The Father of Middle-Class America free essay sample

Andrew Carnegie can be looked to as an ideal example of a poor immigrant making his way up to become leader of the capitalist world. Carnegie was born into a poor working-class family in Scotland. According to the PBS documentary â€Å"The Richest Man in the World: Andrew Carnegie,† the Industrial Revolution was difficult on Carnegie’s father, causing him to lose his weaving business. The Carnegie family was much opposed to the idea of a privileged class, who gained their wealth simply by inheritance (â€Å"Richest†). This type of upbringing played a large factor in Andrew Carnegie’s destiny. In order to appease his mother’s desire for material benefits, and perhaps in an effort to heal his father’s wounds, Carnegie rejected poverty and cleaved to prosperity. Carnegie’s character was ideal for gaining wealth. His mother taught him to â€Å"look after the pennies, and the pounds will take care of themselves;† he later turned this proverb into â€Å"watch the costs, and the profits take care of themselves† (â€Å"Richest†). We will write a custom essay sample on The Father of Middle-Class America or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Such thrift was integral to his future success. He also believed that â€Å"all is well since all goes better† (â€Å"Richest†). His theory General note: the paper heading, the title, and body text of the paper (including lock quotes) are all double-spaced, 12 point Times New Roman font. Except where exceptions are noted, the paper has regular margins set at 1. 0† all around. Page numbers begin on and with page 1. They are rightjustified and 0. 5† from the top of the page. Type your surname next to the page number on each page. Your name, the instructor’s name, the course number, and the date of submission are 1. 0† from the top of the first page and leftjustified. Dates are written in this order: day, month, and year. Titles are centered. Titles are not bolded, underlined, or italicized. Other than standard doublespacing, here are no additional spaces between the heading, the title, and the body text of the paper. The introductory paragraph(s) should set the context for the rest of the paper. The thesis is a clear position that you will support and develop throughout your paper. This sentence guides and controls your paper. Catlin 2 of an â€Å"industrial utopia† proves his optimistic outlook of both capitalism and the laboring class. Optimism is what pulled him through his difficulties at Homestead and empowered him to withstand competition. Carnegie didn’t let the Industrial Revolution, which so damaged his father, destroy him. As a oung boy in Pittsburgh, he began working in a factory. He hated this position, and even had terrible nightmares, but he still endured. In so doing, he was able to secure a different position in a telegraph office. From here, he developed a skill that is priceless to capitalist America—he made connections. Memorizing faces and facts, he was able to win the sympathy of elite customers. This, in turn, led to his acquaintance with Thomas Scott (â€Å"Richest†). Scott secured Carnegie a job with Pennsylvania Railroad. This position was pivotal in his career. His ability to take risks enabled him to move ahead in the business. When a Pennsylvania Railroad train crashed, Carnegie took a risk and boldly ordered the workers to burn the cars. Such a bold and risky statement later became standard procedure (â€Å"Richest†). Perhaps the most controversial of Andrew Carnegie’s qualities is his belief in Social Darwinism. The English philosopher Herbert Spencer convinced Carnegie that it wasn’t bad to be successful. It was â€Å"survival of the fittest† in the financial jungle, and Andrew Carnegie need not feel guilty for obtaining more wealth. Throughout Carnegie’s life, he displayed his firm belief in the certainty of competition. In fact, he feared competition and did all he could to hinder it (â€Å"Richest†). Andrew Carnegie’s belief in Social Darwinism also affected his treatment of his laborers. Perhaps the only negative quality that is placed upon him is that of oppressor of the working class. Carnegie inspired competition among his workers and fired the managers and work crews that fell behind. His workers believed that upward mobility wasn’t possible—they were stuck as laborers and would never rise higher (â€Å"Richest†). Provide parenthetical documentation for any information that you can attribute to another ource. Still cite a source even if you only summarize the information in it. Catlin 3 Despite his workers’ pessimism, Carnegie still believed in their ability to improve their situations. Carnegie once said, â€Å"To be born to honest poverty and compelled to labor and strive for a livelihood in youth is the best of all schools for developing latent qua lities, strengthening character, and making useful men† (qtd. in McCloskey 233). He firmly believed in the laborers’ right to organize themselves in unions and canonized the commandment â€Å"Thou shalt not take thy neighbor’s job† (â€Å"Richest†). Perhaps Carnegie recognized that unions and other societies of organized laborers develop a cohesiveness that moves them up in society; the emergence of reform organizations crystallizes middle-class consciousness (Blumin 345). The idea that former craftsmen, who now were the unskilled laborers in Carnegie’s mills, still demanded codes of conduct, led to their involvement in unions to improve working conditions in the mills. According to historian Stuart Blumin, â€Å"To the extent that they accepted doctrines of individual upward mobility, . . . any immigrant workers absorbed the acquisitive and individualistic ethos of the native middle class. Multiple cultural systems offered workers different strategies for survival and self improvement† (301). Carnegie allowed for this upward mobility as long as it didn’t impede production. Carnegie was not a â€Å"typical† capitalist of the time. He was more absorbed in the moral problems of his times than his peers (McCloskey 250). Though Carnegie believed that workers should be allowed to organize themselves, he feared the threat of violence. This idea was brought to the forefront with the Homestead crisis in 1892. Carnegie’s associate, Henry Clay Frick, handled the crisis and was consequently criticized by Carnegie for allowing the violence and the loss of so many jobs. Carnegie tried to move past this and eventually built a library in Homestead (â€Å"Richest†). With Carnegie’s quest to develop cheaper and more efficient production, new machinery replaced many of the jobs that required human labor. In consequence, white-collar workers were In-text parenthetical documentation occurs after the quote but before the period. The name(s) of the author(s) precede the page number with no comma. If you delete ords from the original quote, insert three periods with a space between and after each one. This is called an ellipsis. Each paragraph should begins with a topic sentence. Every sentence in the paragraph should relate to and support the statements made in the topic sentence in some way. Catlin 4 needed for paperwork, and unskilled laborers became a thing of the past. This cau sed a middle class to form because of â€Å"the emergence of new tasks and the reorganization of old tasks† (Blumin 316). Carnegie hired clerks, chemists, and others at higher-than-average wages (â€Å"Richest†). In addition to offering higher wages, Carnegie’s control over the emerging steel market also helped form a middle class by providing cheap access to a valuable commodity. Carnegie predicted the steel revolution and harnessed it from the beginning. His lifelong quest to make production more efficient and cheaper was perpetuated by his entrance into the steel industry (â€Å"Richest†). The low-cost mass production of steel spurred the growth of the middle class. Carnegie reduced prices to beat the competition and eventually produced more steel than all of Great Britain (â€Å"Richest†). Carnegie sold steel to manufacturers of buggy springs and railroad-car axles, farmers’ plows, stovepipe, and roofing gutters (Kent 239). Steel was also used in the mass production of automobile bodies (Walton 138). The fact that Carnegie provided low-cost quality steel is perhaps the premiere reason that he is the father of the middle classes. In providing the means for automobiles among other durable goods, average citizens, not just the wealthy, had access to luxury items. Credit and the consumer society of the 1920s can be considered the grandchildren of Andrew Carnegie. It became clear throughout Andrew Carnegie’s life that capitalism could make an aristocracy out of the lower classes. Carnegie was truly the richest man in the world, yet he firmly believed that â€Å"the man who dies rich, dies disgraced† (Carnegie). America has often been ready to blame the men of big business for their more flagrant depredations, yet we must remember that American has been quick to forgive them as well (McCloskey 267). Through Carnegie’s philanthropy, he has been forgiven of any wrongdoing in his dealings with the working class. Transitions from one paragraph to another should connect concepts from the previous paragraph to the next one. Also, useful markers like â€Å"In addition† help signal that you are transitioning to a new subject. Catlin 5 Carnegie realized that the difference between a working classman and the white-collar working is knowledge. He believed that a library â€Å"outranks any other one thing that a community can do to benefit its people† (Kent 378). He built nearly 3,000 libraries throughout the world and gave millions more dollars to universities and colleges. What better way for a rags-to-riches success to develop the same success in others? Carnegie also put aside $4 million to support employees and the families of employees of the Carnegie Steel Company who had been injured or killed at work. He did this â€Å"as an acknowledgement of the deep debt I owe to the workmen who have contributed so greatly to my success† (Kent 409). A true man of the people and father to the poor, Carnegie gave away $180 million after which he established the Carnegie Corporation to promote the advancement . . . f knowledge among the people of the United States by aiding technical schools, institutions of higher learning, libraries, scientific research, hero funds, useful publications, and by such other agencies and means as shall form time to time be found appropriate therefore. (Kent 410) All in all, Carnegie donated 90 percent of his money—$324,657,399 (411). These gifts to society are at the heart of the hard-working middle-class American. A ndrew Carnegie’s example of thrift and industry, optimism, realistic Social Darwinism, and risk taking, are the ingredients needed to be a successful capitalist. His example and life pursuits have been, and continue to be, an ideal for the poor American and the immigrant trying to make the American Dream a reality. Andrew Carnegie ordained the happy marriage between capitalism and humanitarianism. In so doing, he made himself the father of the American middle class. Block quotes begin on a new line and are indented 1. 0† from the left margin. Do not use quotation marks. The citation information (author name and page number, if any) follows the block quote’s end punctuation. Your conclusion could restate the following: our topic, your topic’s importance, your thesis, and your supporting points. Parenthetical citation used for information from the previously cited source only requires the relevant page number. You do not need to repeat the name of the author.

Optimistic ideas of the Enlightenment essays

Optimistic ideas of the Enlightenment essays 1. To what extent did the Enlightenment express optimistic ideas in eighteenth century Europe? Illustrate your answer with references to specific individuals and their works. (1998, #5) During the eighteenth century, Europeans experienced the dawning of an age of knowledge, reasoning, and of great scientific achievements. Their views toward new discoveries and advancements were optimistic. People began to turn to science for a better understanding of their world and their society. Literature and essays were commonly used to express their hopes for further developments in society, politics, economy, and education. 1) Essay Concerning Human Understanding (1690) a) Regarded the human mind of a person as a blank slate. b) Did not believe in intuition or theories of innate conceptions a) Attacked the theory of divine right of Kings. b) Argued that sovereignty did not reside in the state but with the people. 3) Some thoughts concerning education. a) Recommended practical learning to prepare people b) Lockes curriculum included conversational learning of foreign languages, especially French, mathematics, history, physical education, and games. 1) Descartes's philosophy, sometimes called Cartesianism. a) Elaborate explanations of a number of physical phenomena. a) Part of human blood was a subtle fluid, that he called animal spirits. a) Fundamental law of reflection: that the angle of incidence is equal to the angle of reflection. b) Paved the way for the udulatory theory of light. a) Systematization of analytic geometry. b) First mathematician to attempt to classify curves according to the types of equations that produce them. c) Made contributions to the theory of equations. d) First to use the last letters of the alphabet to designate unknown quantities and the firs ...

Alternative-Fuel Vehicles Essay Example for Free

Alternative-Fuel Vehicles Essay Atmospheric pollution is a major problem nowadays. So it is important that we should immediately find alternative fuel sources for petroleum and reduce the emission of harmful gases in the atmosphere. This has been the dream of many scientists because this will significantly reduce the emission of carbon dioxide, a green house gas, to the atmosphere. Most of these fuels can be manufactured domestically so I cut the costs of importing from other countries. Some are even derived from renewable sources. Electric cars are now being manufactured globally. Unknown to many, electricity-powered cars came into the automotive scene before its diesel and petroleum counterpart. But due to the limitations of the technology in the past, its development was stopped and diesel cars became the standard car. Most of the problems electric cars faced points to the battery. Batteries were heavy and required recharging. But there are new developments in this technology. A battery now has longer life and comes in much lighter forms. The main drawback of this car is the distance it can travel before the batteries run out. If there are enough recharging stops, like gas stations, the electric car will prove itself as a fuel-efficient and environment-friendly car. Natural gas cars are also gaining popularity. The promise of being able to fuel the car at one’s own home is hard to deny. Honda calls it a personalized solution to the fact that gasoline stations don’t sell natural gas. The Honda model Civic GX is coined as the cleanest internal combustion engine-powered vehicle ever tested by Environmental Protection Agency. However, natural gas is not renewable. A potential advantage of Hydrogen cars is that it can be used over and over again by the process of electrolysis. Although the supply hydrogen is not limited as fossil-fuels, production of such cars doesn’t come at a cheap price. Hydrogen has many advantages if used to fuel cars, but currently it is very expensive. Some car companies offer to convert diesel cars into hydrogen cars, but most of the time the price of conversion is much more expensive than the original price of the car. Also, hydrogen in normal temperature is gas and to be used as fuel it should be squeezed in high pressures so it is somewhat difficult to contain. Fuel cell cars are definitely a technology to watch for. It has the potential to minimize the use of energy while reducing harmful emissions at the same time. What sets it above the others is that it can make its own energy through certain chemical processes. Also, fuel cell cars don’t emit pollutants. But the price is almost the same for hydrogen cars, if not higher. The developments in fuel cells is rather young, it is not yet tested as compared to other alternative fuels, so it would be a risk if we utilize this technology right away. Among these alternative sources of energy, I choose natural gas. The other alternatives may score a higher grade in terms of energy advantage and minimal emission, but they are too expensive. The economy will suffer as we save the environment using Hydrogen, Electric, and Fuel Cell cars. Natural gas is widely distributed around the world. New natural gas reserves are discovered as time pass, it is just waiting for us to harness fuel from it. Most countries will be able to tap their own resources and strengthen one’s economy. The production of cars and fuel supply for natural gas cars is also very feasible compared to the other alternatives. Atmospheric pollution is increasing during each day. And since natural gas is the cheapest, we can immediately put it to use. This is the realistic approach concern the threat of global warming. We put into use something that works and will be a benefit for both the economy and environment. And after we became successful in harnessing natural gas, and the economic condition permits it, it is the time to upgrade to hydrogen or fuel cells and completely eliminate harmful emissions from vehicles. Alternative-Fuel Vehicles. (2017, Feb 19).

Independent Readings in Management Essay Example | Topics and Well Written Essays - 250 words

Independent Readings in Management - Essay Example Kabani also recommends utilization of social advertising that she argues that will attract more customers and reach a wider share of market. She finally recommends that businesses should take advantage of evolving search engine marketing and integrate marketing activities for better results (Cho Web). 2. Another challenge is that the recommended techniques are available to everyone thus putting marketing at arms race where every business strives for the next edge over its competitors. High level of competition may be expensive and stressful because of the constant need of acquiring new machines and software as well as training employees on emerging practices. 3. Apparently, all marketers are gearing towards more efficient and most effective way of marketing, this may lead to homogenization in both products, and their style of promotion since replication is very easy in digital technology. This will therefore make it difficult for consumers to distinguish between products and enhance public pessimism regarding the process of

Organizational Behaviour Case Study Example | Topics and Well Written Essays - 500 words

Organizational Behaviour - Case Study Example t in the case study as Gupta’s project was terminated prematurely leaving her with no work or being idle until another project was sought (Ivey, 2014). Additionally, the main goal of Xciting Company is centred towards client satisfaction. The culture of the organization therefore focuses towards client satisfaction while the needs of the employees are neglected. This is evident in the case study whereby the new entrants are not assisted in any way by the company to effectively settle within the company’s working environment. In the case study Gupta and other new employees face a lot of difficulty in settling within their new working environment. Xciting Company is a well renowned Indian information technology that engages in hiring a large number of fresh graduates. The main aim of the induction process involves impacting organizational behaviour and culture on the fresh employees. An effective induction process should therefore involve the objectives and goals of the company. In this case Xciting Company should involve training of fresh employees in specific requirements of the company. This will ensure that the fresh employees are able to meet the goals of the company and ensure a productive workforce after the induction process. Furthermore, Xciting Company should be both employee and client centred. The organizational behaviour should be geared with the aim of satisfaction of clients while meeting the needs of the employees. New entrants within the company should be inducted into the organizational culture that will effectively meet their needs as employees. This will ensure that the new entrants are able to adjust well within the company’s working environment. Productivity among the fresh employees will also be maintained (Jennifer & Gareth 2005). Xciting Company as a large company that engages in employing fresh graduates should engage in some form of action plan that will ensure that various organizational behaviour issues are resolved. The

Success or Failure in the Organizational Change Process Essay Example for Free

Success or Failure in the Organizational Change Process Essay With the current state of the economy today many organizations are faced with the task of implementing organizational change. The change that needs to occur can be either very successful or a complete failure if attention to the details of the change is not explored. The Concord Bookstore is an independent store that faced these challenges during a time of urgency for businesses to restructure in order to achieve a successful strategic renewal. When reflecting on the varying approaches an organization can take in order to form a strategic renewal, there were a few critical steps that the Concord Bookstore ignored. These important steps may have been what contributed to the failure of their organizational change. The Concord Bookstore is one small business that is facing economic hardship similar to what many other organizations of all shapes and sizes are. The need for restructuring was self-evident, but the manner in which the restructuring occurred led to employee and customer resistance alike. The first example I would like to address involves the history of the business as an independently owned entity that survived for 64 years. Upon tallying the staff’s time with the company collectively it outdid the existence of the company itself averaging 73 years of experience. This detail leads one to believe that it is this experience which has made the business so successful in the community for so long. When the owner of the company announced the need for organizational change, Spector (2010) noted this change as a â€Å"precipitating event [that] was a surprise announcement last month†¦Ã¢â‚¬ (p. ) This description alone illustrates a disjointed business in which decisions were made from the upper level corporate management straight to the community with no intermediate involvement from the managers and the employees of the business. When they chose to take this approach, it led to much resistance from the employees since it did not take into account any of their personal attributes as being integral parts of the businesses past successes. Although one can agree based on the current economy alone, that small business does have major challenges they need to face in order to stay profitable and successful, it is imperative to have employee support in order to achieve these objectives. During a time of strategic renewal it is important to note that an organizational change is necessary. The Concord Bookstore should have evaluated the behaviors of the employees in order to reflect a more supportive stance in order to gain acceptance of the organizational change. According to Burrows, as cited by Spector (2010) â€Å"In the corporate world, customers expect to be treated as long-term partners, actually having a say in the development of new products† (p. 5 ). This theory tends to illustrate the dissatisfaction of the customers of the Concord Bookstore that also took the announcement of the organizational change as a negative attribute. These concerns stated by both employee and customers alike are what led to the failure of the organizational change. For a successful strategic renewal to take place a business/organization should really first aim to work towards behavioral change. This can be done in a variety of ways. The first initiative that the Concord Bookstore should have taken was to work on the â€Å"motivation† of the employees. As referenced by Spector (2010), Denison noted that the advantage to behavioral change relies on â€Å"the manner in which work is organized, information is shared, decisions are made, coordination occurs, and problems are solved are [all] performance differentiators† (p 7). If these attributes are defined and utilized during the organizational change process then the advantages can sustain for the long-term. Many customers noted that the admirable qualities of the Concord Bookstore were the knowledgeable staff and their eagerness and joy to meet the consumer demands. By the corporate level management deciding how the business would be restructured with no employee or customer input, it is easily understood why there was so much resistance to the organizational change. With the â€Å"participation† of the employees and customers alike, an organizational change leading to a strategic renewal may have been more successful. The willingness to let the employees and customers alike â€Å"participate† demonstrates a value for the employees and the customers that an organization does business with. Spector (2010) noted that â€Å"participation in the process of defining problems and designing solutions will help build commitment to the new directions that result from that process† (p. 12). When one lets â€Å"participation† occur naturally, it leads to a sense of self-worth, allows the employees to feel apart of the restructuring, gives the employees a chance to be a part of finding solutions and supporting the process with more commitment and motivation. When the Concord Bookstore made their initial announcement none of these strategies took place. When there is a need for and organizational change it is hard to leave the status quo. It is even harder to leave something so familiar if not allowed to feel a valued asset of what had once in the past contributed so much to the success of a business. Had the Concord Bookstore allowed the employees to play a more active role in the organizational restructuring of the business, there may have been a much different outcome. In the end, the Concord Bookstore ended up defending its initiatives for organizational change but never had the support of the people it needed the most; its employees and customers. This case demonstrates a great example to the fact that every organizational change needs to also deal the behavioral change of the business in order to avoid any type of resistance and further meet long-term success and vitality.

Essay --

The scientist that I have chosen to write about is Valerie Jane Morris-Goodall but she is commonly known as Jane Goodall (for short). Jane was born on the 3rd April 1934 in London, England and is turning 80 this current year. Jane attended Uplands private school in London, where she received her school certificate in 1950 and later a higher certificate in 1952. After graduating high school, Jane worked as secretary for the Oxford University. Later she worked for a London filmmaking company where she chose the music for documentaries. In 1960, Jane set out to Gombe in Nigeria to study wild chimpanzees, uncovering many discoveries about primate behaviour that continues to shape scientific discussion. As a child Jane had a burning passion for a love of animals from the Dr Dolittle books and a love of Africa from the Tarzan novels. She is a highly respected member of the World Scientific Community and is a constant advocate for ecological preservation. I chose Jane Goodall because I wanted to choose a female scientist that is a great role model for young children that aspire to become primatologists. Jane Goodall worked hard for her future having no academic training on being a primatologist and is admired for how she continues to educate people about chimpanzees and environmental crises. Jane Goodall is a Primatologist, which is an individual that is involved in the study of primates. Goodall at age 26 travelled to Gombe, located in the north-eastern part of Tanzania. Studying chimpanzees in Gombe was not easy, the chimpanzees continually fled in fear however with patience and determination Jane learned to observe them from a greater distance and gradually they came to accept her presence. Jane made her first major discovery on O... ...ouldn’t see everyday. She gets to travel the world and see remote places that you wouldn’t otherwise usually see and studying primates that could possibly become extinct. Jane gets to educate the general public about a subject she feels very strongly about. But Jane could be facing the chance of being killed by a wild animal in a remote area with little human contact. As a primatologist Jane lives a solitary lifestyle in a remote area and has to learn to be very patient when observing the primates. Jane’s research has dramatically changed scientific research about chimpanzees and society should support her research because Jane has improved global understanding and treatment of apes through public education and research. Her research has additionally contributed to the preservation of apes and their habitats by combining conservation with education and promotion.

The Vampire Diaries: The Awakening Chapter Three

The first light of dawn was streaking the night sky with pink and palest green. Stefan watched it from the window of his room in the boarding house. He had rented this room specifically because of the trapdoor in the ceiling, a trapdoor that opened onto the widow's walk on the roof above. Just now that door was open, and a cool damp wind blew down the ladder below it. Stefan was fully dressed, but not because he was up early. He had never been to sleep. He'd just returned from the woods, and a few scraps of wet leaf clung to the side of his boot. He brushed them off fastidiously. The comments of the students yesterday had not escaped him, and he knew they had been staring at his clothes. He had always dressed in the best, not merely out of vanity, but because it was the right thing to do. His tutor had often said it: Anaristocrat should dress as befits his position. If he does not, he is showing contempt for others . Everyone had a place in the world, and his place had once been among the nobility. Once. Why was he dwelling on these things? Of course, he should have realized that playing the role of a student was likely to bring his own student days back. Now the memories came thick and fast, as if he were skimming through the pages of a journal, his eyes catching an entry here and there. One flashed before him vividly now: his father's face when Damon had announced he was quitting the University. He would never forget that. He had never seen his father so angry†¦ â€Å"What do you mean, you are not going back?† Giuseppe was usually a fair man, but he had a temper, and his elder son brought out the violence in him. Just now that son was dabbing at his lips with a saffron-colored silk handkerchief. â€Å"I would have thought even you could understand such a simple sentence, father. Shall I repeat it in Latin for you?† â€Å"Damon-† Stefan began tightly, appalled at this disrespect. But his father interrupted. â€Å"You are telling me that I, Giuseppe, Conte di Salvatore, will have to face my friends knowing that my son is ascioparto ? A ne'er-do-well? An idler who makes no useful contribution to Florence?† Servants were edging away as Giuseppe worked himself into a rage. Damon did not even blink. â€Å"Apparently. If you can call those who fawn on you in the hopes that you will lend them money your friends.† † Sporco parassito!† cried Giuseppe, rising from his chair. â€Å"Is it not bad enough that when youare at school you waste your time and my money? Oh, yes, I know all about the gambling, the jousting, the women. And I know that if it were not for your secretary and your tutors you would be failing every course. But now you mean to disgrace me utterly. And why? Why?† His large hand whipped up to grasp Damon's chin. â€Å"So that you may return to your hunting and hawking?† Stefan had to give his brother credit; Damon did not wince. He stood, almost lounging in his father's grip, every inch the aristocrat, from the elegantly plain cap on his dark head to his ermine-trimmed cloak to his soft leather shoes. His upper lip was curved in a line of pure arrogance. You've gone too far this time, thought Stefan, watching the two men whose eyes were locked together. Even you won't be able to charm your way out this time. But just then there was a light step in the study doorway. Turning, Stefan had been dazzled by eyes the color of lapis lazuli, framed with long golden lashes. It was Katherine. Her father, Baron von Swartzschild, had brought her from the cold lands of the German princes to the Italian countryside, hoping it would help her recover from a prolonged illness. And since the day she had arrived, everything had changed for Stefan. â€Å"I beg your pardon. I did not mean to intrude.† Her voice was soft and clear. She made a slight motion as if to leave. â€Å"No, don't go. Stay,† Stefan said quickly. He wanted to say more, to catch her hand-but he didn't dare. Not with his father here. All he could do was gaze into those jewellike blue eyes that were raised to his. â€Å"Yes, stay,† Giuseppe said, and Stefan saw that his father's thunderous expression had lightened and that he had released Damon. He stepped forward, straightening the heavy folds of his long fur-trimmed gown. â€Å"Your father should be returning from his business in the city today, and he will be delighted to see you. But your cheeks are pale, little Katherine. You are not ill again, I hope?† â€Å"You know I am always pale, sir. I do not use rouge like your bold Italian girls.† â€Å"You don't need it,† said Stefan before he could stop himself, and Katherine smiled at him. She was so beautiful. An ache began in his chest. His father continued, â€Å"And I see all too little of you during the day. You seldom give us the pleasure of your company until twilight.† â€Å"I have my studies and devotions in my own rooms, sir,† said Katherine quietly, her lashes dropping. Stefan knew this was not true, but he said nothing; he would never betray Katherine's secret. She looked up at his father again. â€Å"But I am here now, sir.† â€Å"Yes, yes, that is true. And I must see that tonight we have a very special meal for your father's return. Damon†¦ we will speak later.† As Giuseppe motioned to a servant and strode out, Stefan turned to Katherine in delight. It was seldom they could speak to each other without the presence of his father or of Gudren, her stolid German maid. But what Stefan saw then was like a blow to his stomach. Katherine was smiling-the little secret smile that she had often shared with him. But she was not looking at him. She was looking at Damon. Stefan hated his brother at that moment, hated Damon's dark beauty and grace and the sensuality that drew women to him like moths to a flame. He wanted, in that instant, to strike Damon, to smash that beauty to pieces. Instead he had to stand and watch as Katherine moved slowly toward his brother, step by step, her golden brocade gown whispering on the tiled floor. And even as he watched, Damon held out a hand to Katherine, and smiled the cruel smile of triumph†¦ Stefan turned away from the window sharply. Why was he reopening old wounds? But, even as he thought it, he drew out the slender gold chain he wore under his shirt. His thumb and forefinger caressed the ring that hung from it, then he held it up to the light. The little circlet was exquisitely worked in gold, and five centuries had not dimmed its luster. It was set with one stone, a lapis the size of his little fingernail. Stefan looked at it, then at the heavy silver ring, also set with lapis, on his own hand. In his chest was a familiar tightness. He could not forget the past, and he didn't really wish to. Despite everything that had happened, he cherished Katherine's memory. But there was one memory he must truly not disturb, one page of the journal he must not turn. If he had to relive that horror, that†¦ abomination, he would go mad. As he had been mad that day, that final day, when he had looked upon his own damnation†¦ Stefan leaned against the window, his forehead pressed to its coolness. His tutor had had another saying: Evil will never find peace. It may triumph, but it will never find peace . Why had he even come to Fell's Church? He had hoped to find peace here, but that was impossible. He would never be accepted, he would never rest. Because he was evil. He could not change what he was. Elena was up even earlier than usual that morning. She could hear Aunt Judith pottering about in her room, getting ready for her shower. Margaret was still fast asleep, curled up like a little mouse in her bed. Elena passed her younger sister's half-open door noiselessly and continued down the hallway to let herself out of the house. The air was fresh and clear this morning; the quince tree was inhabited only by the usual jays and sparrows. Elena, who had gone to bed with a throbbing headache, lifted her face to the clean blue sky and breathed deeply. She felt much better than she had yesterday. She'd promised to meet Matt before school, and though she wasn't looking forward to it she was sure it was going to be all right. Matt lived only two streets away from the high school. It was a simple frame house, like all the others on that street, except that maybe the swing on the porch was a little shabbier, the paint a little more peeled. Matt was already standing outside, and for a moment her heart picked up at the sight of him as it used to. He was good-looking. There was no doubt about that. Not in the stunning, almost disturbing way that-that some people were, but in a healthy American way. Matt Honeycutt was all-American. His blond hair was cropped short for the football season, and his skin was sunburnt from working outdoors on his grandparents' farm. His blue eyes were honest and straightforward. And just today, as he held out his arms to hug her gently, they were a little sad. â€Å"You want to come inside?† â€Å"No. Let's just walk,† Elena said. They went side by side without touching. Maples and black walnut trees lined this street, and the air still had a morning hush. Elena watched her feet on the wet sidewalk, feeling suddenly uncertain. She didn't know how to start after all. â€Å"So you still haven't told me about France,† he said. â€Å"Oh, it was great,† said Elena. She glanced sideways at him. He was looking at the sidewalk, too. â€Å"Everything about it was great,† she continued, trying to put some enthusiasm in her voice. â€Å"The people, the food, everything. It was really†¦Ã¢â‚¬  Her voice trailed off, and she laughed nervously. â€Å"Yeah, I know. Great,† he finished for her. He stopped and stood looking down at his scuffed tennis shoes. Elena recognized them from last year. Matt's family barely got by; maybe he hadn't been able to afford new shoes. She looked up to find those steady blue eyes on her face. â€Å"You know,you look pretty great right now,† he said. Elena opened her mouth in dismay, but he was speaking again. â€Å"And I guess you have something to tell me.† She stared at him, and he smiled, a crooked, rueful smile. Then he held out his arms again. â€Å"Oh,Matt ,† she said, hugging him hard. She stepped back to look into his face. â€Å"Matt, you are the nicest guy I've ever met. I don't deserve you.† â€Å"Oh, so that's why you're dumping me,† said Matt as they started walking again. â€Å"Because I'm too good for you. I should have realized that before.† She punched him in the arm. â€Å"No, that isn't why, and I am not dumping you. We're going to be friends, right?† â€Å"Oh, sure. Oh, absolutely.† â€Å"Because that's what I've realized we are.† She stopped, looking up at him again. â€Å"Good friends. Be honest, now, Matt, isn't that how you really feel about me?† He looked at her, then rolled his eyes heavenward. â€Å"Can I take the Fifth on that?† he said. As Elena's face fell, he added, â€Å"It doesn't have anything to do with that new guy, does it?† â€Å"No,† Elena said after a hesitation, and then added quickly, â€Å"I haven't even met him yet. I don't know him.† â€Å"But you want to. No, don't say it.† He put an arm around her and gently turned her. â€Å"Come on, let's head toward school. If we have time, I'll even buy you a doughnut.† As they walked, something thrashed in the walnut tree above them. Matt whistled and pointed. â€Å"Look at that! Biggest crow I've ever seen.† Elena looked, but it was already gone. School that day was merely a convenient place for Elena to review her plan. She had woken up this morning knowing what to do. And today she gathered as much information as she could on the subject of Stefan Salvatore. Which wasn't hard, because everyone at Robert E. Lee was talking about him. It was common knowledge that he'd had some sort of run-in with the admissions secretary yesterday. And today he'd been called to the principal's office. Something about his papers. But the principal had sent him back to class (after, it was rumored, a long-distance call to Rome-or was it Washington?), and everything seemed to be settled now. Officially, at least. When Elena arrived for Euro History class that afternoon, she was greeted by a low whistle in the hall. Dick Carter and Tyler Smallwood were loitering there. A couple of prize jerks, she thought, ignoring the whistle and their staring. They thought being tackle and safety on the varsity football team made them hot stuff. She kept an eye on them as she loitered in the corridor herself, refreshing her lipstick and fiddling with her compact. She'd given Bonnie her special instructions, and the plan was ready to be put into effect as soon as Stefan showed up. The compact mirror gave her a wonderful view of the hall behind her. Still, she missed him coming somehow. He was beside her suddenly, and she snapped the compact shut as he passed. She meant to stop him, but something happened before she could. Stefan tensed-or, at least, there was something about him that seemed wary all at once. Just then Dick and Tyler stepped in front of the door to the history classroom. Blocking the way. World-class jerks, thought Elena. Fuming, she glared at them over Stefan's shoulder. They were enjoying the game, slouching in the doorway, pretending they were completely blind to Stefan standing there. â€Å"Excuse me.† It was the same tone he'd used with the history teacher. Quiet, detached. Dick and Tyler looked at each other, then all around, as if hearing spirit voices. â€Å"Scoozi?† Tyler said in a falsetto. â€Å"Scoozi me? Me scoozi? Jacuzzi?† They both laughed. Elena watched muscles tighten under the T-shirt in front of her. This was completely unfair; they were both taller than Stefan, and Tyler was about twice as broad. â€Å"Is there a problem here?† Elena was as startled as the boys were at the new voice behind her. She turned to see Matt. His blue eyes were hard. Elena bit her lips on a smile as Tyler and Dick moved slowly, resentfully out of the way. Good old Matt, she thought. But now good old Matt was walking into class beside Stefan, and she was left following them, staring at the backs oftwo T-shirts. When they sat down, she slid into the desk behind Stefan, where she could watch him without being watched herself. Her plan would have to wait until after class. Matt was rattling change in his pocket, which meant he wanted to say something. â€Å"Uh, hey,† he began at last, uncomfortably. â€Å"Those guys, you know†¦Ã¢â‚¬  Stefan laughed. It was a bitter sound. â€Å"Who am I to judge?† There was more emotion in his voice than Elena had heard before, even when he had spoken to Mr. Tanner. And that emotion was raw unhappiness. â€Å"Anyway, why should I be welcome here?† he finished, almost to himself. â€Å"Why shouldn't you be?† Matt had been staring at Stefan; now his jaw squared with decision. â€Å"Listen,† he said. â€Å"You were talking about football yesterday. Well, our star wide receiver tore a ligament yesterday afternoon, and we need a replacement. Tryouts are this afternoon. What do you think?† â€Å"Me?† Stefan sounded caught off guard. â€Å"Ah†¦ I don't know if I could.† â€Å"Can you run?† â€Å"Can-?† Stefan half turned toward Matt, and Elena could see a faint hint of a smile curve his lips. â€Å"Yes.† â€Å"Can you catch?† â€Å"Yes.† â€Å"That's all a wide receiver has to do. I'm the quarterback. If you can catch what I throw and run with it, you can play.† â€Å"I see.† Stefan was actually almost smiling, and though Matt's mouth was serious his blue eyes were dancing. Astonished at herself, Elena realized she was jealous. There was a warmth between the two boys that shut her out completely. But the next instant Stefan's smile disappeared. He said distantly, â€Å"Thank you†¦ but no. I have other commitments.† At that moment, Bonnie and Caroline arrived and class started. Throughout Tanner's lecture on Europe, Elena repeated to herself, â€Å"Hello. I'm Elena Gilbert. I'm on the Senior Welcoming Committee, and I've been assigned to show you around the school. Now, you wouldn't want to get me in trouble, would you, by not letting me do my job?† That last with wide, wistful eyes-but only if he looked like he might try to get out of it. It was virtually foolproof. He was a sucker for maidens who needed to be rescued. Halfway through class, the girl sitting to her right passed her a note. Elena opened it and recognized Bonnie's round, childish handwriting. It read: â€Å"I kept C. away for as long as I could. What happened? Did it work† Elena looked up to see Bonnie twisted around in her front-row seat. Elena pointed to the note and shook her head, mouthing, â€Å"After class.† It seemed a century until Tanner gave some last-minute instructions about oral reports and dismissed them. Then everybody sprang up at once. Here goes, thought Elena, and, with her heart pounding, she stepped squarely into Stefan's path, blocking the aisle so that he couldn't get around her. Just like Dick and Tyler, she thought, feeling a hysterical urge to giggle. She looked up and found her eyes exactly on a level with his mouth. Her mind went blank. What was it she was supposed to say? She opened her mouth, and somehow the words she'd been practicing came tumbling out. â€Å"Hi, I'm Elena Gilbert, and I'm on the Senior Welcoming Committee and I've been assigned-† â€Å"I'm sorry; I don't have time.† For a minute, she couldn't believe he was speaking, that he wasn't even going to give her a chance to finish. Her mouth went right on with the speech. â€Å"-to show you around the school-† â€Å"I'm sorry; I can't. I have to-to get to football tryouts.† Stefan turned to Matt, who was standing by looking amazed. â€Å"You said they were right after school, didn't you?† â€Å"Yes,† Matt said slowly. â€Å"But-† â€Å"Then I'd better get moving. Maybe you could show me the way.† Matt looked helplessly at Elena, then shrugged. â€Å"Well†¦ sure. Come on.† He glanced back once as they left. Stefan didn't. Elena found herself looking around at a circle of interested observers, including Caroline, who was openly smirking. Elena felt a numbness in her body and a fullness in her throat. She couldn't stand to be here for one more second. She turned and walked as quickly as she could from the room.

8th Grade Curriculum Essay

Unit Standard Skills Assessment, Projects & Resources Unit 1 (Short Stories) Reading and Literature A. Fluency B. Vocabulary Expansion C. Comprehension D. Literature B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting details C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D4. Analyze and evaluate how figurative language and literary devices contribute to the meaning of the text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. A. Accelerated Reader-30 minutes a day B. Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue Word Posters using Greek and Latin Word Parts. C. Elements of Literature: Short Story : Collection 1 Plot and Setting Weekly Warm-Ups-Written Responses to Poetry Read: â€Å"The Treasure of Lemon Brown† â€Å"The Inn of Lost Time† â€Å"The Monkey’s Paw† â€Å"Aunty Misery† Nonfiction Reading Strategies- KWL, Main Idea, Supporting Details-Notetaking Sheet Nonfiction Article on Harlem-Background Information before reading â€Å"The Treasure of Lemon Brown† Nonfiction Article on Samurai Warriors-Background Information before reading â€Å"The Inn of Lost Time† Graphic Organizers: Plot and Setting: Story Map, Setting Map(weather, time, customs, effect on character, etc.), Imagery Wheel, Plot Outline, Cause and Effect Chart Selection Tests: Multiple Choice Test with Essay Question 8th Grade Language Arts Curriculum Map 2010 pg. 2 Unit Standard Skills Assessment, Projects & Resources Unit 1 (Short Stories) Writing A. Types of Writing B. Elements of Composition C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: a. Prewriting b. Drafting c. Revising d. Editing e. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quick writes-Journaling TAG Questions-Answer multiple questions within an essay question Short Story Summary with a Graphic Organizer Pre-write Compare and Contrast Essay: Compare the Literary Elements in â€Å"The Monkey’s Paw† and â€Å"Aunty Misery† in Elements of Literature. Six Trait Writing Rubrics to teach and assess writing projects 8th Grade Language Arts Curriculum Map 2010 pg. 3 Unit Standard Skills Assessment, Projects & Resources Unit 1 (Short Stories) Speaking & Listening A. Speaking and Listening B. Media Literacy A1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups. A2. Actively listen and comprehend messages. A5. Follow a speaker’s presentation and represent it in notes. A6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose. A7. Participate effectively in group meetings. John Hopkins Social Skills training- Y charts Small Group Literature Circles Think-Pair-Share Analyzing Visuals: Setting and Characterization 8th Grade Language Arts Curriculum Map 2010 pg. 4 Unit Standard Skills Assessment, Projects & Resources Unit 2 Reading and Literature A. Fluency B. Vocabulary Expansion C. Comprehension D. Literature A1. Increase fluency B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes, and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting details C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C 13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D3. Analyze a character’s traits, emotions, motivation and give supporting evidence from the text. D4. Analyze and evaluate how figurative languae and literary devices contribute to the meaning of a text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. A. Accelerated Reader-30 minutes a day B. Continue with Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue. Elements of Literature: Short Story : Collection 2 Characterization Read: â€Å"Hamadi† â€Å"A Retrieved Reformation† â€Å"The Wise Old Woman† â€Å"Mrs. Flowers† Graphic Organizers for Characterization-Character Analysis chart Continue with Story Maps-Summaries Selection Tests: Multiple Choice Test with Essay Question Compare/Contrast characters in â€Å"The Wise Old Woman† and â€Å"Mrs. Flowers† 8th Grade Language Arts Curriculum Map 2010 pg. 5 Unit Standard Skills Assessment, Projects & Resources Unit 2 Writing A. Types of Writing B. Elements of Composition . C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: f. Prewriting g. Drafting h. Revising i. Editing j. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Short Story Summary with a Graphic Organizer Prewrite Narrative Essay: Personal Experience Essay Six Traits of Writing 8th Grade Language Arts Curriculum Map 2010 pg. 6 Unit Standard Skills Assessment, Projects & Resources Unit 2 Speaking & Listening A. Speaking and Listening B. Media Literacy A1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups. A2. Actively listen and comprehend messages. A5. Follow a speaker’s presentation and represent it in notes. A6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose. A7. Participate effectively in group meetings. Small Group Literature Circles Think-Pair-Share Analyzing Visuals: Setting and Characterization 8th Grade Language Arts Curriculum Map 2010 pg. 7 Unit Standard Skills Assessment, Projects & Resources Unit 3 (Poetry) Reading and Literature B. Vocabulary Expansion C. Comprehension D. Literature B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes, and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting A C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C 13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D3. Analyze a character’s traits, emotions, motivation and give supporting evidence from the text. D4. Analyze and evaluate how figurative languae and  literary devices contribute to the meaning of a text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. B. Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue Word Posters using Greek and Latin Word Parts. C. –D. Elements of Literature: Short Story : Collection 3-4 Theme and Author’s Style To introduce Theme-Read: â€Å"The Cub† â€Å"Stop the Sun† â€Å"The Medicine Bag† Aesop’s Fables: Small Group Activity: Read six fables, complete story chart, characterization, plot, and theme, or moral of the story. To introduce Author’s Style-Two Author Studies Read-Edgar Allen Poe: Tell-Tale Heart The Raven The Cask of Amontillado The Pit and the Pendulum-View film Examine: Mood, Tone, Literary Devices (imagery, dialect, symbols), Figures of Speech (similes, metaphors, personification, idioms), Irony Read-Ray Bradbury Ray Bradbury Biography-â€Å"Ray Bradbury is on Fire† â€Å"The Flying Machine† â€Å"The Dragon† â€Å"The Foghorn† â€Å"The Smile† â€Å"There Will Come Soft Rains† â€Å"All Summer in a Day† Complete Story Chart- Setting, Characters, Plot, Theme for each of the stories Variety of comprehension activities for each story 8th Grade Language Arts Curriculum Map 2010 pg. 8 Unit Standard Skills Assessment, Projects & Resources Unit 3 (Poetry) Writing A. Types of Writing B. Elements of Composition . C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: k. Prewriting l. Drafting m. Revising n. Editing o. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Literary Devices Packet- Similes, Metaphors, Alliteration, Idioms, Onomatopeia Multiparagraph Film Summary/Analysis: Essay on the Pit and the Pendulum Theme Strips: Choose one of Ray Bradbury’s short stories and create a theme strip, illustrating it with symbols that have significance to the story. Six Trait Writing 8th Grade Language Arts Curriculum Map 2010 pg. 9 Unit Standard Skills Assessment, Projects & Resources Unit 3 (Poetry) Speaking & Listening A. Speaking and Listening B. Media Literacy A1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups. A2. Actively listen and comprehend messages. A5. Follow a speaker’s presentation and represent it in notes. A6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose. A7. Participate effectively in group meetings. Analyzing Visuals View â€Å"The Pit and the Pendulum† Complete story chart, analyze irony, write summary Small Group Activities 8th Grade Language Arts Curriculum Map 2010 pg. 10 Unit Standard Skills Assessment, Projects & Resources Unit 4 Reading and Literature A. Fluency B. Vocabulary Expansion C. Comprehension D. Literature A1. Increase fluency B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and indeWpendent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting details C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D3. Analyze a character’s traits, emotions, or motivation and give support from the text. D4. Analyze and evaluate how figurative language and literary devices contribute to the meaning of the text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D7. Respond to and analyze the effects of sound, form, figurative language and graphics in order to uncover meaning in poetry. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. A. Accelerated Reader-30 minutes a day B. Continue with Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue. 1960’s Study: Introduce using materials from 1960’s Postal Service Publication Vocabulary related to the 1960’s Read nonfiction relating to the 1960’s Era Create Timeline of Major Events Analyze Music and Poetry from the 1960’s Complete Setting Chart using Scholastic Issue: â€Å"The 1960’s† Novel: Vocabulary: â€Å"Think About It† charts to analyze context clues. Character Chart Plot Outline Variety of comprehension Activities Question Writing Activity Robert Frost Poem: â€Å"Nothing Gold Can Stay† 8th Grade Language Arts Curriculum Map 2010 pg. 11 Unit Standard Skills Assessment, Projects & Resources Unit 4 Writing A. Types of Writing B. Elements of Composition C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: p. Prewriting q. Drafting r. Revising s. Editing t. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Biopoem Essay: Character Analysis Essay: Choose one character from the novel, The Outsiders, and write a character analysis. Six Trait Writing 8th Grade Language Arts Curriculum Map 2010 pg. 12 Unit Standard Skills Assessment, Projects & Resources Unit 4 Speaking & Listening A. Types of Writing B. Elements of Composition C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: u. Prewriting v. Drafting w. Revising x. Editing y. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Biopoem Essay: Character Analysis Essay: Choose one character from the novel, The Outsiders, and write a character analysis. Six Trait Writing

Onomatopoeia - Definition and Examples in English

Onomatopoeia s in English Onomatopoeia is the use of words (such as hiss or murmur) that imitate the sounds associated with the objects or actions they refer to. Adjective: onomatopoeic or onomatopoetic. An onomatope is a particular word that imitates the sound it denotes. Onomatopoeia is sometimes called a figure of sound rather than a figure of speech. As  Malcolm Peet and David Robinson point out,  Onomatopoeia is a fortunate by-product of meaning; few words and relatively few arrangements of words have sounds which are meaningful in themselves(Leading Questions, 1992). Etymology From the Latin, make names Examples and Observations Chug, chug, chug. Puff, puff, puff. Ding-dong, ding-dong. The little train rumbled over the tracks.(Watty Piper [Arnold Munk], The Little Engine That Could, 1930)Brrrrrrriiiiiiiiiiiiiiiiiiinng! An alarm clock clanged in the dark and silent room.(Richard Wright, Native Son, 1940)Im getting married in the morning!Ding dong! the bells are gonna chime.(Lerner and Loewe, Get Me to the Church on Time. My Fair Lady, 1956)Plop, plop, fizz, fizz, oh what a relief it is.(slogan of Alka Seltzer, U.S.)Plink, plink, fizz, fizz(slogan of Alka Seltzer, U.K.)Two steps down, I heard that pressure-equalizing pop deep in my ears. Warmth hit my skin; sunlight shone through my closed eyelids; I heard the shat-HOOSH, shat-HOOSH of the weaving flats.(Stephen King, 11/22/63. Scribner, 2011)Woop! Woop! Thats the sound of da police, KRS-One famously chants on the hook of Sound of da Police from 1993s Return of the Boombap. The unmistakable sound he makes in place of the police siren is an example of onomatopo eia, the trope that works by exchanging the thing itself for a linguistic representation of the sound it makes.(Adam Bradley, Book of Rhymes: The Poetics of Hip Hop. BasicCivitas, 2009) Flora left Franklin’s side and went to the one-armed bandits spread along one whole side of the room. From where she stood it looked like a forest of arms yanking down levers. There was a continuous clack, clack, clack of levers, then a click, click, click of tumblers coming up. Following this was a metallic poof sometimes followed by the clatter of silver dollars coming down through the funnel to land with a happy smash in the coin receptacle at the bottom of the machine.(Rod Serling, The Fever. Stories from the Twilight Zone, 2013)Hark, hark!Bow-wow.The watch-dogs bark!Bow-wow.Hark, hark! I hearThe strain of strutting chanticleerCry, Cock-a-diddle-dow!(Ariel in William Shakespeares The Tempest, Act One, scene 2)Onomatopoeia every time I see yaMy senses tell me hubbaAnd I just cant disagree.I get a feeling in my heart that I cant describe. . . .Its sort of whack, whir, wheeze, whineSputter, splat, squirt, scrapeClink, clank, clunk, clatterCrash, bang, beep, buzzRing, rip, roa r, retchTwang, toot, tinkle, thudPop, plop, plunk, powSnort, snuck, sniff, smackScreech, splash, squish, squeakJingle, rattle, squeal, boingHonk, hoot, hack, belch.(Todd Rundgren, Onomatopoeia. Hermit of Mink Hollow, 1978) Klunk! Klick! Every trip(U.K. promotion for seatbelts)[Aredelia] found Starling in the warm laundry room, dozing against the slow rump-rump of a washing machine.(Thomas Harris, Silence of the Lambs, 1988)Jemimah: Its called Chitty Chitty Bang Bang.Truly Scrumptious: Thats a curious name for a motorcar.Jemimah: But thats the sound it makes. Listen.Its saying chitty chitty, chitty chitty, chitty chitty, chitty chitty, chitty chitty, bang bang! chitty chitty . . ..(Chitty Chitty Bang Bang, 1968)Bang! went the pistol,Crash! went the windowOuch! went the son of a gun.OnomatopoeiaI dont want to see yaSpeaking in a foreign tongue.(John Prine, Onomatopoeia. Sweet Revenge, 1973)He saw nothing and heard nothing but he could feel his heart pounding and then he heard the clack on stone and the leaping, dropping clicks of a small rock falling.(Ernest Hemingway, For Whom the Bell Tolls, 1940)It went zip when it moved and bop when it stopped,And whirr when it stood still.I never knew just what it w as and I guess I never will.(Tom Paxton, The Marvelous Toy. The Marvelous Toy and Other Gallimaufry, 1984) I like the word geezer, a descriptive sound, almost onomatopoeia, and also coot, codger, biddy, battleax, and most of the other words for old farts.(Garrison Keillor, A Prairie Home Companion, January 10, 2007) Creating Sound Effects in Prose A sound theory underlies the onomahtthat we read not only with our eyes but also with our ears. The smallest child, learning to read by reading about bees, needs no translation for buzz. Subconsciously we hear the words on a printed page.Like every other device of the writing art, onomatopoeia can be overdone, but it is effective in creating mood or pace. If we skip through the alphabet we find plenty of words to slow the pace: balk, crawl, dawdle, meander, trudge and so on.The writer who wants to write fast has many choices. Her hero can bolt, dash, hurry or hustle.(James Kilpatrick, Listening to What We Write. The Columbus Dispatch, August 1, 2007) Linguists on Onomatopoeia Linguists almost always begin discussions about onomatopoeia with observations like the following: the snip of a pair of scissors is su-su in Chinese, cri-cri in Italian, riqui-riqui in Spanish, terre-terre in Portuguese, krits-krits in modern Greek. . . . Some linguists gleefully expose the conventional nature of these words, as if revealing a fraud.(Earl Anderson, A Grammar of Iconism. Fairleigh Dickinson, 1999) A Writer's Word My favorite word is onomatopoeia, which defines the use of words whose sound communicates or suggests their meanings. Babble, hiss, tickle, and buzz are examples of onomatopoeic usage.The word onomatopoeia charms me because of its pleasing sound and symbolic precision. I love its lilting alternation of consonant and vowel, its tongue-twisting syllabic complexity, its playfulness. Those who do not know its meaning might guess it to be the name of a creeping ivy, or a bacterial infection, or maybe a small village in Sicily. But those acquainted with the word understand that it, too, in some quirky way, embodies its meaning.Onomatopoeia is a writers word and a readers nightmare but the language would be poorer without it.(Letty Cottin Pogrebin, quoted by Lewis Burke Frumkes in Favorite Words of Famous People. Marion Street Press, 2011) The Lighter Side of Onomatopoeia Russian Negotiator: Why must every American president bound out of an automobile like as at a yacht club while in comparison our leader looks like . . . I dont even know what word is.Sam Seaborn: Frumpy?Russian Negotiator: I dont know what frumpy is but onomatopoetically sounds right.Sam Seaborn: Its hard not to like a guy who doesnt know frumpy but knows onomatopoeia.(Ian McShane and Rob Lowe in Enemies Foreign and Domestic. The West Wing, 2002)I have a new book, Batman: Cacophony. Batman faces off against a character called Onomatopoeia. His shtick is that he doesnt speak; he just mimics the noises you can print in comic books.(Kevin Smith, Newsweek, Oct. 27, 2008) Pronunciation: ON-a-MAT-a-PEE-a Also Known As: echo word, echoism

Answers to West Point Admission Questions Essay

Answers to West Point Admission Questions - Essay Example In addition to inspiration from the Army, I also draw inspiration from my country. This is a great nation and the whole world looks up to it. I’m a proud citizen of USA and I wish to express my gratitude to this great country by serving its citizens and protecting its land. I believe that the Army has multiple tasks. They are not just the defenders of a nation; soldiers are servants of the people of that nation. American soldiers are warriors and defenders; they are there to serve the people of USA. West Point’s Military Academy is a renowned name in preparing graduates who have an extreme sense of duty and honor for their country. In addition, the graduates are also well disciplined. I have always been inspired by discipline of cadets. I believe that’s the way life should be: organized and well planned; for discipline makes man superior to other creatures. Personally I’m a disciplined person; I like to organize my life whenever I can. I believe that disci pline is the key to achievement. If one goes well planned and disciplined, there’s nothing that cannot be achieved. In addition, I am persistent by nature. When I start something, I rarely give it up or quit on it and I like challenging tasks like problem solving in limited time. Once I do get the chance to attend US military academy, I’d definitely want to work as an active duty army officer. I’d prefer active duty since I want to devote my whole life to US Army, I long to be a part of it. I’m also inspired by the military life. Reporting daily, being posted at a base camp; where I can learn about Army life and its challenges. Going to the USMA will also be good for my health. Undergoing physical training and extensive exercise daily will make me physically strong and daily drills will develop more discipline within me.I believe that discipline is the basic and foremost quality needed to become a successful USMA cadet. At USMA, the academy and its dignified staff strive to groom young pupils into responsible and mature cadets; for this process to be accomplished, I believe the pupils required to display best discipline. Disciplinary education is unique to military academies; USMA is no exception. Discipline is actually the component of a cadet’s life that I appreciate the most.

Week 4 question Essay Example | Topics and Well Written Essays - 1000 words

Week 4 question - Essay Example As a service provider to the community as a whole, healthcare organizations must consider their role as socially responsible organizations. In other words, the primary objectives of strategic planning in healthcare organizations should include the goal of maintaining healthy communities and a healthy nation. Community health is a serious concern for healthcare leaders in terms of developing and implementing healthcare strategies. For instance, access to care is a basic right for all individuals of a community or a society. In case of wide and diverse communities, community collaboration or integration is required to implement successful strategic planning. Community organizing involves three approaches - locality development, social planning and social action (McKenzie et al, 2008). Healthcare organizations should be focused on the issue of health maintenance of the whole community including the various economic classes and sub-classes of the community. In order to make healthcare accessible to all people in the community including the indigent and uninsured, healthcare professionals adopt a number of strategies such as (McKenzie et al, 2008, p. 129), In this context, community health education programs are significant to create health awareness among people. Community health education is strongly associated with the concepts of cultural awareness, cultural sensitivity, cultural competence and multiculturalism. Especially in the United States, increasing diversity in its population has caused the need for multicultural awareness in health education. In order to promote multicultural health education, certain steps are required to take by healthcare organizations: 2. Discussion Question #2: In health care today, there are public and regulatory concerns about fraudulent billing, kickbacks for referrals, differential marketing for health plan enrollees, and even broader issues regarding unavailability of care or unaffordable care for many persons