The Theme and Narrative Elements Essay Example for Free

The Theme and Narrative Elements Essay The story of â€Å"The Welcome Table† by Alice Walker (1970), theme tells the story of an old black woman name Clara Ward, who worked as a slave for the whites the majority of her lifetime, who knows the feeling or fears of being an aged black woman, alone and no longer had a use or a purpose in her life. I say this because it was mentioned at the beginning of the story, and mist of the story the whites were not accepting of her, and at the end the black saw her in the streets walking in the cold and offered her no assistance, Every story narrows a broad underlying idea, shapes it in a unique way, and makes the underlying idea concrete. Thats how theme is created. In other words, the theme in a story is a representation of the idea behind the story (Clugston, 2010). Points of view, Tones, settings †¦ The setting of this story seems as though it takes place during the progressive era, during the age of segregation or the end of slavery in the U.S. My knowledge of this was gathered when Clara stumbled into a white church, and the pastor of the church told her she was in the white church, and the message was also clear to me when she was asked by the usher with blond hair to leave the church, and told her she needed to go to â€Å"Your Church†. Alice Walker the author set the story up in a fashion that named jobs or roles the old lady played as a house slave, this was another view point of her from the white church people, the pastor of the church called her his aunt (she helped raise him), and the usher in the church called her grandmother (she helped raise him). See more: how to start a narrative essay The old lady in the story began to fall ill walking in the cold weather, and she began to imagine an experience with Jesus; she sees the image of a Jesus who was white, the same image that was white, the same image that was on the picture she took from a white woman she use to work for (Clara hoped that Jesus would over look that). Clara had a vision of herself walking and talking with Jesus, who she loved and trusted all her days and she was able to tell Jesus, how the white people mistreated her, through her life, and shortly after she pasted on to heaven. The narrative expression in the story spoke of details explaining the old ladies appearance, the wording pictured her as poor, and did the best she could when it came to her appearance, and the narrator told the story as if we were in her shoes, making me as a reader to fill pity on the old lady. The narration also expressed the fact that Ms. Clara the old woman was a former slave who raised a generations of white children, who grew to be adults and they still showed her little to no respect (underlying theme); Where they should have been very appreciative, but because this was a time of segregation in the United states, a time when the whites and blacks live separate lives. Clara still praised Jesus in the white church, the Jesus who she knows as white, she never lost her faith, but the white people in the church who knew her kicked her out of the church, they unknowingly contributed to her losing her life. Clara died in the same she was treated in life cold and alone. Reference: Alice Walker (1970). The Welcome Table (Short story); Literary Cavalcade, Vol. 55 Issue 5, p32 Clugston, R. W. (2010). Journey into Literature. San Diego, CA. Bridgepoint Education, Inc.

Ensure Technical and Academic Rigor of Programs :: Curriculum Education Careers Essays

Ensure Technical and Academic Rigor of Programs Effective career and technical education programs clearly articulate course outcomes and align content with national or state occupational skill standards. These standards, endorsed by business and industry, are designed to prepare students with skills that reflect job market requirements and address all aspects of the industry, not just skills required for single jobs. Curricula developed around these standards offer teachers a variety of strategies for improving standards in their classrooms. Ohio has developed a set of cluster guides based on the Integrated Technical and Academic Competencies (ITACS) that employers have identified as necessary for work: solving problems and thinking skillfully, communicating effectively, applying technology, and so forth. The curriculum for each of these cluster guides follows the same format. Each begins with a workplace scenario, engages students in a problem-solving approach to learning, and integrates technical and academic competencies from state and national standards. Through the scenarios outlined in the guides, students are led to construct knowledge by engaging in learning experiences and problem-solving activities that have value beyond the classroom (Vocational Instructional Materials Laboratory 1999). Projects that use the context of the workplace and the community to teach academic and technical skills offer another strategy for ensuring program rigor. Students learn best in the context of real life experiences. Sussex Technical High School in Georgetown, Delaware; William H. Turner Technical Arts High School in Miami; and Michael E. DeBakey High School for Health Professionals in Houston are three schools that combine rigorous academic coursework with career and technical education through hands-on activities set in real-world contexts (Roberts 1999). In this way, "students can combine what they're learning in the field or laboratory with basic writing, science, and math skills" (p. 22). "Curriculum integration, contextual and applied learning, tech prep, and team teaching have increased the academic rigor of career and technical education disciplines" (Lozada 1999, p. 16). Traditional instructional roles, however, do not support these strategies for applying academic and technical understandings to real-world problems. To involve students in learning experiences that are situated in certain physical and social contexts and require interaction with other people, teachers must assume the role of coach or mentor, encouraging students to create their own knowledge from experiences beyond the classroom. When CTE instruction supports what is known about intelligence, brain development, cognition and learning, it gives credence to initiatives that integrate academic education with career and technical education (Reese 2002). Ensure Technical and Academic Rigor of Programs :: Curriculum Education Careers Essays Ensure Technical and Academic Rigor of Programs Effective career and technical education programs clearly articulate course outcomes and align content with national or state occupational skill standards. These standards, endorsed by business and industry, are designed to prepare students with skills that reflect job market requirements and address all aspects of the industry, not just skills required for single jobs. Curricula developed around these standards offer teachers a variety of strategies for improving standards in their classrooms. Ohio has developed a set of cluster guides based on the Integrated Technical and Academic Competencies (ITACS) that employers have identified as necessary for work: solving problems and thinking skillfully, communicating effectively, applying technology, and so forth. The curriculum for each of these cluster guides follows the same format. Each begins with a workplace scenario, engages students in a problem-solving approach to learning, and integrates technical and academic competencies from state and national standards. Through the scenarios outlined in the guides, students are led to construct knowledge by engaging in learning experiences and problem-solving activities that have value beyond the classroom (Vocational Instructional Materials Laboratory 1999). Projects that use the context of the workplace and the community to teach academic and technical skills offer another strategy for ensuring program rigor. Students learn best in the context of real life experiences. Sussex Technical High School in Georgetown, Delaware; William H. Turner Technical Arts High School in Miami; and Michael E. DeBakey High School for Health Professionals in Houston are three schools that combine rigorous academic coursework with career and technical education through hands-on activities set in real-world contexts (Roberts 1999). In this way, "students can combine what they're learning in the field or laboratory with basic writing, science, and math skills" (p. 22). "Curriculum integration, contextual and applied learning, tech prep, and team teaching have increased the academic rigor of career and technical education disciplines" (Lozada 1999, p. 16). Traditional instructional roles, however, do not support these strategies for applying academic and technical understandings to real-world problems. To involve students in learning experiences that are situated in certain physical and social contexts and require interaction with other people, teachers must assume the role of coach or mentor, encouraging students to create their own knowledge from experiences beyond the classroom. When CTE instruction supports what is known about intelligence, brain development, cognition and learning, it gives credence to initiatives that integrate academic education with career and technical education (Reese 2002).

Hip-Hop’s Effect on African-American Feminists

Kelli Hickey Cheryl Hitosis English161 December 7, 2007 Hip-Hop’s Effect on African-American Feminists Annotated Bibliography Davis, Eisa. â€Å"Sexism and the Art of Feminists Hip-Hop Maintenance. † To be Real: Telling the Truth and Changing the Face of Feminism. New York: Anchor Books, 1995. 131-139. Davis points out that not all feminists are taking the concept of sexism so casually and also _ believes that rap lyrics are not the only cause for the degradation of black women. Black _ _ men have given black women a place where they can gain public acceptance in popular _ _ culture. _ DiPrima, Dominique. â€Å"Women in Rap. † Hotwire. May 1991: 36. Salt-N-Pepa is introduced and this tells how they make a statement in hip-hop music _ through their lyrics. DiPrima talks about the group’s female empowerment that became_ _ present in their songs. _ Emerson, Rana. â€Å"African-American Teenage Girls and the Construction of Black Womanhood in Mass Media and Popular Culture. † 88. Emerson says the lyrics make racism seem normal and acceptable. In contrast, black girls _ remain confident in themselves. They use popular culture to make their lives more meaningful _ _ and express themselves. Niesel, Jeff. â€Å"Hip-Hop Matters: Rewriting the Sexual Politics of Rap Music. † Third Wave Agenda: Being Feminist, Doing Feminism. Minneapolis: U of Minneapolis P, 1997. 242-245. Niesel states rap music is exploitative, but it also plays a significant role in enforcing _ feminists’ principles. He says there are rappers out there who use their rap t o advocate _ _ treating women fairly, and bring awareness of social problems. _ Pilgrim, Dr. David. â€Å"Jezebel. † July 2002. http://www. ferris. edu/news/jimcrow/jezebel. Pilgrim says black women have always been viewed as sexually promiscuous. These views _ still carry on in pop culture today. He also talks about how black women were viewed in the _ _ times of Foxy Brown and Lil Kim. _ Pough, Gwendolyn D. â€Å"Love Feminism but Where’s My Hip-Hop? † Colonize This! Young Women of Color on Today’s Feminism. New York: Seal Press, 2002. 91-92. Pough talks about the need for African-American men to exploit women in music due to _ women gave her courage as a young women to use confrontations in her own life. Also, she _ _ talks about good verses bad work ethic among black women in music videos. Rose, Tricia. â€Å"Tricia Rose on Hip-Hop. † Interview with Princeton University. Program in the Study of Women and Gender. Dec. 1993. Rose talks about the bad effect of young women listening to degrading lyrics and believing _ them. Additionally, she says that when a woman makes a justifiable critique, men make it _ _ seem like some sort of PMS attack. _ Valenti, Jessica. Full Frontal Feminism. New York: Sea l Press, 2007. 10. Valenti talks about the third wave feminist movement and how it uses personal narratives, _ unlike prior waves of feminism. _

How to Write Your Curriculum Vitae - CV

Think its too soon for you to prepare a curriculum vitae or CV? After all, youre in graduate school. Guess what? Its never too early to write a CV. A curriculum vitae or CV (and sometimes called a vita) is an academic resume that highlights your scholarly accomplishments. Although most students compose a curriculum vitae while in graduate school, consider including one in your application to graduate school. A CV provides the graduate admissions committee with a clear outline of your accomplishments so they can determine whether youre a good fit with their graduate program. Begin your curriculum vitae early and revise it as you progress through graduate school and youll find applying to academic positions after graduation a little less painful. Unlike a resume, which is one to two pages in length, a curriculum vitae grows in length throughout your academic career. What goes into a CV? Here are the types of information that a vita may contain. The contents of a CV differ across disciplines, and your vita probably will not have all of these sections yet, but at least consider each. Contact information Here, include your name, address, phone, fax, and e-mail for home and office, if applicable. Education Indicate your major, type of degree, and the date each degree was awarded for each postsecondary school attended. Eventually, youll include titles of theses or dissertations and chairs of committees. If you havent yet completed your degree, indicate the expected graduation date. Honors and Awards List each award, granting institution and the date awarded. If you have only one award (e.g., graduation honors), consider incorporating this information within the education section. Teaching Experience List any courses that you assisted with as a TA, co-taught, or taught. Note the institution, role held in each, and supervisor. This section will become more relevant during your graduate school years, but sometimes undergraduates are assigned teaching roles. Research Experience List assistantships, practica, and other research experience. Include the institution, nature of the position, duties, dates, and supervisor. Statistical and Computer Experience This section is especially relevant for research-oriented doctoral programs. List courses that youve taken, statistical and computer programs with which youre familiar, and data analysis techniques with which youre competent. Professional Experience List relevant professional experience, such as administrative work and summer jobs. Grants Awarded Include title of agency, projects for which funds were awarded, and dollar amounts. Publications Youll probably begin this section during graduate school. Eventually, youll separate publications into sections for articles, chapters, reports and other documents. Document each publication in the citation style appropriate for your discipline (i.e., APA or MLA style). Conference Presentations Similar to the section on publications, separate this category into sections for posters and papers. Use the appropriate documentation style for your discipline (i.e., APA or MLA style). Professional Activities List service activities, committee memberships, administrative work, lectures youve been invited to deliver, professional workshops youve delivered or attended, editorial activities, and any other professional activities in which youve engaged. Professional Affiliations List any professional societies with which youre affiliated (e.g., student affiliate of the American Psychological Association, or the American Psychological Society). Research Interests Briefly summarize your research interests with four to six key descriptors. This is best added during graduate school than before. Teaching Interests List courses youre prepared to teach or would like the opportunity to teach. Similar to the section on research interests, write this section towards the end of grad school. References Provide names, phone numbers, addresses, and e-mail addresses for your referees. Ask their permission beforehand. Be sure that they will speak highly of you. Present items chronologically within each category of the CV, with the most recent items first. Your curriculum vitae is a statement of your accomplishments, and most importantly, is a work in progress. Update it frequently and youll find that taking pride in your accomplishments can be a source of motivation.