’ve learned that in order to live peacefully with other people you have to adjust yourself, sometimes significantly. I learned that sometime we couldn’t always do what we wanted to do because of circumstances. And sometime we have to do what we don’t want to do. I also learned, in general, people tend to be prejudice and judge others from their own experience. We can’t tell if we will be hated or loved by each group of people. We need to be very careful and be responsible with our choice of words and actions. Jonathan Swifts â€Å"A Modest Proposal† 1. Identify examples of the reasonable voice of Swift’s authorial persona, such as the title of the essay itself. * 2. Verbal irony consists of saying one thing and meaning another. At what point in this essay do you begin to suspect that Swift is using irony? What additional evidence of irony can you find? * 3. Look, in particular, at instances in which Swift’s authorial persona proposes shocking things. How does the style of the â€Å"Modest Proposal† affect its content? Martin Luther King Jr. â€Å"Letter from Birmingham Jail† 1. Describe King’s theory of non violent resistance. * King was inspired the idea of using nonviolent resistance by Gandhi, a philosopher and leader, who trusted that love and truth is mandatory to win people’s heart. King also had the similar vision with Gandhi since he was a clergyman who valued love and honesty. He believed that violence would not solve any problem but will only make things worse and cause more damage. 2. Why did King choose nonviolent resistance over violent resistance? According from King’s â€Å"Letter from Birmingham Jail†, â€Å"I have tried to stand between these two forces, saying that we need emulate neither the do nothingism of the complacent nor the hatred and despair of the Black Nationalist. For there is the more excellent way of love and nonviolent protest. † I think Martin Luther king chose the nonviolent resistance because Dr. King was a clergyman, there for; he serves God and used Jesus principle to solve each and every problem. In this case, to love your enemies more and only nonviolent protest will show how so much can be achieve by being peaceful. 3. What encouraged Martin Luther King to fight for African American in Birmingham? * According form King’s Letter from Birmingham Jail, â€Å"We have waited for more than 340 years for our constitutional and God given rights. † King realized that he and his people had been waiting for too long to have the rights they should have. The rights that they had since they were born in this world. But American took their rights and suffered them for a large period of time. He believed that it’s time for him to do something to get those rights back to his people, so the generation wouldn’t be suffer like the past generation.

Aesthetic Domain Essays

Aesthetic Domain Essays Aesthetic Domain Paper Aesthetic Domain Paper The domain that interests me the most is the aesthetic domain. The aesthetic domain is the appreciation of the arts and enjoyment of sensory experiences. I believe art is an important part to learning and expands the imagination and creation of a child. Art allows children to express feelings, thoughts and creativity. Although every domain is imperative to a child’s education, I believe the aesthetic domain ranks as one of the most important domains. When the aesthetic domain is compared to the other five domains, it is not considered â€Å"essential† to education, but â€Å"beneficial†. Fine arts are often phased out of curriculum because of the lack of time, no money and little learning potential. I believe it is very important to incorporate all areas of fine arts in the classroom, such as, theatre, visual, dance and music. Children who have developed the appreciation of arts will notice beauty in cultural artifacts and communications and in the natural environment, look at and respond to works of visual art, look at and respond to works of visual art, and listen and respond to different kinds of music. There are several activities that can be incorporated in the classroom to teach the appreciation of the arts, for example, class demonstrations, picture books and story time, class discussions, show and tell, field trips and videos. The aesthetic domain consists of different stages which each child will experience at each age. The first stage is the stage of creative representation. Children between the ages of 2 and 4 use scribbling as their creative representation, which is a disordered and controlled. From the ages 4 and 7, representational preschematics by symbols are used. Children between the ages of 7 and 9, use a schematic approach, which is highly, individualized, visual symbols. The main focus when incorporating aesthetics into curriculum is to promote creativity. A few strategies teachers may use to promote creativity are to direct hands-on time with materials, demonstrate new techniques, show and discuss pictures of real objects, encourage imagining, use nonverbal reinforcement, connect creative experiences to a concept, promote motivational dialogue, give visual examples of quality art and beautiful craftsmanship and come up with a  role-play idea. Another important aspect of teaching the aesthetic domain in curriculum is for teachers to have quality strategies. If a teacher is not using appropriate strategies, when incorporating aesthetics in the classroom, it may portray a lot of misconstrued information and confusion to the children. A teacher must model aesthetic awareness and enthusiasm and prepare an aesthetics-friendly classroom environment. A teacher must also select appropriate music supporting materials and organize an art center or â€Å"creation station† with appropriate materials for arts and crafts that have already been explored by the teacher before asking the children to use them. Providing a variety of creative movement props and props for dramatics is also an important strategy. More strategies include teaching children to respect and care for materials, motivating creativity through a variety of strategies and valuing all aspects of the creative expression process. A teacher should avoid making a product when demonstrating a technique to the class and begin each movement experience with a similar routine warm-up and end with a similar cool down. Most importantly, a teacher should accept children’s own ideas for creative movement, use questions to describe, analyze and evaluate art, avoid reinforcing only a realistic approach and to involve all of the children in the arts. There are several projects and activities a teacher can incorporate in the curriculum to encourage the children to express the aesthetic domain. Teachers can use songs to teach literacy or having the children create songs about a topic. Children may also be encouraged to use musical instruments. Teac hers may also use poems, puppets and fingerplays, as well as listening to taped stories or guest speakers. Children can have their own book making experience or create paintings or other arts and crafts as well. The aesthetic domain is detrimental to the education of our young people and can bring out many different educational skills of a child once they are allowed to freely express and explore themselves. Resources songsforteaching.com/teachertips.htm