Creole Men of The Awakening by Kate Chopin Essay -- essays research pa

In Kate Chopin’s novel, The Awakening, the Creole men are as diverse and different as Edna. Kate Chopin’s story centers around a woman, unsatisfied with her life in a man dominated society. The three main male characters resemble typical men of that era. Chopin shows the diversity of each of those three characters- Roberts awakening, and the struggle to do the right thing, Alcee and his carefree and unconcerned attitude towards society's expectations, and Mr. Pontiller, a business man, with little time left for wife and family. In exploring these three men in Kate Chopin’s The Awakening, there are certain aspects of each that are the same. All live in the 1800’s were morale reputation was considered to be the utmost importance to the businessman. Yet, Alcee seems unconcerned with any morale or business responsibility. In exploring the character of Robert, who seems to be at a crossroad in his life, doesn't know weather he should search for his fortune, find a wife, prosper, and be respectable, or do the unthinkable and just follow his heart. But he ends up going to Mexico to work because he knows his love for Edna will always be forbidden. Mr. Pontellier is the typical Creole husband and businessman. â€Å"Leonce is convinced that fulfilling monetary needs excuses the paucity of time he spends with the children, never presuming that some needs cannot be monetarily satisfied: {â€Å"He has his hands full with his brokerage business †¦making a living for his family on the street†(885)} Perhaps because he is aware of his own neglect, Leonce projects his guilt onto Edna, "expecting a flawles mammal performance on her part to remedy his domestic absence.† (Patrsn, Out Of A Convention of Awakening, np) Patterson describes Leonce has having ... ...a tragic loss. Mr Pontieller will remarry as soon as the proper mourning period has passed because he has his two sons, who need a mother, to think about. Meanwhile Leonce’s mother keeps the boys with her so Leonce can conduct business as usual. Alcee truly misses his friend and mourns her loss for a while. Then his attentions are drawn to some other woman, and Edna is forgotten. Robert takes it the hardest. He truly loved Edna and harbors some guilt for her death. He mourns Edna’s loss and doesn't listen to gossip of mental instability as others talk about her. Robert takes a long time to find another love, but eventually, he finds the love of his life, and only thinks, on occasion, of Edna. Eventually, all the men in Edna's lives move on. Weather they continue to think about her or not, the impact she made on their lives is what makes them the men they are now.

Personality and Leadership style Essay

1. Personality Over six billion people live on this planet, yet no two of us are alike. Our differences are predominantly reflected in our distinctive actions and our personal appearances. For centuries, people have wondered what makes each of us act the way we do. During this wonderment, people have come to the conclusion that actions reveal our character traits, which in turn reveal our personality. Our personality makes us unique. Furthermore, people distinguish themselves from others by their personal blend of characteristics and the level of emphasis placed on each trait. This distinction reflects our personality and makes us who we are: one in six billion. Personality is defined as a unique blend of traits characterizing individuals, and influencing their interaction with their environment. The terms personality, characteristics and traits are used interchangeably throughout this paper. They refer to those variables judged to be most important and relevant to a variety of human functions, specifically leadership, which further distinguish an individual and influence his/her interaction with his/her environment. In Army for example, the Army’s Leadership manual lists seven values, three attributes, four skills and three actions as the fundamental leadership characteristics for effective leaders. Character is described in terms of an individual’s values and attributes, and is the sum total of an individual’s personal traits. 2. Leadership styles A combination of influencing others and accomplishing the desired goal is essential in defining leadership. A leader is a leader because he or she has followers. One thing that distinguishes the process of leading is the willingness of the followers. People with authority, such as police officers, can force people to do things they do not want to do, but this is not leadership. Leaders inspire, challenge, enable, empower and encourage others to want to follow them to accomplish their shared missions or goals. Leadership is a dynamic process that deserves study. Leadership is a quality  and a skill, which is both admired and needed in our military and our society. As pointed out in the definitions, leadership is a relational process involving personal interactions between leaders and followers. Leaders must continue to expand their understanding of themselves, their role in leadership, and develop their own leadership skills. One way to understand leadership is to review the various leadership theories that have evolved over the past century. Many organizations require from leaders the ability to set and communicate goals, motivate, inspire initiative and empower the followers and facilitate change. Such style of leadership is known as transformational. On the other hand they may require effectively coordinating the subordinates in accordance with procedures and standards; this type of leadership is typically referred as transactional. The attributes of transformational and transactional styles are further explained below. There is a link between an individual’s personality and the leadership style individuals are most comfortable with and more likely to use. The connection between personality and leadership style was noted by several researchers and leadership specialists (e.g. Bass, 2000, 2008; Pillai, Schriesheim, & Williams, 1999; de Charon, 2003). It is important to understand your natural leadership style so you can capitalize on your natural leadership strengths (or be aware of and address your natural weaknesses) for your career development, self-fulfillment and success at the workplace. Jung Typology Profiler for Workplaceâ„ ¢ determines the most likely natural leadership style of an individual based on personality type and the expressiveness of various behavioral qualities such as vision, power, resourcefulness, empathy and other behavioral qualities. Based on your personality assessment, the JTPW Career Development Profile provides practical tips for becoming a more effective leader (or a more content worker if leadership is not your strength) and indicates possible pitfall. 3. Relationship between Personality and Leadership styles The question of personality influences on leadership has been off studied but still presents a source of controversy. The unique blend of traits of a leader’s personality creates his or her leadership style and determines the quality of their leadership ability. Individuals with certain personality traits including integrity and honesty, vision, personal courage, good  judgment, compassion, intelligence and knowledge, self-confidence, perseverance, enthusiasm, and initiative are more likely to become effective leaders. Four personality types are more likely to become effective leaders. ISTJ, ESTJ, ENTJ, and INTJ account for roughly 78 percent of middle grade to flag rank officers in the United States military. All of these personality types include thinking and judging (TJ). These four types, however, make up only 30 percent of the general population. Ninety-five percent of senior military leaders are thinkers, leaving only five percent as compassionate feelers. People who h ave task-oriented personality types tend to have considerable focus on details. They are not comfortable initiating an action-plan until they are satisfied they have all the necessary facts. On the other hand, people who have relations-oriented personality types tend to have considerable focus on the result and are comfortable initiating an action-plan when they have just the essential facts (Blake & Mouton, 1982). Therefore, it is important for a leader to understand personality and accurately adjust leadership style to the management situation. The combination of leadership style and personality type appears to meld into a psychological combination that produces the ethos of a leader. â€Å"Leaders are not just identified by their leadership styles, but also by their personalities, their awareness of themselves and others, and their appreciation of diversity, flexibility, and paradox† (Handbury, 2001, p. 11). In addition, McGregor (1960) states, â€Å"It is quite unlikely that there is a single basic pattern of abilities and personality trait characteristics of all leaders. The personality characteristics of the leader are not unimportant, but those which are e ssential differ considerably depending on the circumstances† | Relationship Between Leadership and Personality 2(p. 180). Therefore, it may indeed, make a difference in ascertaining personality type in order to determine the correct job match between an employee and his or her colleagues. Hogan & Kaiser (2005) define leadership as being about the performance of groups / teams. They argue that measuring personality is a valid predictor of leadership capability, when looked at from two perspectives, firstly how you think about yourself, and secondly, how others think about you, (Reputation). The two aspects of reputation they identify are the bright  side, or when our social performance is at its best (In interview for example), and the dark side, which reflects the impression you make when you are off guard, or at your worst. The behaviors or tendencies you display in the dark side tend to be concealed by well practiced social skills, but over a longer time period, for instance in a work/career scenario, the dark side will negatively impact relationships with others. Many well practiced and refined candidates perform well in interview, using their social skills to mask their true behavior as a leader. The use of a trait model, where certain personality characteristic s are seen as predictors or indicators of good leadership, are able to give a below the surface profile of a potential leader, and provider sign posts to potential problems. Hogan & Kaiser make the important connection between personality and organizational performance through the importance of leadership style (Shaped by personality) shaping employee attitudes and the effective functioning of the team, which subsequently drives, or hinders, organizational effectiveness. Where personality is shaped in are younger years, and therefore less developable during are adult years, the skills approach focuses on the skills and knowledge required by a leader to be successful. The skills approach uses 3 skill areas, technical, human and conceptual and postulates that leadership ability is trainable. That is not to say that the skills model completely excludes the importance of personality as one of the three components of the skills model involves personal attributes which includes personality, cognitive ability and motivation. The style approach to leadership emphasis the importance of behavior, which is different from the personal characteristics approach of personality based models such as the trait approach. A big question of course is can leaders behave in a way that contradicts their natural characteristics or personality? Perhaps in the short term, but on an ongoing basis? Using a tool such as the leadership grid appears to oversimplify the behaviors of leadership and shows little connection between the model of style and business performance. What good is a model, if it lacks predictive capabilities? Likewise who is to say that there is a certain style of  leadership most suited to a specific situation! Situational leadership recognizes that certain leaders are more successful in certain situations and espouses the need for leaders to flex and adapt their style to match the situation. Leadership style within a situational model of leadership focuses on the two spectrums of support and direction, and requires behavior to be adapted across both. When you look at some of the underpinning drivers of leadership approaches such as style, situation, and skill, we would argue that personality plays an important part. Our issue with all these models, including the trait model, is that for all the research and academic debate that has gone on over the last half century, why are we still so poor at predicting leadership success? Perhaps leadership of more of an art than a science and therefore the factors of success are less definable than we may wish for, the trait approach can be a useful tool in identifying who will not be successful in a leadership role. However, using an endless list of traits, based on some theoretical model of leadership. Using the big five however, (Myers 2007, pp618 -620) and being clear regarding the consequences of an individual’s profile on the role you are looking to fill can be a valuable process to undertake. For us, businesses spend too much time looking to select people into a role and not enough focus on selecting people out of a role. In other words, identify those key characteristics, such as emotional instability, low drive, and a lack of conscientiousness, that should exclude a candidate from a process, and then consider their skills, style, and ability to adapt to different situations to inform your choice. A final though on this subject is the different between Abell’s approach to linking leadership with strategy, a forward looking approach, and the immobility of approaches such as the skills approach, which appear more focused on management tasks rather than the leadership of future success. We would argue that this gives more support to the idea of using a personality based approach, such as that proposed by Hogan & Kaiser (2005), looking for that magic ingredient of leader who can transform the organisation, and more importantly transform the hearts and minds of the workforce.

Racism, Responsibility and Death Essay

Set in the late 1950s, the play Fences portrays the life of a fifty-year old Black named Troy, depicting his life as a husband, a father, a friend, and an individual set in the time where racism was highly dominant in America. Beyond cultural discrimination, themes like death, duty, friendship, and lost opportunities are also being seen in the play. Thesis: Real- life conditions are the backdrop of Wilson’s Fences as reflected through the story’s salient themes like racism, responsibility, and death. Topic Sentence1: Racism happening towards Black Americans during Wilson’s time is the backbone of the playwright’s story. Being an African- American himself, Wilson easily relates in his story the actual situation that was happening during that time in America where Blacks were being seen differently from White Americans. He was able to create a story depicting this theme, which I believe is very intriguing and crucial on that time since the issue was given a new angle at the mark of the industrialization age in the country. This claim was clearly seen through Wilson’s use of biases in Troy’s workplace. The main character noticed that it was only the Whites who were being promoted to drivers. On the first scene, he complained on the biases he has observed Quote 1: â€Å" †¦ what’s the matter, don’t I count? You think only white fellows got sense enough driving a truck? † (p. 2). Topic sentence 2: Family responsibilities are commonly perceived as burden in economically- ill families. Issue on responsibility, I can say, is still related with Troy’s race. Since he is a Black, his chances of getting promoted were affected. Troy assumes many responsibilities in the story: a husband, a father, and a brother to his disabled brother Gabriel. Although surrounded by such duties, Troy was trying to keep everyone satisfied with what he is giving. With this, his relationship to another woman, Alberta, was his escape from the burden he was carrying since for him the woman is not his responsibility, not until they found out that she was pregnant. Although Troy was earning not enough money, he was still brave for not abandoning his child. Instead of ducking it, he accepted the consequences of his actions. Quote 2: â€Å" I ain’t ducking the responsibility of it. As long as it sets right in my heart†¦ then I’m okay. † ( p. 63). Topic sentence 3: Death was presented in the play as an idea one should face bravely. In some stories, death is being portrayed as an aloof, mysterious thing. However, in the Fences, death was portrayed as something that one should face and battle with. Troy once told his story about how he wrestled and won against death. However, when he and his Cory had a major dispute causing for the latter to leave the house, Troy was left calling for death to come and defeat him. Quote 3: â€Å" †¦ I can’t taste nothing no more. ( Troy assumes a batting position and begins to taunt Death†¦ ) †. ( p. 89). Sticking to the conventional and traditional approach of writing a play, August Wilson has able to weave and combine dynamic characters , plausible plot, creative language, sophisticated style, and timeless themes all in a life-reflecting yet unusual and genius work of art. Work Cited Wilson, August. Fences. New York: Penguin Books, 1987

The Breadwinner Chapter 1

The Breadwinner: A STUDY GUIDE How to use the study guide: †¢Read the questions for each chapter BEFORE you read the novel. †¢Look for the answers as you read making sure to highlight the passages in the novel that assist you in answering the study guide questions. †¢Highlight in your text any quotations noted in the study guide. †¢Respond to the study guide questions in COMPLETE SENTENCES. You should write at least two-three thoughtful sentences for each question. Characters: -Parvane (11 years old, 6th grade) -Nooria (older sister) -Maryam (5 years – younger sister) -Mother -Father -Ali (2years – younger brother) Vocabulary Chapter 1 vocabulary Chador = a large piece of dark-colored cloth, typically worn by Muslim women, wrapped around the head and upper body to leave only the face exposed. Sentence: These women have to wear a chador. –Marveled = a wonderful or astonishing person or thing: the marvels of technology | Charlie, you're a marvel ! Sentence: That child is really marveled. -Labyrinth = Anatomy a complex structure in the inner ear that contains the organs of hearing and balance. It consists of bony cavities (the bony labyrinth) filled with fluid and lined with sensitive membranes (the membranous labyrinth). Sentence: Going through a labyrinth is very hard and onfusing. -Relented = abandon or mitigate a harsh intention or cruel treatment: she was going to refuse his request, but relented. (Esp. of bad weather) become less severe or intense: by evening the rain Sentence: Your parents relented you when you were very young. -Forbade = refuse to allow (something): environmental laws forbid alteration of the coast. See note at prohibit order (someone) not to do something: I was forbidden from leaving Russia | [trans. ] my doctor has forbidden me to eat sugar. Sentence: She forbade you to wear that. -Decreed = an official order issued by a legal authority.Sentence: Mr. President issued a decreed that we are not to de al with any of those matters. -Scampered = (esp. of a small animal or child) run with quick light steps, esp. through fear or excitement Sentence: She scampered along the road. -Burqa = a long, loose garment covering the whole body, worn in public by many Muslim women. Sentence: The Taliban requests all women wearing a burqa. How has Parvanas life changed since the Taliban took control? She lost everything. First when the bombing began she couldn’t go to school anymore because all females were required to stay inside their house.At first she actually liked it but then when she realized the consequences she started understanding. As the war continued more bombs came and one hit their home. It was a nice house with many rooms and her father had a good job and with that nice income. But this first bomb destroyed everything they had to move and but the worst her father lost his legs. As they kept moving their housing began to shrink every time they had a smaller house until now t hey only have 1 room in a half destroyed apartment. This doesn’t give anyone of her family any privacy so they have a tuff time with that.Also her father now since he can read and write works on the marked and reads letters for money. Also they sell their family belongings. Parvana actually gets a chance to go outside because she has to help her dad walk since he also sold his fake legs. When the Taliban see her, her father always finds a good excuse so nothing really happens. CHAPTER ONE (p. 7-18) 1. Why does Parvana have to hide her face and voice when she goes to the marketplace with her father? What will happen if she doesn’t? The Taliban who at that stage rule the country don’t allow any female to be outside their house except if they wear a burqa and have a male guardian.They are only allowed to show their hair and face to close relatives. Parvana can only come outside on the marked because her father needs help to walk and since he doesn’t has any other child strong enough it as to be Parvana. She can show her face because she is still a child and no women. She is not supposed to talk because she isn’t supposed to be out of the house so she should act as if she wasn’t there. Mostly the Taliban are fine with it that Parvana helps her father and there is no other option. But if a older women would do the same and not be totally covered she would be punished badly. . How old is Parvana? How is age significant for a girl living in a society governed by the Taliban? Parvana is 11. This is important because it shows she is still a child. The Talban aren’t as strict about the rules with being covered up and staying inside with a child. Also her father can have much better excuses for her than for his wife or older daughter. 3. How does Parvana initially feel about not being able to go to school? What does Nooria understand about this situation that Parvana does not? At first Parvana didn’t get the whole s ituation so she actually enjoyed it.At that point Nooria actually did get the situation and hated Parvana for being so stupid. She knew the Taliban wouldn’t let them go to school for a very long time and they would probably not e educated. As Parvana began to understand the whole situation she started feeling like Nooria did. 4. How does Parvana’s father currently make a living for the family? Why has he chosen this as his occupation? He reads and writes letters for people. Almost no one went to college and many couldn’t even read. He actually could and also in many different languages. He also sold the family belongings on the marked for some extra money.Actually this family is lucky for having someone with such rare talent so people don’t really have a choice except for paying her father to read their letters to them. 5. Describe the living conditions Parvana and her family currently exist in. Compare them to the family’s previous living situatio n. Their house is very small and food is rare. They have to go get the water from outside their house. Also almost all of their belongings are sold. It is a one-room apartment in a half bombed down house. There is no privacy for any of them. Also it gets even worse since only two of them can go outside.It is usually for the rest just cleaning. Before they had good income and a huge house. All of them were able to go outside and have fun. They had flowing water and much food. 6. What is the Taliban? Describe the restrictions they place on the people of Kabul. The Taliban are a group of religious extremists. They ruled Afghanistan from Kabul. From their law no women could go outside except with their husband or their permission. Also they started war so bombs destroyed much. A grown up women had to cover her whole body in public and could only show her body to close relatives. CHAPTER TWO (p. 19-33) 1.Explain the mixed emotions Parvana feels about carrying water for her family. She kn ows that she is the only one who can do the job but also sometimes she is so tired that Parvana would give a lot for not doing it. Adding to that she is really angry about it that her sister always comments what she does. Usually only her anger and responsibility for her family give her the power to finish the task. 2. Explain who Hossain is. Got killed. 3. â€Å"’How can we be brave? ’ Nooria asked. ‘We can’t even go outside. ’ ‘There are many types of battles,’ Father said quietly. ’† (29) Explain what Father means in the above quotes.How does he want his daughters to be brave? A battle doesn’t have to be with weapons. The thing that hurts most aren’t physical pains its metal one. Fighting with words or just surviving under such Bad live circumstances is being brave. Also to fight the temptation to just go outside and probably gets killed through that is a huge battle. 4. â€Å"As the soldiers pried her lo ose, she heard her father say, ‘Take care of the others, my Malali. ’ Then he was gone. † (31) Who is Malali? Why does Parvana’s father call her that and ask her to care for the others? Malali is a brave girl from a story.The Afghans were about to lose a big battle but then she came and led the army to win. It always was Parvanas favorite story and her father knew she would do everything to be like Malali so she would take care of the family. She would try being as strong and brave as the girl in the story her father knew. 5. â€Å"Father’s books! †¦Some were English books about history and literature. They were kept hidden because the Taliban burned books they didn’t like. † (32) What does this quote explain about the Taliban and the difficult position Parvana’s father would have been in once they took power in Afghanistan?The Taliban only respected their own couture and with that also their language. If someone was educate d somewhere else they said their mind was twisted and they now are bad people. The English books were evidence that her father was educated in England and the Taliban wouldn’t like that at all. Also after Parvanas father was taken away these books were basically the only things that remained them of him. 6. Why do you believe the Taliban took Parvana’s father away? They think his mind was twisted through the education in a different country. They though he is someone bad. Also their religion was if they kill someone bad they would be good.Another thing is they say if someone goes away to be educated he is saying his home country is bad. CHAPTER THREE (p. 34-43) 1. List the ways the Taliban restricts the movement, dress and behavior of women and girls as noted in the novel thus far. Women have to wear burqas when they go outside and they have to have a male guardian or permission from their husband. As child the rules weren’t so strict for Parvana and since she i s the only option the Taliban allowed it. If women showed any part of their body in public she would be punished. Only close relatives were allowed to see her. Can’t go to work, school.Can’t make eye contact with man. No public transportation. 2. Why was the act of Parvana and her mother traveling to the prison to find Father such a difficult one? Because women on their own can’t ride the bus. Also due the long Burqa Parvanas mother had to wear they couldn’t walk fast. The way to the prison was long and the roads destroyed. Had photographs but they were illegal? 3. How do Parvana and her mother attempt to get her father out of prison and what is the result? They were keeping telling the guards that he didn’t do anything and they should let him go free. Also that they want him back.But then they got beaten up. 4. â€Å"Helping Mother down the broken stairs was a little like helping Father, as the billowing burqa made it hard for her to see where sh e was going. † (39) What does this passage imply about the impact of a burqa on the movement and daily activity of a woman? Why would the Taliban desire such an impact? It shows that through the dress code of the Taliban women weren’t able to really walk also the bombing destroyed many roads and buildings which made it even harder. CHAPTER FOUR (p. 44-53) 1. â€Å"’If we had left Afghanistan when we had the chance, I could be doing my work! ’ ‘We are Afghans.This is our home. If all the educated people leave, who will rebuild the country? ’† (45) Parvana says this is an argument her parents frequently have. Explain her mother’s side of the argument and her father’s side of the argument. Why is their’s such a difficult position to be in? Her mother said they had a chance to leave the country but they didn’t. Since both mother and father in Parvanas Family are educated they are part of the higher standard group of people. Her fathers argument is that Afghanistan will need smart people to rebuild the country after the Taliban were gone. Mother wants to do their job.If there are no other educated people who wants to kick out the taliban 2. Why is Parvana the only member of the family who can go out and purchase food while her father is in prison? Her sister is to old to just safely go outside without a man and Ali is too young. But she is still a girl so she can go outside and buy food. 3. â€Å"Now I’ve got her, Parvana thought. I can make her as miserable as she makes me. But she was surprised to find that this thought gave her no pleasure. Maybe she was too tired and too hungry. Instead of turning her back, she took the money from her sister’s hand (53).This quotation points to the ongoing conflict between the sisters. Explain why Parvana initially thinks she will be able to make Nooria miserable. Because if Parvana would not go, and get the food, her sister would certainl y have to, and without her father being there she was scared. Discuss why you believe that thought does not give Parvana any pleasure. Because Nooria always was mean to Parvana and Parvana had never had a real chance to give that back. CHAPTER FIVE (p. 54-62) 7. Parvana begins to change once her father has been put in prison. Characterize the change that begins to occur in Parvana.What does she do that shows this change and explain why she is changing. She actually was responsible enough to go on the marked and get the food also she got water for her family. She could have tortured Nooria but she didn’t instead she just did her work. 8. Who is Mrs. Weera and why is her visit to Parvana’s family so important? She worked with Parvanas mother together and needs a piece of writing. She is one of the old friends of the family and now she builds them up again. Gym teacher Parvanas Teacher. CHAPTER SIX (p. 63-73) 1. â€Å"They were going to turn her into a boy† (63).Ex plain the plan Mrs. Weera and the family come up with. Why must Parvana make the final decision if the plan was to work. They wanted to turn her into a boy so she could earn money and go on the marked freely. To cut her hair of and make her look like a boy isn’t to hard and the rest could also force her to do it but the acting on the marked and the talking was her job and if she doesn’t want to do it there would be no way to force her. 2. When Parvana goes out in the street dressed as a boy she feels different. Explain the difference in her feelings and why this is so.She feels free and another thing as a girl she always tried to hide now if she just acts normal she has the best Hiding ever its just another boy running around the streets. 3. The important characters in The Breadwinner are†¦(list five and a brief description of each) a. Parvana – very strong heart, doesn,t like older sister b. Parvana as boy = does everything to help family actually works to gether with her sister c. Nooria = grumpy but takes responsibility for family d. Mother = after father was taken away depressions e. Father = always believed in Parvana CHAPTER SEVEN (p. 74-82) 1.Parvana reads a letter for a Talib. What is surprising about his reaction to the letter? Why? Before she thought Taliban weren’t human they had no feelings and were cold blooded. But then she realized that they actually are human and only do what they belief in and that some are forced to do so. CHAPTER EIGHT (p. 83-94) 1. Why does Mrs. Weera move in with Parvana and her family? She and Parvanas Mother want to make their own magazine and also she wants to bring the family back on track. 2. What excellent idea does Parvana have regarding her freedom as a boy and how she can help her mother and sister?Why might Nooria object to the idea? She as male guardian could take them outside and there would be no risk. Taking them out after a year and a half of a small closed room improves their mood by a lot. 3. What does Parvana discover about the blacked-out window? Make a prediction about what might happen later in the novel in relation to the window. There is a woman who lets stuff come to her to tell some kind of message. Maybe at the end she will help them or she will betray them. CHAPTER NINE (p. 95-103) 1. Describe the conditions of Shauzia’s life (family, work, home).Why might it be helpful to Parvana to know about the difficulties of another girl her age? She has even les money and their living conditions are really bad. 2. In this chapter, plans for the magazine and a school for girls begin to develop. What are the plans and why are such conversations so important for Parvana, Mother, Mrs. Weera and Nooria? This would give girls a chance to actually learn again and do something different from just staying at home. Also it is finally something to do for Nooria and her Mother. The magazine lets other people around the world know whats going on in Afghanist an.CHAPTER TEN (p. 104-113) 1. What do the girls decide to do to make more money? Why do you think Parvana has trouble morally with the idea of this money-making scheme? They decided to dig up bones on a grave yard and sell them to the â€Å"bone Bocker†. Higher money income. Because she asks her self the question if their families would be mad and if the dead person themselves would. 2. When Parvana has to go to the bathroom in the middle of the day, she is very scared. Explain why. What would you have done in her place? She is firstly scared that someone finds out she is no boy and also because of landmines.She heard many stories about them and that she could blow up any second. I wouldn’t go dig up bones in the first place. CHAPTER ELEVEN (p. 114-122) 1. Why does Parvana cry when she returns from the graveyard? Is she being immature? She cries because all these pictures of skulls on a grave stone and bones come back into her mind. No she isn’t because it is h ard enough even being able to ruin other peoples graves. 2. Why does Parvana want to continue digging up bones? Because she makes more money that way, so she and her friend have some left over’s for their money making idea. . What gift drops on Parvana’s head in this chapter? It was a red wooden bead. 4. Why does Parvana feel that arguing with Nooria just doesn’t make sense any more? Because they all have to help each other and stick together to get through this hard situation, and also because she thinks she or Nooria have changed. 5. Parvana can’t stand to eat her nan at lunch and gives it to a beggar instead. What does this action reveal about Parvana? What does she recognize about food in their society? It shows that digging up the bones actually effects her and makes her feel bad.Also that there isn’t much food in society. 6. The girls decide to go sell their goods at a soccer match. When they get to the stadium, they see something very differ ent from a soccer match going on. What do they witness? That the Taliban cut of hands of thief. As a brutal way of punishment. CHAPTER TWELVE (p. 123-134) 1. Mother’s reaction to the events at the soccer stadium is â€Å"What century are we living in? † (123). What does she mean when she says this? She means that no one profits from this and that almost no one likes or is even ok with the situation.She means that many years ago this was done and she feels like they life in a society of that time. 2. â€Å"No one said anything to Parvana when the bread ran out, but she got up and went to work that day anyway. Some things just had to be done† (124). What does this passage reveal about Parvana, especially in comparison to her behavior at the beginning of the novel? She changed a lot she now is very responsible and knows what she has to do she won’t even complain about it anymore, because it feels just right. 3. Shauzia tells Parvana she has a plan to leave.P arvana wonders how she can leave her family. What do both girls struggle with at the prospect of fleeing Afghanistan? Why does Shauzia feel like a bad person? That they have to leave their family behind also they have to decide fast because their body is changing and the can’t keep up the cover. Also her family will not survive if she leaves since she is their breadwinner. 4. Parvana’s sense of what is â€Å"normal† has changed. Explain this change. She starts to stick with the situation and also to accept it at the beginning she wasn’t open to any changes and still thought about the past.Because her life of sitting at the marked and trying to be invisible and then pretending to be a boy and taking over the family responsibilities. 5. Explain how Nooria and Mrs. Weera starting the school for girls is a form of resistance against the Taliban. They only have very few girls and sometimes she goes to the students sometimes the students come. They wanted to gi ve the girls education which the Taliban stoped. CHAPTER THIRTEEN (p. 135-143) 1. Why does Nooria decide to marry a man she hardly knows? What will the benefits of the union be? She can finally start her own life and she thinks she chance educated there.She thinks that the Taliban have less power there. 2. Parvana refuses to go to Mazar for the wedding yet she sulks when her mother decides not to take Parvana with her. Explain why Parvana might feel such mixed emotions. Because its her sisters wedding and the whole family should be there also the trip is dangerous. She wants to stay for her friend and also in case her father comes back. She has to work for the money. 3. As Nooria leaves, Parvana teases her. A change in their relationship is evident. Explain how things used to be and how they are now as the two sisters anticipate being separated.Why do you believe this change has come about? At the beginning Parvana and Nooria hated each other and every kind of teasing started a figh t. Now since the situation got so bad they started working together and actually acting like sisters. CHAPTER FOURTEEN (p. 144-154) 1. What kind and courageous act does Parvana carry out in this chapter? She brings a home she doesn’t even know. This was risky because this women didn’t wear a burqa and not even a chador. She would be in much trouble if the Taliban found them. 2. Describe what the Kabul of the past was like.In the past Kabul was the hotspot of Asia. There used to be lights through the whole night and the nightlive was amazing. 3. Why does Parvana think of herself as â€Å"Malali leading the troops through enemy territory? † (148). Because she helps that women and this task was very risky. Also because she was pretending to be a boy even though she is a girl. 4. What terrible news does Parvana receive once Homa has rested, eaten and is able to speak? Why would she not have heard about this before? That the Taliban took over Mazar and killed many pe ople, since her family was there she thinks they are dead.She didn’t hear of that before because there are no news through telivision or radio. 5. How does Parvana respond to this news? Why do you think she deals with the situation this way? First she does the same thing as her mother but then she gets back up and continues fighting. All this for the case if her father comes back. CHAPTER FIFTEEN (p. 155-166) 1. Parvana begins to feel better in this chapter. What is the source of her new sense of purpose and hope? Her father has come home so she actually has a thing to fight for. She hoped since her father came back the rest of the faily may also come home. . Shauzia wants desperately to leave Afghanistan. What is Parvana’s reaction to this desire? What is Mrs. Weera’s response to Parvana’s request that Shauzia go with her to Pakistan? Parvana wants to help her friend but Miss Weera doesn’t want to take her to Pakistan because she thinks its not ri ght. 3. Why does Parvana plant flowers in the spot where she usually sells in the marketplace? As a gift to the women behind the dark window, and as a goodbye. To show the window women she isn’t coming back. 4. The flowers draw the attention of many people. What might the flowers be a symbol of in the novel?Because it is something butifull and a sign of peace. Which both is really rare in this situation. Because they believed the flower isn’t going to grow and Parvana is foolish to even try. 5. The future is uncertain for Shauzia and Parvana but the make a plan to see each other in twenty years. What is the plan and what does Parvana wonder about as she departs from Kabul? They plan is that they meet each other on the first day of spring on the top of the ifel tower in Paris. Parvana wonders about what her country is going to be like in that time and if both of them survive the time.

Reading Strategy Essay

What Is It? To aid their comprehension, skillful readers ask themselves questions before, during, and after they read. You can help students become more proficient by modeling this process for them and encouraging them to use it when they read independently. Why Is It Important? Dolores Durkin’s research in 1979 showed that most teachers asked students questions after they had read, as opposed to questioning to improve comprehension before or while they read. In the late 1990s, further research (Pressley, et al.1998) Revealed that despite the abundance of research supporting questioning before, during, and after reading to help comprehension, teachers still favored post-reading comprehension questions. Researchers have also found that when adult readers are asked to â€Å"think aloud† as they read, they employ a wide variety of comprehension strategies, including asking and answering questions before, during, and after reading (Pressley and Afflerbach 1995). Proficient adult readers: Are aware of why they are reading the text Preview and make predictions Read selectively Make connections and associations with the text based on what they already know. Refine predictions and expectations Use context to identify unfamiliar words Reread and make notes Evaluate the quality of the text Review important points in the text Consider how the information might be used in the future Successful reading is not simply the mechanical process of â€Å"decoding† text. Rather, it is a process of active inquiry. Good readers approach a text with questions and develop new questions as they read, for example: â€Å"What is this story about? † â€Å"What does the main character want? † â€Å"Will she get it? † â€Å"If so, how? † Even after reading, engaged readers still ask questions: â€Å"What is the meaning of what I have read? † â€Å"Why did the author end the paragraph (or chapter, or book) in this way? † â€Å"What was the author’s purpose in writing this? † Good authors anticipate the reader’s questions and plant questions in the reader’s mind (think of a title such as, Are You My Mother? by P. D. Eastman). In this way, reading becomes a collaboration between the reader and the author. The author’s job is to raise questions and then answer them – or provide several possible answers. Readers cooperate by asking the right questions, paying careful attention to the author’s answers, and asking questions of their own. HOW CAN YOU MAKE IT HAPPEN? To help readers learn to ask questions before, during, and after reading, think aloud the next time you are reading a book, article, or set of directions. Write each question on a post-it note and stick it on the text you have the question about. You may be surprised at how many typically unspoken questions you ponder, ask, and answer as you read. You may wonder as you read or after you read at the author’s choice of title, at a vocabulary word, or about how you will use this information in the future. You should begin to model these kinds of questions in the primary grades during read-aloud times, when you can say out loud what you are thinking and asking. Read a book or text to the class, and model your thinking and questioning. Emphasize that even though you are an adult reader, questions before, during, and after reading continue to help you gain an understanding of the text you are reading. Ask questions such as: â€Å"What clues does the title give me about the story? † â€Å"Is this a real or imaginary story? † â€Å"Why am I reading this? † â€Å"What do I already know about___? † â€Å"What predictions can I make? â€Å" Pre-select several stopping points within the text to ask and answer reading questions. Stopping points should not be so frequent that they hinder comprehension or fluid reading of a text. This is also an excellent time to model â€Å"repair strategies† to correct miscomprehension. Start reading the text, and ask yourself questions while reading: â€Å"What do I understand from what I just read? † â€Å"What is the main idea? † â€Å"What picture is the author painting in my head? † â€Å"Do I need to reread so that I understand? † Then reread the text, asking the following questions when you are finished: â€Å"Which of my predictions were right? What information from the text tells me that I am correct? † â€Å"What were the main ideas? † â€Å"What connections can I make to the text? How do I feel about it? † Encourage students to ask their own questions after you have modeled this strategy, and write all their questions on chart paper. Students can be grouped to answer one another’s questions and generate new ones based on discussions. Be sure the focus is not on finding the correct answers, because many questions may be subjective, but on curiosity, wondering, and asking thoughtful questions. After students become aware of the best times to ask questions during the reading process, be sure to ask them a variety of questions that: Can be used to gain a deeper understanding of the text Have answers that might be different for everyone Have answers that can be found in the text Clarify the author’s intent Can help clarify meaning Help them make inferences Help them make predictions Help them make connections to other texts or prior knowledge As students begin to read text independently, you should continue to model the questioning process and encourage students to use it often. In the upper elementary and middle school grades, a framework for questions to ask before, during, and after reading can serve as a guide as students work with more challenging texts and begin to internalize comprehension strategies. You can use an overhead projector to jot notes on the framework as you â€Å"think aloud† while reading a text. As students become comfortable with the questioning strategy, they may use the guide independently while reading, with the goal of generating questions before, during, and after reading to increase comprehension. How Can You Stretch Students’ Thinking? The best way to stretch students’ thinking about a text is to help them ask increasingly challenging questions. Some of the most challenging questions are â€Å"Why? † questions about the author’s intentions and the design of the text. For example: â€Å"Why do you think the author chose this particular setting? † â€Å"Why do you think the author ended the story in this way? † â€Å"Why do you think the author chose to tell the story from the point of view of the daughter? † â€Å"What does the author seem to be assuming about the reader’s political beliefs? † Another way to challenge readers is to ask them open-ended question that require evidence from the text to answer. For example: â€Å"What does Huck think about girls? What is your evidence? † â€Å"Which character in the story is most unlike Anna? Explain your reasons, based on evidence from the novel? † â€Å"What is the author’s opinion about affirmative action in higher education? How do you know? † Be sure to explicitly model your own challenging questions while reading aloud a variety of texts, including novels, subject-area textbooks, articles, and nonfiction. Help students see that answering challenging questions can help them understand text at a deeper level, ultimately making reading a more enjoyable and valuable experience. As students become proficient in generating challenging questions, have them group the questions the time they were asked (before, during or after reading). Students can determine their own categories, justify their reasons for placing questions into the categories, and determine how this can help their reading comprehension. When Can You Use It? Reading/English Students who have similar interests can read the same text and meet to discuss their thoughts in a book club. Members can be given a set of sticky notes to mark questions they have before, during, and after reading the text. Members can then share their question with one another to clarify understanding within their group. Since students’ reading level may not necessarily determine which book club they choose to join, accommodations may need to be made, including buddy reading, audio recordings of the text, or the use of computer-aided reading systems. Writing  Good writers anticipate their readers’ questions. Have students jot down the questions they will attempt to answer in an essay or short story before they write it, in the order that they plan to answer them. Stress that this should not be a mechanical process – as students write they probably will think of additional questions to ask and answer. The key point is to have students think of themselves as having a conversation with the reader – and a big part of this is knowing what questions the reader is likely to ask. Math Students can ask questions before, during, and after solving a math problem. Have students think aloud or write in groups to generate questions to complete performance tasks related to mathematics. Social Studies Use before, during, and after questions when beginning a new chapter or unit of study in any social studies topic. Select a piece of text, and have students generate questions related to the topic. At the end of the unit of study, refer back to the questions and discuss how the questions helped students to understand the content. Science Use before, during, and after questions to review an article or science text. You can discuss articles related to a recent scientific discovery with students and then generate questions that would help them to focus their attention on important information. Lesson Plans Lesson Plan: Questioning, The Mitten This lesson is designed to introduce primary students to the importance of asking questions before, during, and after listening to a story. In this lesson, using the story The Mitten by Jan Brett, students learn how to become good readers by asking questions. This is the first lesson in a set of questioning lessons designed for primary grades. Lesson Plan: Questioning, Grandfather’s Journey. This lesson is for intermediate students using the strategy with the book, Grandfather’s Journey, by Allen Say. Lesson Plan: Questioning, Koko’s Kitten This lesson is designed to establish primary students’ skills in asking questions before, during, and after they listen to a story. You can help students learn to become better readers by modeling how and when you ask questions while reading aloud the true story, Koko’s Kitten, by Dr. Francine Patterson. This is the second lesson in a set of questioning lessons designed for primary grades. Lesson Plan: Asking Pre-Reading Questions This is a language arts lesson for students in grades 3-5. Students will learn about asking questions before reading and will make predictions based on the discussion of the questions. Lesson Plan: Asking Questions When Reading In this lesson, the teacher will read The Wall by Eve Bunting with the purpose of focusing on asking important questions. The students and the teacher will then categorize the questions according to the criteria for each.  © 2000-2012 Pearson Education, Inc. All Rights Reserved. Original URL: http://www. teachervision. fen. com/lesson-plan/reading-comprehension/48698. html Asking Questions When Reading Grade Levels: 4 – 8 Lesson Summary. Generating questions plays a key role in the process of learning how to read, and then again in learning how to read better. There are so many question that students may have about the text that they encounter – questions about the author’s style or purpose, questions about new vocabulary, questions about what might happen, etc. Students need to first begin to feel comfortable asking questions, then learn to ask the vital questions that will direct their focus and clear up confusion. In this lesson, the teacher will read The Wall by Eve Bunting with the purpose of focusing on asking important questions. The students and the teacher will then categorize the questions according to the criteria for each. Materials When you read the story ahead of time, write any questions that pop into your head on post-it notes and have them available. Provide large pieces of paper and post-its for students, and locate enough copies of the book The Wall for partners. Provide a piece of paper for each group of four students. Prepare a piece of chart paper titled QUESTIONS with different columns of categories: Questions that are answered in the text Questions that I have to make an inference to answer Questions that are not important to understanding the story. Questions that require research to answer Questions about the author’s style Questions that clear up confusion Objectives: Students will ask questions before, during, and after reading. Students will categorize important vs. interesting questions with a focus on important questions. Procedure Explain that good readers ask questions before, during, and after reading to help them understand a story better. â€Å"Today, we’re going to focus on asking questions. † Present the book The Wall to the students and say, â€Å"I will read the title, and the back cover and look at the illustrations and think of as many questions as I can. These are the questions that I have before reading. † Read your prepared post-it notes to the students. Read the story to the children and think aloud, asking questions while reading. Stress that these are the questions you have during reading. Read your prepared post-it notes to the students. When you have finished reading the story, ask questions that pop into your head and stress that these are the questions that you have after reading. Read your prepared post-it notes to the students. Take your questions on post-its, think aloud, and categorize them in the appropriate column according to the type of question that you asked. The students partner-read and use post-its on pages where they have a question. Have partners narrow their questions down to two questions. Then have the partners share their questions with another paired group. The groups of four students choose one of their questions and write it on a larger piece of paper. Gather all students and have them share their questions. With help from the class, have students categorize their questions. Discuss the questions that are important vs. interesting, and have students focus on the important questions.  © 2000-2012 Pearson Education, Inc. All Rights Reserved. Original URL: http://www. teachervision. fen. com/lesson-plan/reading-comprehension/48697. html Asking Pre-Reading Questions Grade Levels: 3 – 5 Lesson Summary This is a language arts lesson for students in grades 3-5. Students will learn about asking questions before reading and will make predictions based on the discussion of the questions. Students should be able to differentiate between a question and a statement, generate questions, and work in cooperative, heterogeneous groups. Objectives Students will brainstorm prior knowledge about the topic of a text Students will make predictions about the text by asking effective â€Å"before† reading questions in order to improve our reading comprehension. Key Understandings Asking and discussing questions will improve our comprehension of the text. Good readers ask questions before they read. Materials Two narrative texts Pre-reading Show Rubric Pledge Procedure Select two narrative texts, one will be used to demonstrate the â€Å"before reading† questioning strategy, the other will be used for guided practice. It may be easier to choose two texts by the same author or two texts of the same genre. Discuss the ways in which a pre-game show and asking questions before, during, and after reading are similar. Good readers are like sports casters. Just as sports casters discuss the sports event before, during, and after the game, good readers ask and discuss questions before, during, and after reading. This improves comprehension, or understanding, of the text. You may say something such as, â€Å"Who has watched a football, basketball, or baseball game on television? Sports casters help us understand the game by discussing it. They discuss the game with us before the game, during the game and after the game. Before the game, there is a pre-game analysis. That means that the announcer gives us background information about the game, teams, players, and coaches. This information can be used to make predictions about the outcome of the game. During the game, the announcers provide play-by-play coverage. They discuss important or controversial plays to help us understand what’s going on in the game and to explain how certain plays may affect the outcome of the game. They even provide replays of the most important events of the game to make sure we remember them. Finally, after the game, announcers interview the coaches and players to get different perspectives about how the game was played. They review the highlights of the game, confirm or disprove their predictions, and discuss the implications of the outcome of the game. † Tell students they are going to focus on asking questions before they begin reading a text. If possible, show a video clip of a pre-game sports cast. Use the analogy of a pre-game show and before reading questions to help students ask effective â€Å"before† reading questions. As you generate questions for each topic. Spend some time wondering about the answers and making predictions about the book. Write your predictions about the book in a separate column. Identify a purpose for reading the text. Narrative = for literary experience/enjoyment Expository = for information Functional = to perform a task/follow directions. Examine the cover illustration and read the title, modeling how to ask questions. Write the questions on chart paper or on an overhead projector. Look at the author and model how to generate questions. Activate background knowledge by taking a picture walk with students. Cover the print with sticky notes, and think aloud as you model how to generate questions, make predictions, and build vocabulary by carefully examining and discussing the illustrations in the text. Ask questions about the setting, characters, events, and genre of the book. Pre-Game Show Questions Before Reading Predictions Team A vs. Team B What teams are playing? What do we know about these teams? Where are they from? Have we ever seen either team play? In your opinion, are they skilled? Is one team better than the other? Title of Story/Cover What topic might this story be about? What do we already know about this topic? Have we read any other books about this topic? Do we have any experience related to this topic? Where and when did we have the experience? Coach Who is the coach? What do we know about the coach? What teams has he/she coached in the past? What is his/her coaching style? Author Who is the author? Who is the illustrator? What books have he/she written or illustrated in the past? Can we describe the style of the author/illustrator? Have I ever read other texts by this author? If so, what do I remember about those texts? Stadium Where is the game being played? Who has the home field advantage? What are the current weather conditions? How will the weather conditions affect the game? Setting Where and when does the story take place? Is the place/time familiar or unfamiliar to us? Have we read any other stories with a similar setting? Players Who are the key players? What positions do they play? What are their skills? Characters Who are the main characters? What role might they play in the story? Can we predict some of their character traits by examining the illustrations? Plays What plays are the coaches likely to run? Events What events may take place in this story? Rules/Principles of Game What are the rules of the game? What are winning strategies? Genre of Text What genre of story is this? (fairytale, folktale) Have we read other stories of the same genre? What are the characteristics of this genre? Tell students that the class will read the story together tomorrow, and learn to ask new questions while they are reading to help understand the story. Guided practice Give students the opportunity to practice writing and discussing some â€Å"before† reading questions for a new story. Place students in 6 groups and have each group record or role play a â€Å"pre-reading show† for the new book, just as sports casters broadcast a pre-game show. 1. title/cover 2. author/illustrator 3. setting 4. characters 5. events 6. genre of literature Select student leaders to guide each groups through the process of examining the cover of the new story and taking a picture walk. Allow groups to discuss their topic. Students should generate two of their own â€Å"before reading† questions on their topic, and then share their questions and provide feedback to each other. Have groups include information from their prior knowledge and personal experience as they discuss the â€Å"before reading† questions, and have them discuss the possible answers and make predictions about the book. After each student has had the opportunity to formulate and write two questions, jigsaw the groups to form TV crews for a â€Å"pre-reading† show. Each TV crew should have six students, one student from each group, 1-6. Review the parts of the rubric. Provide a time limit for each TV show, and tell students that each show should include: an introduction of the members of the TV crew slogan, jingle, or music a discussion of their prior knowledge about the topic a discussion of each member’s questions predictions about the book from each member Give groups the opportunity to practice asking and discussing their questions before role playing or videotaping their show. If time permits, allow students to make larger visual aids to display during the discussion. â€Å"Microphones† can be made quickly from rolling paper into tubes. Sharing Ideas Distribute rubrics to the class. Allow students to score each TV crew as they present. Independent Practice Have students think of a younger child that they will spend time with this week. Have them think of a book that they can read to the child. Have students use some of the â€Å"before reading† questioning strategies they learned to help the younger child understand the story. Students can use this questions framework worksheet to help them with questions to ask before reading, and help the child make predictions. The worksheet reminds students to ask questions about the title and cover, author and illustrator, setting, characters, events and genre. Assessment Each group will be assessed using the scores from the presentation rubric, scored by their peers and teacher.  © 2000-2012 Pearson Education, Inc. All Rights Reserved. Running Records Page Description: A running record is a way to assess a student’s reading progress by systematically evaluating a student’s oral reading and identifying error patterns. This template will help you track your students’ oral reading accuracy. Take advantages from kids that love harry potter Book Covers from Around the World: Harry Potter and the Prisoner of Azkaban Page Description: Enjoy comparing and contrasting colorful cover art for J. K. Rowling’s Harry Potter and the Prisoner of Azkaban with this printable handout. Discuss the differences in interpretations from around the world with your students. Grade Levels: 2 – 7 Analyzing a Book Character Page Description: This chart of questions will help students analyze the cover art of a book. Use this worksheet when talking about the different cover art on each international edition of the Harry Potter books. Grade Levels: 3 – 8 Literacy Glossary Page 1 of 2 Accuracy Rate: This is the rate, shown as a percent, at which students accurately read the text. Concept Map: A concept map is a type of graphic organizer which allows students to consider relationships among various concepts. Often students are encouraged to draw arrows between related concepts enclosed in oval or other shapes. Error Rate: This is a ratio of errors to words in the text. Fluency: The rate and accuracy with which a person reads. Fluency results from practicing reading skills often and with a high rate of success. Formative Assessment: These tests are ongoing and based on the curriculum, providing a way to monitor student progress. They can be used to place students in groups, based on instructional needs. Frustrational Level: This is the level at which students are unable to read with adequate comprehension. Genre: A genre is a particular type of literature, such as narratives, poetry, dramas, or fables. Independent Level: This is the level at which students can read without assistance. Materials at this level should be chosen for independent reading, or fluency practice. Independent Reading Inventories: An informal formative assessment that provides graded word lists and passages designed to assess the oral reading and listening comprehension. Insertion: In a running record or informal reading inventory, this is a miscue in which students add another word when reading printed text. For example, if the sentence is: â€Å"The dog played,† the student reads: â€Å"The happy dog played. † Instructional Level: This is the level at which students can read with assistance from the teacher. Materials at this level should be chosen for reading instruction. Metacognition: This is thinking about one’s own thinking, or being aware of one’s own learning. When students are aware of how they think and learn, they can be taught to regulate their thought and learning processes. Omission: In a running record or informal reading inventory, this is a miscue in which students do not read a word or words in the printed text. For example, if the sentence is: â€Å"The sky was bright blue,† the student reads: â€Å"The sky was blue. † Onset: The part of a syllable that comes before the vowel of a syllable. The onset of the word box is /b/. Phoneme: the smallest unit of sound. It distinguishes one word from another (e. g. , man and fan are distinguished by the initial phoneme). Phonemic Awareness: This is a type of phonological awareness that involves the awareness and manipulation of individual sounds. Phonological Awareness: The auditory awareness of sounds, words, and sentences. The understanding that speech is composed of sentences made up of words. Words are comprised of syllables, and syllables are comprised of phonemes. Qualitative Data: Qualitative data consist of verbal or graphic descriptions of behavior and experience resulting from processes of observation, interpretation, and analysis. It is often comprehensive, holistic, and expansive. Qualitative Tools: These are tools that produce qualitative data consisting of verbal or graphic descriptions of behavior and experience resulting from processes of observation, interpretation, and analysis. Quantitative Data: Quantitative data consist of information represented in the form of numbers that can be analyzed by means of descriptive or inferential statistics. It is often precise and narrow data. Reading Conferences: Conferences conducted by teachers during independent reading time provide an opportunity to meet with a student to assess progress, to note reading strategies that are being used, monitor books being read, and to provide guidance in developing reading strategies. Rime: The part of a syllable that consists of its vowel and any consonant sounds that come after it. The rime of the word box is /ox/. Scaffolding: A scaffold is a supporting framework. Scaffolded learning is a teaching strategy that helps support students in their learning when they may have difficulties. A goal of scaffolded learning is to have students use a particular strategy independently. Screening Tests: These tests provide information that serves as a baseline. They are usually given to determine the appropriate starting place for instruction. Self-Correction: In a running record or informal reading inventory, this is a miscue in which students do not read a word or words correctly, but return to the text and read the word or words correctly. Self-Correction Rate: This is the ratio of self-corrections to errors when reading the text. Sound-Print Connection: Understanding the relationship between print and sound. Substitution: In a running record or informal reading inventory, this is a miscue in which students replace the printed word with another word. For example, if the sentence is: â€Å"She said, ‘No,'† the student reads: â€Å"She shouted, ‘No. ‘† Summative Assessment: These tests are usually given at the end of a unit or at the end of the year. They assess a student’s strengths and weaknesses over a period of time.

A New Choice for Detecting Cervical Cancer by Deborah Levenson Article

A New Choice for Detecting Cervical Cancer by Deborah Levenson The paper "A New Choice for Detecting Cervical Cancer by Deborah Levenson" is a worthy example of an article review on health sciencesmedicine. A New Choice for Detecting Cervical Cancer, authored by Deborah Levenson, was published on November 1, 2014, by the American Association for Clinical Chemistry. This article discusses new types of testing that can help women in order to prevent cervical cancer. While it is common for many women to find out she has cervical cancer is through a pap smear, there are now new technological and scientific advances that enable doctors to possibly detect cancer. HPV (human papillomavirus) testing became available in 2003 and it is one of the leading causes of cervical cancer. Liquid cytology has also been used often in combination with HPV testing. Cytology is recommended for women ages 30-65. However, in April of 2014, a third option may be available for women as based on a study of women 21 years and older. This tested women who were high-risk for HPV and had certain genotypes which, when combined, increase cervical cancer in these individuals. There is a specific algorithm to follow and i t helps to determine the probability based on the genotypes. This impacts the general population by mostly targeting women. Women are increasingly becoming more prone to have cervical cancer and at a younger age. If undetected and a woman does not go to her pap test regularly, it can continue to flourish unknown to the patient. This is a less invasive method by using genotype testing and can help predict cancer before it becomes a concern. This was interesting to read because it is a scientific breakthrough that could predict a type of cancer-based on a womans genetics. Though it is not completely going to predict everyones potential case, it can help women early on to be on the lookout for abnormal cancer cells in the cervix. This could help lower fatality rates.

Patch Essay Example | Topics and Well Written Essays - 500 words

Patch - Essay Example pete their products and prices, which relatively benefit consumers in the way that they will be able to find everything online with lowest price as they mention in their mission. Excluding all other matters, the huge number of customers proves it all about Amazon’s excellent prices and products. Currently, people not only see Amazon as a platform for e-commerce, but also as a famous company for its own products. Amazon recently released many products such as Kindle Fire, TV Fire, and Fire Phones, which took the sale of e-books, e-music and e-movies to another level. It has contributed many benefits to the content creators and consumers. Content creators are happy when they are able to directly publish their products through Amazon with lower cost, while consumers are satisfied with the huge number of e-books with cheaper prices compared to physical ones. Fulfillment by Amazon (FBA) is quite an outstanding service. Amazon claims to help third-party sellers â€Å"to pick, pack, ship and provide customer services.† Consequently, such sellers only need to provide their products. With FBA program, Amazon uses robots to reduce the need of workers, and boost the efficiency of selling. However, while focusing on new technology Amazon fail on providing safe work environment to its employees who are their important stakeholders. The current U.S Supreme Court about Amazon warehouse working condition clearly illuminates this weakness. According to Bloomberg Reports, there have been more than dozen cases filed against Amazon since 2010. Although, the company can manage to get high profit, they still have some problem in communicating with the employees. After doing some research and analyzing the business, it became apparent that Amazon is doing well by successfully putting people together in a joint performance to achieve a common goal. However, we still maintain that the company also has some downsides. Its excellent prices and services are not the only measurement to