Untying the Knot by Melanie Thernstrom Essay Example | Topics and Well Written Essays - 500 words

Untying the Knot by Melanie Thernstrom - Essay Example Monetary concerns played vital role for the outcome of their 11 years of marriage. The couple. Kate is an impulsive career-oriented woman who is not afraid of risks in whatever decision she might come up to, who happened to be wed to Max, a controlling man who preferred art rather than increase of salary. It's surprising to know that in eleven years of marriage none of the couple adjusted to one's flaw in order for the marriage to last. Though it seems that Kate did submit herself to her husband's term, it was her character as financially domineering in the marriage that held her back for total submission or to give way. It always boiled down to financial reason. Her impulsiveness often resulted in disappointments, and the result of her marriage to Max is a failure as expected. Was the marriage salvageable The former couple (not yet married at that time) was revealed as vacationing at the Costa Rica, where they had a serious argument for looking at different birds in the same tree. This incident depicted the seriousness of their indifferences to prolong being tied in a commitment. It was stated that Max still longed for reconciliation; the only problem is that, lately, they both realized that Kate doesn't wanted to get married not only to Max, but to anybody else. She longs for freedom and always had preferred it all along unconsciously.

Ancient Rome Essay Example for Free

Ancient Rome Essay During the Han Empire of China and the Roman Empire of the Mediterranean World were both had advanced technology for their time. Han China’s attitude toward manufacturing and labor was more positive than the Romans who had a more class divided society, therefore causing attitudes toward labor and technology to be looked down upon. The Hans respect technology and the people who use it. In China, 2nd century B. C. E. a government official stated that he wanted to organize their labor force with the use of technology so they could help to prevent a disaster from occurring when and if a flood takes place. This could help the people from getting hurt and their property from getting destroyed (Doc. 1). Huan Guan, a Han government official during the first century B. C. E. was concerned about the lack of technology and poor government policy that is affecting the people. Haun Guan was trying to say to the Han government that using convict labor to make tools and monopoly on salt and iron is causing devastating affects towards the people and feels that the government can solve this problem by using the available technologies. Even though Haun Guan is a government official himself, he shows interest in helping the people and is very critical towards the current government policies that are in place (Doc. 2). Huan Tan, a upper class Han philosopher during 20 C. E. is expressing his appreciation of the progress that technology has had since the emperor’s first invention . Huan Tan also expresses how technology has benefited the Chinese people and feels that technology is a â€Å"gift† from the enlightened emperors (Doc. 3). A Han government sponsored speaker, around 200 C. E. states how a Han governor, Tu Shih, cared deeply for the Chinese people and used the advanced technology to help benefit them. This government sponsored speaker emphasizes how much the inventions helped minimize the amount of human labor that the people did (Doc. 4). This is interesting because he was hired by the government to talk to people who might be losing faith in the Han Dynasty and he basically glorified the information way more than it actually was. On the other hand, the Romans felt that working with your hands was vulgar and seemed to heavily look down upon technology and whoever used it. Cicero, an upper class Roman political leader from Italy during the 1st century B. C. E. states that anyone who works with their hands are vulgar and looks greatly down upon craftsmen and hired workers. Cicero then goes on stating that â€Å"gentlemen do not work with their hands. †(Doc. 5) It seems that Cicero lacks a huge respect for inventions and inventors and feels like technology is indeed necessary, but not for the â€Å"enlightened minds†. Plutarch, a Greek born roman citizen during the 1st century Roman Empire, expresses Gaius Gracchus’ road building enterprises and continues to explain how the Roman upper class does appreciate technology that benefits the upper class (Doc. 6). Plutarch does show appreciation towards technology, but only because it benefits himself, as well as the rest of the upper class. He does not go on to mention how it helped the commoners in any way, because it most likely didn’t help anyone but the upper class. Seneca, an upper class philosopher and advisor to Emperor Nero, from the 1st century Roman Empire, states that it takes someone nimble and sharp to make inventions but craftsmen don’t have great minds. Seneca goes on to say that he does â€Å"not believe that tools and crafts were invented by wise men† (Doc. 7). Seneca lacks respect for craftsmen and is basically saying that they are not as smart as he is, and degrades their achievements and abilities that they have. He isn’t concerned about any of the tools or inventions that are made by these craftsmen because he feels since he is an upperclassmen, he would never use them for the fact that they would be degrading to his specific class in society. Frontinus, a Roman general, governor of Britain, and water commissioner from the 1st century C. E. of the Roman Empire discusses how he praises the Roman aqueducts and their uses in Rome. He talks about how intelligent the designs are and how much it benefits the public (Doc. 8). It was quite interesting how highly was talking about the aqueducts. He talked about how amazing they were to the other Roman officials so they could see he was doing a good job as water commissioner, which is why he talked so highly of the aqueducts, because that’s his job. A point of view that is missing from these documents that could further help to the discussion of the Han and Rome attitudes towards technology would be the commoners. All eight of these documents were of the point of view from government officials or other upperclassmen. It would’ve helped to see an argument made by the commoners from both empires because that’s who the technology is affecting-the commoners. Although the technology is also affecting the upperclassmen, it would have made a better argument to have someone who is more â€Å"exposed† to the technology in their everyday lives. The people of the Han Empire did have a more optimistic approach towards technology, while the Roman Empire looked at technology as a more negative thing. The Hans took more into consideration of how it would benefit the commoners, unlike the Romans who didn’t mention the commoners in any of their arguments. Although both Empires did use technology, some thought more highly of it than others.

Poetry Comparison on Wordsworths Lucy and Tennysons Dark house, by wh

Poetry Comparison on Wordsworth's Lucy and Tennyson's Dark house, by which once more I stand Wordsworth's and Tennyson's poems are both about someone who was close to them and is now gone. However Tennyson uses the physical surroundings to portray his emotions as well as his own reactions whereas Wordsworth's poem is less specific and less obvious about his feelings, focusing his attention on the lost person. Tennyson's poem is more about himself, "I stand, my heart, Behold me, for I cannot sleep, I creep". Because he describes his own actions, the poem is very self absorbed and the reader doesn't get to know about the person that is now gone. On the other hand, Wordsworth does focus his attention on the lost person and in fact the whole poem is about her: only at the end does he refer back to himself, "The difference to me!" Both poems use metaphors and produce vivid imagery. Wordsworth describes Lucy throughout most of the poem whereas Tennyson is focused on his own feelings and the description of the physical surroundings is used to mirror these emotions. Here, Wordsworth is describing Lucy and refers to her as being shy and unique as there were none to compare her with; the violet being a symbol for a timid personality. "A violet by a mossy stone Half hidden by the eye! Fair as a star, when only one Is shining in the sky" Tennyson by contrast doesn't resort to metaphors to describe his friend. All Tennyson's descriptions are emotive, "Dark house, by which once more I stand Here in the long unlovely streetà ¢Ã¢â€š ¬Ã‚ ¦And ghastly through the drizzling rain On the bald street breaks the blank day." he sets the depre... ...narrative poem and more of a description then a sequence of actions like Tennyson's poem. In comparison, the basic meter in Tennyson's poem is iambic tetrameter with irregular stresses such as the two long stresses at the beginning, "Dark house," resulting in a slower and heavy atmosphere which portrays how he feels. He also uses enjambment rather then pauses at the end of each line like Wordsworth, as he is narrating his actions and again producing a gloomy effect. To conclude, the poems have their similarities but the main difference is how the emotions are portrayed -Tennyson's furtive behaviour as well as the morbid surroundings and Wordsworth's subtle description of Lucy and her life. In the end it is clear that they both feel that they have lost someone important and it has made a difference to their lives. Poetry Comparison on Wordsworth's Lucy and Tennyson's Dark house, by wh Poetry Comparison on Wordsworth's Lucy and Tennyson's Dark house, by which once more I stand Wordsworth's and Tennyson's poems are both about someone who was close to them and is now gone. However Tennyson uses the physical surroundings to portray his emotions as well as his own reactions whereas Wordsworth's poem is less specific and less obvious about his feelings, focusing his attention on the lost person. Tennyson's poem is more about himself, "I stand, my heart, Behold me, for I cannot sleep, I creep". Because he describes his own actions, the poem is very self absorbed and the reader doesn't get to know about the person that is now gone. On the other hand, Wordsworth does focus his attention on the lost person and in fact the whole poem is about her: only at the end does he refer back to himself, "The difference to me!" Both poems use metaphors and produce vivid imagery. Wordsworth describes Lucy throughout most of the poem whereas Tennyson is focused on his own feelings and the description of the physical surroundings is used to mirror these emotions. Here, Wordsworth is describing Lucy and refers to her as being shy and unique as there were none to compare her with; the violet being a symbol for a timid personality. "A violet by a mossy stone Half hidden by the eye! Fair as a star, when only one Is shining in the sky" Tennyson by contrast doesn't resort to metaphors to describe his friend. All Tennyson's descriptions are emotive, "Dark house, by which once more I stand Here in the long unlovely streetà ¢Ã¢â€š ¬Ã‚ ¦And ghastly through the drizzling rain On the bald street breaks the blank day." he sets the depre... ...narrative poem and more of a description then a sequence of actions like Tennyson's poem. In comparison, the basic meter in Tennyson's poem is iambic tetrameter with irregular stresses such as the two long stresses at the beginning, "Dark house," resulting in a slower and heavy atmosphere which portrays how he feels. He also uses enjambment rather then pauses at the end of each line like Wordsworth, as he is narrating his actions and again producing a gloomy effect. To conclude, the poems have their similarities but the main difference is how the emotions are portrayed -Tennyson's furtive behaviour as well as the morbid surroundings and Wordsworth's subtle description of Lucy and her life. In the end it is clear that they both feel that they have lost someone important and it has made a difference to their lives.

Data Collection Activities in Algebra 1

Algebra has long been taught in the same way. This usually means teachers rely heavily on the textbook. Though some textbooks have changed in recent years, the central focus is till on paper and pencil, memorization of rules, and use of algorithms. The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) asks mathematics teachers to seek activities that â€Å"model real-world phenomena with a variety of function† and â€Å"represent and analyze relationships using tables, verbal rules, equations, and graphs†.The standards also urge teachers to give students the opportunity to be actively involved in math through data analysis and statistics that are integrated into the curriculum. My hope is to show that these types of activities can be incorporated into an algebra I course as a way of teaching slope, y-intercept, and linear equations. I plan to teach a unit on linear equations during the third nine weeks of an eighth grade algebra I course next semest er.The project will begin with one class learning the material typically covered in most algebra textbooks. I do not plan to pretest the students because this is new material for them. This class will also go to the computer lab and complete a lesson on the computer covering linear equations. In addition, they will work in pairs using T1-82 graphing calculator to explore slope and y-intercept. All of these methods are what I have typically taught over the past 5 years.Another eighth grade class will be given several data collection activities as a unit of study for linear equations. The primary resource for this class will be Algebra Experiments I by Mary Jean Winter and Ronald J. Carlson. My focus will begin with a whole class participation data collection activity. The class will perform â€Å"the wave† in small sections at a time until the entire class has completed it. As a group will record the number of seconds it takes (for example) 3, 5, 8, 13, 15, 20, etc. to complet e the wave.Students will then use a prepared activity sheet that requires them to draw a diagram of the experiment, describe the procedure, identify the independent and dependent variables, create a table of data, graph data, choose two representative points to connect and create a â€Å"line of best fit†, find the slope and y-intercept of this line and describe it algebraically and verbally, then interpret the data through certain questions designed to create understanding of the purpose of the data and using the data to make predictions. This same format will be used for all subsequent activities uring the unit of study. The authors of the book say â€Å"Algebra Experiments I reflects the basic philosophy of the NCTM standards for learning, teaching, and assessment. Students have an opportunity to work collaboratively, to interact, and to develop communication skill. † The whole idea is to â€Å"bring the real world into your algebra classroom. † I plan to req uire the class that does the experiments to keep a daily journal. It will include hot they felt about the daily activities, a description of any specific new topic or topics they learned and a list of questions they still have.Each day the class will address any concerns from the previous day's activity. After several activities have been done by hand, I will instruct the class on how to analyze the data on the T1-82 graphing calculator. They will then be given the opportunity to use the calculator on another experiment. This class will also do the same graphing calculator activity on slope and y-intercept that the other class will do. I will give each class the same test and compare scores. I will also give each class a survey to compare attitudes, interest and understanding of the use of the material in a real-world application.My hope is that the students in the experiment class will have grasped the basic concepts of linear equations as well if not better than the other class an d be able to relate this knowledge in a very real way. My search for articles about my proposed topic was lengthy and I have chosen to comment on a few. My goal next semester is to read and use each of these articles in my actual action paper. I have only read one article in its entirety. What I gathered from the abstracts was the importance of using real-world applications and incorporating the use of the graphing calculator.Since my goal is to show that data collection activities can provide a way to teach the basic concepts of linear equations in a real-world setting, I tried to find articles that would bear this out. Mercer (1995) presents lessons that teach slope-intercept concepts of linear equations through the use of the graphing calculator. Held (1995) uses Computer-Intensive Algebra (CIA) to focus on the use of technology and real-world settings to develop a richer understanding of algebraic concepts. Dugdale (1995) has written about technology and algebra curriculum refor m. She focuses on â€Å"current issues, potential directions, and research question†.Assessment issues are addressed. Algebra is â€Å"a way of reasoning involving variables/functional relationships, generalizations/modes of representation and mathematical investigation/argument. Harvey (1995) was the keynote speaker at the Algebra Working Group of the Seventh International Conference on Mathematical Education in Quebec City, Canada. He spoke of how important technology was in new algebra curriculum reform based on the NCTM standards. Bell (1995) was also a speaker at the Quebec conference. He suggest curriculum modifications and reviews research on students' performance.Menghini (1994) â€Å"claims that, to be meaningful, algebra must be linked to real-work problems. † Wallace (1993) offers a data collection activity similar to one I have used in the past. I would like to include this one in my lesson plans. It â€Å"compares the trends of women's and men's world re cords for the 800-meter run using the linear and power Regression capabilities of a graphing calculator. A very promising article by Magidson (1992) â€Å"addresses the challenges, risks, and rewards of teaching about linear functions in a technology-rich environment from a constructivist perspective.Describes an algebra class designed for junior high school students that focuses on the representations and real-world applications of linear functions. † I hope this will help me next semester as I begin to encounter problems. References Bell, A. , (1995). Purpose in school algebra. Journal of Mathematical Behavior, 14 (1), 41-73. Dugdale, S. and others, (1995). Technology and algebra curriculum reform: current issues, potential directions, and research questions. Journal of Computers in Mathematics and Science Teaching, 14 (3), 325-57. Harvey, J. nd others. (1995). The influence of technology on the teaching and learning of algebra. Journal of Mathematical Behavior, 14 (1), 75- 109. Heid, K. (1995). A technology-intensive approach to algebra. Mathematics Teacher, 88 (8), 650-56. Magidson, S. (1992). From the laboratory to the classroom: a technology-intensive curriculum for functions and graphs. Journal of Mathematical Behavior, 11 (4), 361-37. Menghini, M. (1994). Form in algebra: reflecting, with Peacock, on upper secondary school teaching. For the Learning of Mathematics, 14 (3), 9-14.Mercer, J. (1995). Teaching graphing concepts with graphing calculators. Mathematics Teacher, 88 (4), 268-73. Wallace, E. (1993). Exploring regression with a graphing calculator. Mathematics Teacher, 86, (9), 741-43. Example 2 Use of Algebra Tiles to Enhance the Concept Development of Operations on Polynomials and Factoring in Ninth Grade Algebra Students The purpose of this action research project is to find out if the use of Algebra Tiles will enhance the concept development of operations on polynomials and factoring in ninth grade algebra students.Mathematics teachers a re guided by the Arkansas State mathematics Framework. The following three student learning expectations are covered by this research project. 2. 1. 5 Describe, visualize, draw and construct geometric figures in one, two, and three dimensions. 2. 3. 7 Represent problem situations with geometric models and apply properties of figures in meaningful context to solve mathematical and real-world problems. 2. 3. 8 Represent one, two and three-dimensional geometric figures algebraically. Algebra Tiles allow students â€Å"hands-on† experience with polynomials.The tiles give students the opportunity to model, to create a mental image, to draw, and to then symbolically manipulate polynomials. They are based on area and multiplication concepts that students are familiar with. Howden (1985) states â€Å"It is generally recognized that understanding the meaning of a mathematics concept, as opposed to merely performing the associated computation, is an essential element of true learning and achievement† and â€Å"research shows that modeling and visualization promotes such understanding†.Two units on polynomials will be taught in ninth grade algebra. One focusing on operations on polynomials and the other focusing on factoring. Two teachers will teach the same material using the same methods and tests. No pre-test will be given because ninth grade students have had no previous experience with these concepts. Both teachers will teach two of their own classes each of these two polynomial units. One class will receive traditional instruction by symbolic manipulation only. The other class will use the Algebra Tiles along with the traditional method.The student's scores for each unit using Algebra Tiles will be compared to the scores based on the traditional method only. Differences will be compared and noted. In addition, students receiving instruction with the tiles will keep a journal each day describing how they feel about using the tiles. According to Sharp (1995), students using algebra tiles â€Å"found it easy to think about algebraic manipulations when they visualized the tiles† and â€Å"the majority of students stated that the tiles added a mental imagery that made learning `easier. † Another possible comparison will be to see if there is any difference in scores or perception between boys and girls using the tiles. The goal of this research project is to see if Algebra Tiles or â€Å"modeling† will enhance the understanding of polynomials and make the process of factoring â€Å"easier†. References Howden, Hilde. Algebra Tiles for the Overhead Projector. New Rochelle, NY: Cuisenaire Company of America, 1985. Sharp, Janet M. Results of Using Algebra Tiles as Meaningful Representations of Algebra Concepts, ERIC search, 1995. Related article: â€Å"Study Guide Algebra†

Little Miss Sunshine Essay

In the exposition the audience is first introduced to Richard on stage giving his ‘9 step’ speech. The directors use a low angle shot suggesting that he is a superior and authoritative character. Richards powerful voice booms through the room when he says the dialogue â€Å"there are two types of people in this world winners and losers†, the way Richard speaks makes him appear to be a ‘winner’ and that he truly believes in the ‘9 step’ program he is trying to sell. Dayton and Farris create a false impression of Richard, making the audience believe that he is a â€Å"winner†. Ironically once Richard finishes his speech, the camera pans to his audience, which is none other than a classroom of ten people hesintly clapping, this diminishes his position of power instantly. This shows the timeless idea that ‘winning is not everything’ because that when a person who’s only goal is winning are in fact ‘losers†™ because they are not learning the important lessons in life that come with this journey so they don’t fully succussed. When people focus to hard on winning they miss out on the more important lessons that come with this adventure. The idea that winning is everything for Richard creates a false world for him. Richard in his own mind thinks that he is a winner but it is clear to the audience that he is not. Richard is to consumed in winning which leads him into unintentionally being mean to Olive. The dialogue â€Å"Don’t apologise Olive, it’s a sign of weakness† shows how Richard is trying to force his beliefs onto Olive. The close up of Olive (that follows) looking nerves and sad that her father thinks she’s weak shows the audience that Richard is too focussed on winning which leads him to hurting innocent Olive . This shows the timeless idea that ‘winning is not everything’ because if we focuses to much on winning that it can lead us to forgetting our morals and hurting the people we love, making us ‘losers’ in the real things that matter like family and love. Dayton and Farris use the character Richard to show the audience that winning is not everything. On the road journey Richard also takes an emotional journey and discovers that life is not all about winning. Richard slowly changes through out the movie into a true winner because he starts caring for other people and starts to use his ‘9 steps’ rather than blankly speaking about them. Nsdghjgtsjdgh The first sign of this positive change is when. The directors use a two person shot of Richard and the pageant coordinator to show how Richard has changed for the better. The dialogue â€Å"what is your daughter doing?† Richard replies â€Å" she’s kicking ass† shows how Richard has changed and now understands that ‘winning is not everything’. In this two person shot Richard appears to be the true winner because has now come to realise the one of the true meanings of winning which is having a loving family, while the pageant coordinator is still focussed on the idea that winning is everything, this shows how Richard was and how he has changed for the better. This shows the timeless idea that winning is not everything because when he realises that it’s not all about winning , he becomes a winner because now he values his values his family and now isn’t focussed on just winning. Dayton and Farris help us to understand that we shouldn’t put all our effort into â€Å"stupid meaningless competitions† but instead focus on the truly important things in life. Through Richards change the audience learnt the timeless idea that ‘winning is not everything . Dayton and Farris show that though someone may appear to be a ‘winner’ and successful in life, this is not always true and what is on the inside and how you treat people is more important. By Richard realising that the true values in life are love and relationships not success we are shown that we should focus on the true values in lif e for us.