T.S. Eliots The Waste Land and the Modernist Movement Essay examples -

Sight. It is the simple, yet extremely intricate skill performed by humans everyday. The uniqueness of an eye can be described as different combinations of colors that draw people in for deep conversations and contact with one another. As light shines its beams onto an eye, different colors sparkle, making beautiful shades shine through. Brown, green, blue and hazel are merely a few of the colors that can make up one’s eye. Without eyes, human beings would not be able to visualize the wonderful aspects of nature. Eyes also produce tears of joy and sorrow in response to emotions. The precise observation of this human organ is an example of what a Modernist writer may have expressed in their work. Modernists were a group of people involved in the Modernist/Imagist literary movement throughout Europe and America. They were defined by their detailed description of images in hopes of sharing thoughts to the reader. Influenced by World War I, this literary movement focused o n the importance of the common man and some authors described the deep wounds in which were left following the traumatic war. In his poem, â€Å"The Waste Land,† T.S. Eliot reflects the principles of the Modernist Movement through his precise descriptions and use of images to emphasize the realities of current life. To begin, the Modernist Literary Movement (also known as the Imagist Movement) swept across Europe and America in hopes of discovering a new writing style for Western culture. Beginning in the 1890s and lasting until about 1945, this movement incorporated a variety of new and old ideas such as surrealism, symbolism, imagism, and more (â€Å"Modernism† par. 1-3). Despite its many aspects, however, the main goal of this movement was to reject old customs... ... â€Å"T.S. Eliot.† DIScovering Authors. Detroit: Gale 2003. Student Resources in Context. Web. 13 November 2015. â€Å"Imagism.† Gale Student Resources in Context. Detroit: Gale, 2012. Student Resources in Context. Web. 8 November 2015. â€Å"Imagist Movement.† Questia.com. Questia. Web. 9 November 2015. Matterson, Stephen. â€Å"1890-1840s Modernism.† PBS. PBS, Mar. 2007. Web. 9 November 2015. â€Å"Modernism.† Faculty.unlv.edu. Unlv.edu. Web. 9 November 2015. Shelby, Nick. T.S. Eliot: The Waste Land. New York: Columbia UP, 2001. Print. â€Å"Thomas Stearns Eliot.† Encyclopedia of World Biography. 2004. Encylopedia.com. 13 November 2015. â€Å"T.S. Eliot (Anglo-American Poet).† Encyclopedia Britannica Online. Encyclopedia Britannica. Web. 13 November 2015. Vendler, Helen. â€Å"T.S. Eliot. (Cover Story).† Time 151.22 (1998): 111. MAS Ultra- School Edition. Web. 13 November 2015.

Women 100 Years Ago and Women Today

Loftus 1 How Religion Has Affected My Life I've been going to church with my grandparents for as long as I can remember. I've always been a part of church related activities. We always said grace before we ate a meal. I said my prayers before I went to bed. I was baptized when I was born. I had my first communion. I was a very religious little kid and I always had God in my life. Of course, I only did all those things because I thought I was supposed to. I just thought it was something that everybody in the world did. But, as I got older I learned that it was all just a part of my religion.I also learned that not everyone had the same religion as I did. There were many different religions. There were even some people that didn't have a religion. Once I realized all of those things, I started asking questions. Why was I catholic? Why did I have to go to church every Sunday? Why is it so important? I asked my grandmother these questions and her only response was, â€Å"It's because Je sus died on the cross for us. † But I still had the question lingering in my head: Why? My mother and father never went to church with us. My mom would drop us off a religion classes but that was about it.When I asked my mom why she'd never gone to with us she had said, â€Å"I don't believe that you have to go to church every Sunday to show your appreciation for God. † That really had me thinking, if my mom and dad never went, did I really have to go? I certainly didn't like sitting in the cold for an hour listening to people singing terribly and other people talking about things I never understood. Always standing up and sitting down every couple of Loftus 2 minutes. It got very old, very fast. By the time I was a teenager, I got really tired of the same old thing.That's when it all started. At the age of thirteen all I wanted to do was hang out with my friends. They weren't the best of people but they accepted me and that's all I cared about. I started being more lik e them. Wearing all black, doing my make up really heavily, smoking cigarettes, drinking alcohol, experimenting with drugs. I turned into the complete antithesis of the girl I was when I was younger. My family definitely started to notice. My mom and dad said it was just a phase but my grandmother thought I was starting to become a â€Å"devil worshiper†. She orced me to go to church with them. I was forced to go to religion class. I got the you-need-Jesus-in-your-life talk every time I was around my grandma. That is when I really started to resent everything that had to do with my religion. My grandmother had pushed me to my breaking point. I didn't want anything to do with God or Jesus. When asked, I always told people I didn't have a religion. I was against it. I refused to go to church or religion class. I stopped saying grace before I ate. I stopped saying prayers before I went to sleep. I even stopped believing there was a God.This caused a lot of tension between my gra ndmother and I. We never saw eye to eye on anything. We were always arguing over something. She always told me that she never thought she'd have a granddaughter like me. She expected me to be more of a lady. I couldn't stand being around her. I didn't tell her anything. She had forced religion on me to the point that I didn't want to have a religion anymore. It even caused me to think I hated her. You could only imagine how much harder it got once my mom lost our house and we had to move into my grandparent's house.I got so angry when my mom told me the news. All I wanted to do was scream. The thought of having to see my grandma every single day was terrifying. My life had gotten significantly more tough Loftus 3 at that point. When we moved in, I stayed in my room all the time. If I wasn't in my room, I was either at school or out with my friends. When dinner was ready I ate with my head down. Not speaking to or looking at anyone. My mom caught on real quickly. I remember one night she pulled me into her bedroom after dinner and asked me why I was acting so strangely.I poured my heart out and told her everything I was going through. She told me, â€Å"You need to stop hating your grandmother. She is getting older and her health is declining. She won't be here one day and you're going to regret not having a good relationship with her. You don't have to go to church every Sunday. You don't even need to go to religion class. You just need to respect the fact that your grandmother is just leading you by example. That's how she was raised. So, you need to stop getting angry at her and you need to start building a better relationship with her. That is the night that things got better. Every time I want to get angry with my grandma I remember what my mom told me and I haven't gotten angry with her since. I never got my faith back and there are still some things I can't tell my grandmother due to her being so religious. I would love to tell her that I'm engaged but, I can't because I'm a homosexual and I'm sure she'd disown me. But despite that, my grandmother and I are now on good terms. We talk on the phone more often since I moved away and I plan on visiting her whenever I make my trips back home.

Business Com

Once I had gone to visit a friend in the next town which is along a major highway and stretched about km. He asked me to a light at the second bus stop In the town. When the bus I took got closer to the town, I Informed the bus conductor where I will alight. He gave a node amidst a loud music from the stereo In the bus. About an hour later, I called the conductor to find out If we had reached the second bus stop. He Immediately asked the driver to stop for me to alight after apologizing to me.He said e never heard the request I made earlier therefore we had passed the second bus stop about half an hour ago. I had to get down at that point and find away to my friend's house. Unfortunately the ‘second bus stop' my friend meant was at the eastern side of the town, which was close to my town. Unfortunately I entered the town through the western side since I was corning from a trip In the western part of the country. This was explain to me by a Taxi driver who drove me for additiona l 2 hours to the right â€Å"Second bus top† to meet my friend who had waited all day.Apart from the loud music from the stereo, the bus was overloaded therefore noise was in the car. After analyzing my experience there are some points I found which could be barrier for healthy communication and analysis of which are needed before coming up with ways to eliminate or minimize them. These barriers may be classified as follows – 1. Environmental Barriers – This is similar to physical noise, and could be in the form of disturbing sounds, an overcrowded bus, poor services and acoustics, all f which may hamper the ability to pay attention to and understand the message.When I made a request to alight, the conductor did not hear me because of the loud noise from the stereo and how congested the bus was. This barrier can be eliminated by bringing down the volume of the stereo in the bus to the tolerable level to facilitate healthy communication between conductor, driver and passengers. Secondly overloading can be avoided in buses to prevent distraction and create a serene atmosphere where one can freely commune with one another. 2.Individual Barriers – A major barrier to interpersonal communication is a tendency to judge, evaluates, approve or disapprove of the views of another person. This happens particularly in situations where we have strong feelings about something. In such cases, we tend to block out the communication and form our own viewpoints. When I Inform my friend about visiting him, he Immediately assumed I will be coming through the eastern entrance of the town. Secondly when the conductor nodded I concluded It was a sign of having had my request to alight.This barrier can be eliminated If we can take objective Instead of subjective stand when communicating with people. We can do this by asking few additional or open-end questions and allow people to express themselves and also listen to them rather than Interrupt their speech or complete sentences for them for example. Feedback can also help to confirm If those we are communicating with actually got our Intended meanings attached to the message. Business Com By bendy Q. L Describe Any Situation In Your Experience Where The Communication Went Wrong.Analyze The Situation By Pointing Out The Type Of Barrier To Communication stretched about km. He asked me to a light at the second bus stop in the town. When the bus I took got closer to the town, I informed the bus conductor where I will alight. He gave a node amidst a loud music from the stereo in the bus. About an hour later, I called the conductor to find out if we had reached the second bus stop. He immediately asked the driver to stop for me to alight after apologizing to me. He said friend's house.Unfortunately the ‘second bus stop' my friend meant was at the own through the western side since I was coming from a trip in the western part of Barriers – A major barrier to interpersonal commun ication is a tendency to Judge, inform my friend about visiting him, he immediately assumed I will be coming concluded it was a sign of having had my request to alight. This barrier can be eliminated if we can take objective instead of subjective stand when communicating allow people to express themselves and also listen to them rather than interrupt confirm if those we are communicating with actually got our intended meanings

Dpe Paper

DPE and Goal Instruction If teaching were as simple as using the one best way to teach everything, it would be considered a science. However, there isn’t just one correct method to teach everything. That is the reason teaching is an art. If teaching meant to follow a text book and a â€Å"one size fits all† approach, then anyone would be a master teacher. That is why teachers and especially special educators unique and special.That is why teachers know that individual needs, strengths and weaknesses must be considered to make the instructional process successful and geared to equip the student to achieve his optimum skills and abilities to meet the challenges of daily living. Students come with their own individual packages and no two of them are alike. Even though the curriculum is the same, no two students learn the same way. Teachers are challenged to meet the students’ â€Å"package† and to create an approach at instruction that take into consideration the students’ differing abilities, strengths and needs are satisfied.To compound the challenges of instruction, the intellectually disabled (ID) student presents additional dynamics that impact the art of teaching. This paper presents the diagnostic/prescriptive/evaluation (DPE) strategy of instruction for ID students. The DPE is not a concept. Educators have been using it for decades (Mann and Phillips, 1967). During the past 40 years it has been improved and refined (Ewing & Brecht). The paper examines each of the components of DPE: diagnosis, prescription, and evaluation (Thomas, 1996). In conclusion it presents two applications of implementing the DPE with two students diagnosed with ID.The diagnostic process requires great skill and effort from the teacher. Alone the special educator cannot perform all the necessary functions of diagnosis. With the assistance of the other members of the Multidisciplinary Team (MDT) and other service personnel, they are able to determine the needs of individual learners and to specify instructional objectives that will help the student satisfy his educational needs (Eisele, 1967). During this phase the teacher is to determine the most demanding needs of the student. The entire diagnostic process depends upon the ccurate identification of these needs. The specialists on the MDT provide the teacher with the data, or means of acquiring the data, about the student that are necessary for determining the student’s needs. This takes the form of providing formal and informal testing services for testing students, supplying the data that has been acquired from the testing, and providing the testing batteries that could be used for this purpose (Eisele, 1967). This becomes the Present Levels of Performance (PLOP) of the Individualized Education Program (IEP).When the MDT has collected all of the significant data and determined the demanding needs of the student, then the teacher and the specialists develop the instruc tional goals and objectives appropriate for specific needs. These goals are selected from curriculum domains and the objectives can be selected from curriculum guides and resource units. Also the teacher and specialist can generate their own objectives. When talking to the teacher and specialists, I asked what type of instructional activities and materials they use for students with ID?The teacher and specialists stated that they prescribe instructional activities and materials suitable for the student to master his objectives. This constitutes the second step in the DPE process. Prescribed learning is based on short- and long-term goals that are established for the individual student and are based on the skills needed to be mastered. Within these goals are markers to establish where there are gaps in the learning process. Instruction that follows will teach only to what the student still needs to master to be successful. It capitalizes on the strength of the student to fill in the learning gaps.The prescriptive process can be applied to almost any subject area, academic and behavioral (Deschel, Susan, 2012). Three important teaching strategies for students diagnosed with ID: 1) tasks should be broken down into small component steps and learned in sequence, 2) teaching techniques should be experiential, concrete, visual and hands-on rather than cognitive, abstract and verbally delivered in lecture form, and 3) feedback should be immediate for the student to make a connection between his answer, behavior, or question and the teacher’s response.The third phase is the evaluation process. This is a two-pronged process for the teacher. First, evaluation is necessary to assess needs and, second, to evaluate the student’s progress toward achieving his objectives. Through the evaluation process teacher monitors the understanding and performance of students before teaching the lesson, while teaching, and after teaching the lesson. The evaluation process c an inform the teacher of the effectiveness of his lessons with individuals, small groups of students, or whole classes, depending on the instruments used (Guskey, 2003).Instruction and evaluation are interactive. The teacher may evaluate student learning on the spot, or collect data at different points in time and compare progress over units of instruction. Moment-by-moment assessments allow the teacher to tap into student’s developing understandings about the objective and to enable the teacher to correct misconceptions immediately. Observations recorded over time allow the teacher to identify patterns of development and document learning gains (Guskey, 2003). This can be accomplished in many ways.Devices appropriate for the evaluating progress are data keeping, checklists, logs, standardized tests, and paper and pencil tests. Now we consider the practical applications of DPE in a classroom. Antoine is a 12 year old, sixth grader, who is diagnosed with ID and is in a special education classroom. His MDT has completed their assessments and has developed his IEP. One of his goals includes math readiness. His objective is to be able to match manipulatives to numbers expressed on cards with verbal prompting.The teacher has developed prescriptive lesson plans to enable Antoine develop the needed skills to match the manipulatives to the numbers. His first lesson is to match manipulatives to the number expressed on a picture communication symbol (PCS). He encounters difficulty in matching the manipulatives to the number on the PCS. His teacher notes the difficulty evaluating Antoine’s learning skill gap. She introduces PCS with a number of manipulatives on it equal to a number on the top of the PCS. Antoine begins to associate the manipulative with the number on the card.As he experiences success in matching the manipulatives to the number, the teacher replaces the PCS with two cards, one with the number and the other with the manipulatives. After coll ecting data indicating Antoine’s progress, the teacher removes the manipulative card. Antoine now begins to match the manipulatives to the number on the PCS. For the second example we meet John. John is a 15 year old with a diagnosis of ID and behavioral issues. He has recently developed the habit, when he becomes frustrated, of head butting objects and individuals.His MTD has met and analyzed the situation and has developed a plan to extinguish this behavior and have John express his frustration in positive behaviors. They have listed the times when John has become frustrated, the antecedent(s), and indicators that precede his head butting. The prescriptive element is to develop initially plans for John to identify his feeling of frustration and to express his emotion to the teacher. As the staff observes John during class times, they begin to note those antecedents that indicate John is becoming frustrated. They plan interventions with John to alleviate his build up of frus tration.There is the constant interplay of the diagnostic, prescriptive and evaluation processes until John is able to identify the cause of his frustration and release it with positive behaviors. There are many specific techniques that can assist in teaching students with ID. They can be summarized into three, more, general strategies. First is to allow more time and practice for the students to successfully master the objective. Second is to embed the activities into daily living or functioning as much as possible. Third is to include the student both in the social and academic activities.Diagnostic/prescriptive/evaluation strategies have been employed in the classroom as an educational strategy to remedy learning deficits (Ewing & Brecht, 1977). After speaking with a teacher about the roles and procedures that plays in the daily class, she shared with me that the diagnostic process helps the educational team define the student’s abilities and deficits. The prescriptive pro cess provides a means to plan and teach the skills and concepts a student needs most. The evaluation process measures the learning increments of any magnitude. It enables the team to redefine the diagnostic and prescriptive as needed.The DPE strategy emphasizes and identifies a prioritized life goal curriculum planning approach to identify functional skills and concepts need by a student with ID to become as successful as possible in adult life. The DPE approach assesses each student’s abilities and progress toward those individual life goals (Thomas, 1996). References Dreschel, Susan. (2012). Prescriptive Learning. http://www. ehow. com. Eisele, James E. (1967). Diagnostic Teaching: Can the Curriculum Specialist Help? Educational Leadership, January 1967. Washington, DC. Ewing, Norma & Brecht, Richard. (1977).Diagnostic/Prescriptive Instruction: A Reconsideration of Some Issues. Journal of Special Education, vol. 11. Los Angeles CA: Sage Publications. Guskey, T. R. (2003). U sing Data to Improve Student Achievement. Educational Leadership. Kauffman, James M. & Hung, Li-Yu. (2009). Special Education for Intellectual Disability: Current Trends and Perspectives. Philadelphia, PA: Lippincott Williams and Wilkins, Inc. Thomas, Glen E. (1996) Teaching Students with Mental Retardation: A Life Goal Curriculum Planning Approach. Saddle River, NJ: Prentice Hall.

Intercultural Communication and Ecclesial Intergration African Research Paper

Intercultural Communication and Ecclesial Intergration African American - Research Paper Example A decade later, the African slaves were taken to New York, known as New Amsterdam by then (African American History Timeline, n.p.). By the year 1690, all the colonies of USA had African slaves. The African slaves in USA were later given American citizenship when USA became independent in 1776. In the year 1739, the African slaves at Stono, in North Carolina revolted against the oppressions that their masters subjected them to. This revolt is known as Stono revolt (African American History Timeline, n.p.). This revolt, however, did not stop the oppression of the African slaves by their masters. The importation of African slaves was banned by the USA Congress in the year 1808. In the 19th century, many Africans immigrated to American in USA in search of greener pasture; many of the African immigrants later became American citizens. The African immigrants, therefore, constitute a significant percentage of African Americans. Although Catholicism was brought to America in the early 16th century by the Spanish explorers, African American Catholics, however, could not be identified and defined as a distinct group of Catholics in the United States until in the mid 19th century (Fisher, 52). This fact can be attributed to the oppression and the marginalization that the Africans had experienced in the USA. In the mid of 19th century, the slaves of the Catholic planters were baptized into Catholicism in the Maryland state (Fisher, 52). The formation of the first African American Catholic community in USA can be attributed to the migration of slave owners from Maryland to Kentucky in the early 19th century. With the migration of slave owners in the early 19th century, the African slaves formed their community in the Nelson County area. With the formation of a community of African American slave community, the African American Catholics became a distinct group of American Catholics. The African American Catholics, therefore, gained prominence in the early 19th

Leadership Assignment Example | Topics and Well Written Essays - 250 words - 5

Leadership - Assignment Example This will not only divert her focus from manager’s behavior but also help in aligning her focus towards her job thereby promising better outcomes. Secondly, as Drucker (2006) asserts, taking responsibility for communication helps in demystifying many misunderstandings or notions that both have built for each other. Patricia should try to understand what tasks and responsibilities the manager has, and how her work relates with the manager’s responsibilities. Through frequent and constructive interaction, she will be able to understand and assess the manager’s expectations. Thirdly, as a new comer, Patricia is required to learn all aspects related to the job, the organization and the business before she could start delivering the desired results. This can be achieved only through extensive communication with all relevant people, which includes her manager as well. In short, adaptation to the change, effective learning and improved communication will help Patricia to change her perception towards her manager and in improving their working

Regarding Consolidation Essay Example | Topics and Well Written Essays - 250 words

Regarding Consolidation - Essay Example focused on the performance, duration, management and commitment needed for a company’s success and to take measures based on such facts (Sirkin, Keenan & Jackson, 2005, pp.1-5). This study clearly associated with Kotter’s consolidation as the measures are addressed towards the changes needed for the benefit of the organization. Haddad through his studies has reflected the importance of evaluation on technology advancements. He stressed on the fact that technological advancements are necessary in the improvements of organizational performance and hence ongoing management is an essential part of an organization’s management procedure (Haddad, 2002, pp.119-129). This concept also relates positively to Kotter’s consolidation as it focuses on following measures that would bring change and benefit the company through its improved performances. 2) Sirkin, H.L., Keenan, P. & A. Jackson (2005). The Hard Side of Change Management, Harvard Business Review, Retrieved on November 4, 2011 from: