658 week 10 Essay Example | Topics and Well Written Essays - 2000 words

658 week 10 - Essay Example As it grows, it continues the learning process through these two fundamental methods. Through experience and instruction, an individual learns to acquire his needs from the environment. Since what a person learns is a function of their environment; the culture, society, or politics of the day will have a huge bearing on what a person can learn, unlearn, or relearn. All previous cultures and civilizations that have been experienced throughout the ages have had massive bearing on the populace behavior. The ancient Roman civilization was a republic complete with representative from every corner of the civilization. The concept of a republic complete with democratic institution was a reality. Our current civilizations borrow hugely from the Romans. This work will endeavor to interpret influences that create an individual and the social and political influence of our classrooms today. In the ancient Roman civilization, both during the Roman Republic and the Roman Empire, culture, society and politics played a huge role in the education system. The ancient Roman civilization political elite such as Julius Caesar, the Senate, Emperor Augustus, Constantine etc. were constantly involved in campaigns and conquest that had huge implication on the education system of the day (Zumbusch, 2014). These conquests and campaigns brought many slaves to Rome, some of whom played a role in the education system of the Roman civilization. Romes education system borrows massively from the Greek culture. Many Greek slaves and freemen acted as tutors. Livius Andronicus, a Greek captive from Terentum provides a classic example. As a slave, Andronicus tutored his masters children while as a freeman, became the first private tutor in Rome (Zumbusch, 2014). Ancient Rome society was composed of rigid social structure, which included the elite and the commoners. The elite were mostly successful merchants, rulers, priests and nobles. The commoners were mostly composed of farmers and laborers.

Cultural Geography of the Navajo Tribe Essay Example for Free

Cultural Geography of the Navajo Tribe Essay The Navajo Community represents some of the native Indian tribes in the United States of America. This group just like other Apachean tribes residing in the Southwest is part of the Athabaskan speakers. Originally, they migrated from Western Canada to occupy the largest reservation in the United States. The Navajo tribe practiced nomadic gathering and hunting living a sedentary life in the rugged expansive terrain in the Southwest. Their residences were small and scattered over the land. The date of settlement of the Navajo community in the Four Corners Area is not known with certainty but archaeological findings and researches projects settlement around 13th century.             Surprisingly, a majority of Native American tribes diminished in population with modernization, civilization and assimilation. However, the Navajo tribe has witnessed ballooning population going well over 300,000 people. A duo of Geographers from the Los Angeles’ University of California postulates the growing Navajo population to over 300,000 members to date is as a result of culture and geography. This paper sets out to delineate the cultural geography of the Navajo tribe and what significance this has had on the community.          In Human Geography, cultural geography concentrates on the interactions and patterns of material and non material human culture with the natural environment as well as the human-structured space (Cosgrove, 1994). There are three branches of cultural geography, namely: traditional, new and the more than representational cultural geographies (Lorimer, 2012). In American studies, traditional cultural geography is studied and links to the works of Berkeley University Geographer, Professor Carl Sauer. According to him, the interaction between communities and â€Å"natural† landscape nurtures â€Å"cultural geography†. Researchers following this convention concentrate on the various arrays of human interventions in changing the â€Å"natural† landscape. Therefore, they were mainly interested in validating material culture such as architectures/buildings, industries and agricultural technologies.         Indeed, cultural geography has greatly influenced the increased population of the Navajo community. This is particularly so because the geographical location of the Navajo is isolated. Besides, the prevalence of cultural flexibility in which the Navajos regard themselves as the Dine, blended well with their expansion long after 1492 (Cosgrove, Daniels, 1994). It was around this time that the Europeans started to trickle into North America. Besides, the Navajos cultural flexibility has enabled the tribe to resist assimilation into the larger white United States Culture, four centuries down the lane. Incidentally, most Native American tribes and communities became decimated in population, lost their language, homeland and cultural identity or even disappeared. However, the Navajos are strikingly exceptional. They have retained their homeland, culture, identity and the population continues to thrive.             The exceptionality of the Navajo Community is benignantly evident in their population. The community is arguably representative of the largest Indian tribe in the United States of America. Certainly, the Cherokee Nation, which is an entirely different membership demanding diverse requirements, may contest this acclamation. Nonetheless, the burgeoning Navajo reserve has grown from 3.3 million acres in 1868 to over 17 million acres covering the three states of New Mexico, Utah and Arizona (Goode, 2002).            So what has precipitated this meteoric success?             In their article on the November 18 issue of the Science Journal, geographers Arthur and Diamond postulate that the mere isolation and remoteness of the Navajo Reservation in the southwestern United States played a major role. The extreme outlier of this zone cushioned the community against aggressors such as the Mexicans, the U.S armies and the Spanish. However, it can be remembered that the United States armies rounded up a majority of the Navajo Indians in 1864 and detained them in New Mexico State at Fort Sumner for four years. Still, the extreme outlier and isolation of the Navajo reservation filtered association and interdependence between the Navajo tribe and American and Spanish settlers.          Notwithstanding, the Navajo reservation, featured a rugged, dry and dusty terrain which inhibited white settlement. It was too dry and undesirable for farmland and agriculture making white settlers seek and establish settlements elsewhere. Moreover, the absence of essential mineral resources such as oil and coal at the time of European invasion and settlement of the U.S made the region undesirable much until the 20th century when the minerals were discovered.             Moreover, the Navajo tribe precipitated cultural geographical factors and adopted flexibly while still retaining their cultural identity, thereby circumnavigating the pitfalls of other native tribes (Jackson, 1982). The Navajo tribe changed into new practices in their expansion and occupation of the Navajo reservation. Besides, their inclusive, incorporative attitude of clans, individuals and spouses afforded them cultural identity amidst assimilation threats. For instance, they interrelated cordially with neighbors such as the Apache and the Pueblos, thereby eliminating friction and derailing wars.            There are other historical perspectives in cultural and geographical coverage of the Navajo tribe that has led to their population increase, as well as the acreage of the Navajo Reservation. The tradition of the Navajo tribe is told as a tragic story of victimization as evidently presented in most publications on the American Indian history (Parry, 2011). Peter Iverson, a history professor at the Arizona State University posits the insufficient detail with which the Navajo are regarded. He counters that much more scholastic research must be carried out to reveal the imminent cause of their prolonged stay in power in spite of the massive cultural threats.            Peter Iverson postulates that the federal government’s initiative to rupture the Indians land to derail communal land ownership for individual ownership marked the onset of disappearance of native tribes (Parry, 2011). The Navajo tribe reacted by successfully resisting the government’s capitalism agenda to split their land. This unified the community and ensured that it retained its cultural and geographical identity. Besides, the tribe set on acquiring additional land to expand their reservation resulting to a dramatic expansion of their dynasty. Peter Iverson emphatically chirps in that with the onset of the 19th century the tribe realized that their stay in the reservation was a long run.             The Navajo’s cultural and social adaptations with regard to their topography were flexible. Initially, they resisted the American government’s sponsored education. This is because the education was varied on the extreme and went against the beliefs of the Navajo tribe (Jett, 1992). For instance, the boarding schools were savagely hostile to the Navajo schooling kids. Indeed, this was ingeniously tailored to help rehabilitate the Navajo young scholars into the white American culture (Parry, 2011). However, various cultural, social and geographical developments in the region led to the tribe to flexibly accommodate and adopt new practices. For instance, the 1930 federal program decimated the pastoralist, nomadic and sedentary life in which the Navajo led by taking away their livestock. In countenance, the Navajo adopted the new engagements but yet retained their cultural identity.             Another cultural geographic factor that has led to the meteoric growth and expansion of the Navajo tribe over the years, in spite of cultural assimilation threats is their rich cultural vitality. According to the dual, over a half of the population in the Navajo tribe speaks perfect native language (Jones, 2012). The large population of Navajo members speaking their native language has enormously contributed towards cultural vitality. Nevertheless, the culture is more fragile at present that it has been projected. This is because; with the government sponsored schooling the younger Navajo members cannot speak their language fluently.            Besides, the Navajo tribe is more probable to external influences at present than before. This is because the Navajo reservation has witnessed the construction of railroad and modernized roads skirting through their lands. Consequently, the region is opening up and awakening from isolation well after 1920 (Parry, 2011). Moreover, in spite of the Navajo confrontations with the government in the 1880s, the present influence of Christian Missionaries has actively influenced their culture.            The Navajo tribe pride in their flexibility to adopt and incorporate new features into their culture. This characteristic is well illustrated in their architectural designs, weaving, silverwork, craftsmanship and drawings. For example, among the commonly featured designs in the Navajo arts is the squash blossom pattern. It involves a crescent shaped pendant which is native to the Islamic countries. It is believed to have arrived in the Navajo reservation with the Spanish.             Today, the Navajo culture constitutes a blended old tradition with adapted practices and technologies. The adapted practices are traceable to ancient times and reflect in the tribes mythology. Their oral traditions posit a semi nomadic life integrated with hunting and gathering. As a result, the oral traditions foreshadow perpetual travelling by their ancestors before settling in their current Navajo Reservation. The Navajo today practice farming as an adopted practice to ensure their survival. This practice just like so many other cultures was adopted from the Spanish settlers who settled in their reservation (Parry, 2011). They learn to rear animals such as sheep herding and weaving blankets from wool. Their adaptation tactics have seen the Navajo tribe become dexterous and perfect their skills. Most of the intricately weave patterns in blankets across the world traces top the American Indian Navajo tribe.             In the nineteenth century, the Navajo tribe conducted conventional raids in their neighbors for animals, food and captives a trait that earned them the noun ravage (Parry, 2011). This lifestyle was quite common amongst traditional communities implying that the Navajo tribe merely adopted the practice from their neighbors. In spite of the cultural adaptations, the Navajo tribe reclined to maintaining their traditions. According to James F rooks, the Navajo assumed those practices that enhanced their survival and protection.             Increased settlement of white settlers in the Dine coupled with transcontinental railroad developments stirred a hostile, brutal and violent resistance from the Navajo tribe in their reservation. Consequently, the U.S armies were called upon to quell the situation and detain the agitators. This led to the rounding up of Navajos and their eventual incarceration at Fort Summer, New Mexico. The U.S army applied ruthless combat methods such as the scorched earth policy aimed at weakening the Navajo. For instance, they reduced the Navajo livestock which was their main source of income and livelihood. The army barraged the Navajo out of their reservation striking their most hideous cavern, the Canyon de Chelly. Peter Iverson states categorically that the number of Navajo clansmen arrested and incarcerated as at 1864 totaled to about 8,000. These people had surrendered to the American soldiers due to hunger and thirst. In fact, Iverson posits that they endured the  "Long Walk† along the Pecos River to the fort. Nevertheless, a boisterous and poignantly adamant Navajo population totaling to about 5,000 Navajo members sought refuge in the Gray Mountain, Black Messa, Grand Canyon and the Wupatki hideous points (Parry, 2011).             The long annexation of Navajo led to the 1868, peace treaty signed by chief Manuelito and other clansmen with the federal government of the United States. This allowed the release and return home of the arrested and detained Navajo members. In addition, the Navajo acquired an expansive Navajo reservation stretching over 3.5 million acres of land. It straddles the entire New Mexico and Arizona border line through Utah and on to Colorado (Parry, 2011). The annexation and detention of the Navajo did not alter their cultural practices and identity. The continued herding their sheep and their craftsmanship weaving more and more blankets. In addition, they brought with them additional practices such as silversmithing earlier adopted from their neighbors, the Spaniards. The Navajo jewelry is known across the world and over and especially the turquoise and silver jewelry.             The discovery of an underneath mega oil reserve in Navajo Reservation, in the 1920s, did not assail the tribe. The tribe organized the Navajo Tribe Council to provide strategic and organized leasing of contracts. This council operated independently until 1991 when the federal United States government intervened and reorganized the council to accommodate a trilateral government (Parry, 2011). It constituted of an executive, a legislature and a judiciary similar to the federal American government. This depicts another one of Navajo community’s cultural adaptability and flexibility. The council is duly constituted by a delegation of 88 people representative of 110 communities.          Moreover, the Navajo council and government constitute a Navajo Nation Flag. The colorful emblem depicts the topography of the Navajo reservation represented in copper. In addition, the flag features the native reservation border of 1868 presented in a dark brown color. Still, the flag bears a quad composure of the sacred mountains at their cardinal directions while an enveloping rainbow illustrates the sovereignty of the Navajo nation (Parry, 2011). The solar captured above two animals and cornstalks depict the Navajo indigenous economy. Moreover, an oil derrick featured between a modern house and a Hogan is indicative of another feature of their economy.          In conclusion, cultural geography as a branch of human geography postulates the In Human Geography the interactions and patterns between human culture and the natural environment. This involves the study of the material and non-material associations between the external environment and the people who live in that environment, that is the human-structured space. Culture geography manifests acutely in the Navajo nation. It trails the Navajo tribe explaining their stoic existence, burgeoning and inflationing population amidst occasions that threaten their cultural identity (Parry, 2011). This native community has managed to survive primarily because it practiced flexibility in its culture. The community adopted new elements and practices into its way of life, enriching, safeguarding and advancing its culture and vitality. The Navajo reservation topography has shied potential threats and invasions keeping and retaining the tribe’s identity. References Cosgrove, D. E., Daniels, S. (1994-1988). The Iconography of landscape: essays on the symbolic representation, design, and use of past environments. Cambridge [England: Cambridge University Press. Goode, S. (2002, October 29). Powwow Blends Sacred and Secular: Thousands Attended the First Powwow on the National Mall to Celebrate the National Museum of the American Indian and to Immerse Themselves in Cultural Traditions. (Nation: American Indian Culture). Insight on the News, 8, 13-22. Jackson, J. (1982). Navajo Architecture: Forms, History, Distributions And , (Tucson: University Of Arizona Press, 1981. Pp. Xx+289. $37a50 And $14a95 Softback). Journal of Historical Geography, 8(4), 428-429. Jett, S. C. (1992). An Introduction To Navajo Sacred Places. Journal of Cultural Geography, 13(1), 29-39. Jones, L. (2012). Geography and memory: explorations in identity, place and becoming. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan. Parry, W. (2011, November 17). Tribal Fates: Why the Navajo Have Succeeded. LiveScience.com. Retrieved November 30, 2013, from http://www.livescience.com/17086-navajo-tribal-fate-jared-diamond.html Source document

Essay --

Throughout The Awakening, water the main motif serves as a catalyst to the metamorphosis of Edna. During the length of the story Edna goes through a process of changes that coincides with the presence of water. Water serves as a conduit for liberation and empowerment that facilitates the rebirth and even death of Edna. In this essay I will argue that the motif of water represents the continual transformations that occur within Edna throughout the story. The story opens on the Grand Isle off the coast of Louisiana, completely surrounded by water with the Gulf of Mexico to the South. Here the protagonist Edna and her family often stay for summer vacations. The Grand Isle separated by other landmasses by water represents the independence and solitude the body of water provides in comparison to the other settings of the story such as, New Orleans. It is here on the Isle that Edna begins to discover her independence. The waters around the Isle have seduced Edna during her stay. â€Å"The Gulf, whose sonorous murmur reached her like a loving but imperative entreaty† (Chopin 32). Even from the land in the safety of her summer home, the sea has enticed and attracts her towards it. The presence and embrace of the sea is a constant acquaintance to Edna. In contrast, her husband frequents the club and children who are unattended by her. The continual presence of the sea allows Edna to reflect on her life such as seeing her image on the surface of water. â€Å"The voice of the sea is seductive; never ceasing, whispering, clamoring, murmuring, inviting the soul to wander for a spell in abysses of solitude; to lose itself in mazes of inward contemplation. The voice of the sea speaks to the soul. The touch of the sea is sensuous, enfolding the body ... ...he presence of water as the motif in this story facilitates these transformations for Edna. On the Grand Isle, the constant presence of the ocean begins a metamorphosis within Edna that alters her perspective of herself in relation to others. She begins to fulfill her desires and abandon her responsibilities as a wife and mother to her family, in order to pursue a life of independence. Allowing her to fulfill her desires to be a painter and be with Robert. Critical moments of self-reflection for Edna occur in the presence of the ocean. It is at the ocean where she first realizes her desire to be independent. Also the empowering force of the ocean allows Edna to be a dictator of her fate. She ultimately decides to take her life and be free from other’s wants and expectations from her. The water was the catalyst that allowed Edna to be liberated and obtain her desires.

Darvin and Evolution – Lesson Plan

Time constraints meant I couldn't cover everything I wanted to cover during ‘Topic'. Other investigations that may have been included are: Artificial Selection Why are cows and sheep not extinct? Why are there so many kinds of dog? Where do red, blue and black roses come from? What are yellow bananas? Sexual Selection Why do peacocks -and many other birds – have such beautiful plumage?A predator can find them easily, so why have they evolved that way? A festive' example (cough): Why do reindeer have antlers? 1 Do Mammals Have Emotions? Do mammals experience fear, happiness, sadness, grief? I hope to address these and other questions during Science. In the meantime, here is a collection of books which you may or may not find useful: Richard Adkins' book is a hardcore response to all who question evolution as scientific fact. Chris Stringer works at the National History Museum and is often called upon by the media to explain the origins of modern humans.His The Origin of o ur Species is a popular and engaging read which sets out to answer all the big questions in the debate about our origins. The graphic adaptation of Origins by Keller and illustrator Nicolle Rage Fuller is a marvelous version of Darning's seminal work. The illustrations are drawn from Darning's own words, including his diaries and letters. The book is brought up to date with a graphic account of recent breakthroughs in evolutionary science. It would make a wonderful gift for teenagers and adults with an interest in evolutionary theory. I love it. The nutty looking book by Murphy is funny, informative and perfect for Yr 5/6 +.I would highly recommend it for use when planning the ‘Life' units in the Science SOW. The final book would be enjoyed by Yr/6 and anyone requiring a gentle introduction to Darwin and his ideas. The first lesson is a look at the Genesis account and other creation myths, but don't let that fool you into thinking this plan is creationism or so-called ‘i ntelligent' design in disguise, it most definitely isn't! It is a celebration of Charles Darwin and evolutionary theory. I believe Darning's â€Å"dangerous idea† is one of the most important topics we'll ever teach our kids. I hope you enjoy teaching it. Kind regards,Lou Armor Darwin, Evolution and the Origins of Life L 1/2 – All Things Bright And Beautiful Success Criteria I can write a creation myth. Intro Entry song: Sing the first verse of All Things Bright And Beautiful. What is the hymn about? Why do you think it was written? Does anybody know of any other songs, rhymes, etc that describe the rich diversity of life found on earth? Show: How God created the world. Http://www. Youth. Com/watch? V=7_Acquiesced=related What is the little girl attempting to explain? Where did she get the explanation from? Display the relevant Genesis passage as a timetable.What do you think about the Genesis story as an explanation of life? Are there any oddities about the Genesis ac count? How old do you think the world is according to Genesis? (Creationists believe the world is only 6000-10,000 years old). Activity Entry question: All cultures have creation myths. Do you know of any? Greek, Egyptian, Norse? Rudyard Kipling? How many creation myths do you think there are? Is there any reason why any one story should be the ‘correct' one? Part 1 Story Telling Task Show the clips, complete with a brief discussion of their story features/structure between each.Record the features, etc on the board for later use. How elephant got his trunk http://www. Youth. Com/watch? V=bishop_ICQ How Zebra got her stripes http://www. Youth. Com/watch? V=Mississippi=related Why Bat flies at night http://www. Youth. Com/watch? V=pedophilia pop=related LA – Referring to the board prompts and pictures children plan and write their own story book from ONE of Elephant, Zebra and Baboon, Koala or Bat. MA/HA- + those LA who wish to do so – work in pairs and write an o riginal and creative story for ONE of the following: How Tiger got her stripes How Peacock got his feathersLeopard got his spots How Kangaroo got her pouch How Tortoise got his shell How bear got her stumpy tail How Encourage children to act out their story as a means of composing it and telling it. Inform HA children that they will be telling their story during ‘Myth Time'. Activity continues overleaf. Part 2 Outdoor Task: Critical Thinking entry: a) Observation and discussion walk around the top field/Dingles Dell/flower beds, etc. Ask critical questions – lots of why and how – about ‘supernatural design', leaf structure, complexity, etc without straying into Darwin and evolution. ) Inform hillier that scientists estimate the world to be about 5. 1 billion years old. Create the ‘The Lo Roll Timeline'. Say, Wow! ‘ Discuss. Take photos. C) Uri-peg two of the lines, remove their post-its and add them to the Zero end of one of the other lines so t hat you have one long line made up of three of the original lines. Line 1 (with it's post-its in place) + Line 2 + Line 3 = The Age of the Universe. Now take a look at the red edge! So where would the Genesis 6,000 – 10,000 years be now!!!!? Microscopic! Assessment and Look Forward IQ: Did anybody notice anything odd about Day 1 and Day 4? E below) What are your thoughts about the Genesis story in light of making the ‘Lo Roll Timeline? Why would an all powerful, caring and gentle God create a wasp which seeks only to burrow into the bodies of living caterpillars with the intention of eating them from the inside? What is the point of it? For the next lesson: Ask children to bring in as many toy animals and small world vegetation as they can carry. Ask children to begin making a list in their Diaries of the types of living things they see day to day and to bring it in next lesson. Onto been – Those Diaries may have a use after all.Talking with friends and family Do es science have anything to say about life on earth? Can anyone think of any really old things that have been found, in a rock or on a beach, say? Scientific evidence tells us that the earth is over 5 billion years old. Life first originated in the oceans 3. 4 billion years ago. The dinosaurs died out 65 million years in the past. The first modern humans (Homo Sapiens) appeared 100,000 yr ago but the recorded history of humans stretches back only 10,000 years in time. Find out more about these things. Talk about these things with a friend for next time.Begin making your own Evolution Journal at home (It could be a combination of literacy homework and voluntary work, so there could be an incentive of some sort I. E. Credits). Lesson Resources Writing and drawing materials. Lo rolls, tents pegs, knitting needles, long nails, post-it notes. Teaching Support Creation myths: http://www. Magical. Com/creationism. HTML AY: God supposedly creates light and separates light from darkness, and day from night, on the first day. Yet he didn't make the light producing objects (the sun and the stars) until the fourth day.So how could there be â€Å"the evening and the morning† on the first day if there as no sun to mark them? Myth Time: Split the children into groups for ‘Myth Time' on the carpet and around tables, etc. HA children read/act out their story to their group. On completion – if time allows – children move to another story teller. Further stories, including, Elephant, Zebra, Bat, can be told at the end of each day over the course of the week. L 3-4 Endless forms most beautiful and most wonderful None as such. The aim here is to inspire awe and wonder. Learning about classification is a bonus! 3 Introduction Endless forms most beautiful and most wonderful. Entry activity: Children place their toys and small world materials on their tables. Entry phrase: Write the above phrase on the board and read it aloud using an dramatic voice to inje ct a sense of wonder. Ask the children if they can figure out what this exquisite phrase refers to. Ask: If forms' means ‘kinds of, what do you think is being described? (The above phrase is taken from the conclusion of Darning's On The Origin of Species By Natural Selection, 1859).Entry Sq: How many kinds of living organisms exist upon on the earth? 4 How many have been made extinct? 5 Task 1: Using toy animals, small world vegetation and large whets of paper children to begin to make a (HUGE! ) list of living organisms (use this term repeatedly throughout term). Prompt children for as wide a variety of living organisms as possible. Can children see any similarities or differences between the organisms listed/shown? Task 2: Using toy animals, small world vegetation and large sheets of paper: How can living organisms be grouped into different things?Children use their own grouping criteria to group them. What discoveries have they made? What problems ensue? Help by providing p rompts: weeds, trees, flowers, insects, micro-organisms, marine, land and air life. How far can children keep going with the groups? Would a Venn diagram help? (MA/HA math children especially). Do any of the living things live and exist in 2 or 3 environments? (amphibians, flying insects, seabirds, otters, turtles, etc) Outdoor Competition: Teams fill a matchbox with as many different living organisms as possible.Discuss the results. Tell me something about the lists and diagrams we have made. Help children to develop a sense of awe and wonder at the diversity of life. Finish with Where do these endless forms most beautiful and most wonderful come from? ‘How is such diversity possible? Inform children that they will be learning more about the classification of living organisms during Science. For the next lesson: Ask children to bring in: a toy dinosaur, animal or doll, a box for the toy, a simple gardening tool for digging e. G. A small fork or trowel.Darning's pod: Charles D arwin loved listening to music and dancing with pretty ladies – I know, I know but that's because people only ever see the photos of him as an old man – so we are going to begin a collection of music that Darwin would have on his pod were he alive today. Who would like to be the collector of the pod music? You will be responsible for overseeing the downloading of any requested amp track and recording the name of it's contributor. To be a contributor you will have to pay its cost – via my Amazon account – which will probably be between 50-app per track.For example, I will pay for Louis Armstrong's What a wonderful World', price app. At the end of the topic we shall celebrate Darwin and have his pod playing in the back ground whilst we do so. Collectors and contributors – in role biz. The great man – could present Charles Darning's ‘Galapagos Island Discs' to parents during our class- based assembly. Ask children to think about these and other questions and to discuss them with their friends before the next lesson. Ask the children to wonder what they might be learning about next time? Large sheets of paper, post-its, card for labels and drawing materials.The scope for CIT use in every one of these lesson is enormous – interactive timeliness, natural selection games, movies, etc but the notebook are too small, too unreliable, and too few in number for all classes to be using simultaneously. And ‘1 between 2' tends to cause more problems than it solves? Perhaps Joy could ad many of the links to our lass web pages so kids can explore them at home? Http://en. Wisped. Org/wick/Charles_Darwin See also the resources I have put on the R:drive. In addition I have several books about Darwin and evolution which people may wish to borrow. L 5/6 – Darning's great adventure.I know what fossils are, how they are made and what they can tell us. I can describe what Darwin saw on his voyage aboard the Beagle and some of the difficulties he faced collecting his specimens . Charles Darning's great adventure. Entry question: Hold up a Ole note and ask: Who is this? What is she famous for? Turn it over and ask Who is this? What is he famous for? Explain that he is probably the most important scientist who ever lived. And he's British! Explain that Charles Darning's theory of evolution was the first scientific theory to explain the appearance of not Just some, but all living species.Darning's theory told us how all living things are related. It also explained the origin of new species, why some species became extinct and the reason for the great variety of life on earth, why there are so many â€Å"endless forms most beautiful and most wonderful†. Entry Sq: Who was Charles Darwin? Give children a potted history of his early life. See below) Display pictures of the young Darwin – he was only 25 – the map of Beagle's Journey and tell the story of the Beagle's voyage and of th e many wonderful things Darwin observed. Talk about Darning's fossils finds.Do you know what fossils are? Do you know where they are found? Http://www. Youth. Com/watch? V=KxDQwBZJ908=related Show fossil pictures and discuss. What are fossils? What do they tell us? What do marine fossils tell us when they are found at the top of a mountain? Describe and illustrate Darning's fossil finds. It may help yr to remind them of their ‘Mountains' epic and mountain rock layers are formed. Display the Homologous Structures picture. Chi work with a friend to solve the puzzle illustrated. What are the skeletons evidence of? What can be inferred from them? Remind chi about inferring from a text). Outdoor Task: Play at being paleontologists and fossil hunters. Children make fossils outdoors. (A day or two later they again play at being paleontologists and dig up another's fossil, taking care not to damage it, Just as real scientists do). Take photos. Part 2- Darning's observations caused him to think very deeply about Evolution. Evolution is about change over time. Specifically, it is about how species change over time. Emphasis the excitement, wonder and scientific endeavourer of observation in such weird and wonderful environments.What practical and/or scientific problems do you think Darwin faced? Watch the clip and answer these questions: How did such a wide variety of living organisms first appear on the Galapagos? After arriving what did many species begin to do? Http://science. Discovery. Com/videos/Galapagos-beyond-Darwin-Charles- Darwin. HTML What does ‘adapting mean? Can you give me an example from the clip? How do some of the organisms survive? Http://science. Discovery. Com/videos/ Galapagos-beyond-Darwin-creatures-of-Galapagos. HTML The things that help an organism survive are called traits' and they can be passed on.Most traits are inherited (but not all), a bit like passing on hair and eye color. Show photos of a family if it helps clarification. A sk children to think about what the fossil record and the Genesis account tell us about the age of the earth and all that live upon it. What do they make of the fact that both geology and the fossil record tell us that the earth is billions of years old, et the bible says the earth was created only 6000 years ago? Which account is based on evidence and which account is simple belief?Help children to distinguish between scientific facts based upon other facts and overwhelming evidence, and stories which require only belief. A detective's Who done-it' puzzle may help (Sherlock Holmes was incorrect: it's inductive not deductive reasoning). For the next lesson: Ask children to bring in a yoghurt tub, tongs, pegs, ladles and anything else that can be used as a pretend bird beak. The wider the range of implements the better. We also need plastic cups cut in half, very thin milk straws remind me to get some from Nursery and Reception waste bins! , long balloons, Jelly beans, smarmiest, a c ouple of tins of fruit cocktail, soft fruits, berries, fruit Juice, chick peas, peas, seeds, etc for food and at least one washing up bowl and a cereal or fruit bowl per 4 children. Ask children to bring in handfuls of the food stuff and can chuck it in a class box ready for the lesson. Talk about fossils. Find more clips and videos about fossils and the Galapagos Islands and watch them together. Make one at home and put a photo of it in your Journal. Draw pre-historic fossils such as Trilobites, too. Plaster of Paris or similar.Toy dinosaurs and dolls (undressed). Digging implements. Small brushes. A cardboard box for each toy brought in. A tent peg or nail. Post-it notes. Why are there no transitional fossils? Is a question a parent may ask. Here is an answer put in terms of a family photo album. Http://www. Youth. Com/watch? V=QywH7FOeKJO=mfu_in_order=UL This one shows evolutionary theory being used to predict which fossils should be found. Fabulous examples shown. It also explai ns why a crop-duck fossil (half crocodile, half duck) will never be found?The crocodile is a favorite line of ‘criticism' by creationists and dim celebrities). Http://www. Youth. Com/watch? V=l_Dad_Eight=autoplay=ULQywH7FOeKJO=5=1 Re: Science: Children will be learning more about the variation, adaptation and habitats of living organisms during Science. However, their intellectual Journey will travel beyond the dreary diet of tautologies and soporific science found in the CA sow. L 7/8 – Evolution, Natural Selection and â€Å"the struggle for survival†. I can describe/explain how species change over time.I can describe/explain how inherited traits enable a species to survive. Natural Selection and â€Å"the struggle for survival†. Entry Joke Two friends are in the woods when a bear starts chasing them. The first friend begins to run. The second shouts, Mimi can't outrun a bear! † The first friend looks over his shoulder and replies, â€Å"l don't ha ve to. I only have to outrun you. † Is there anything we can learn from this Joke? Entry Quotation It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change. Display the above.Can children illustrate its meaning with an example? Polar bears? Brown hares? Cactus? Explain that organisms have adapted to survive in many different environments. The question of how they evolved (changed) was Darning's gift to the world. Ask: What does ‘evolution' describe? Recall that evolution is about change. Explain Darwin was not the first to propose that species evolve (change) but he was the first to explain it. At least the first to explain it in a way that made sense and held up to scientific evidence. How does change occur? Darning's explanation is called natural selection.It is such a simple (but profound) incept that we can describe it in one sentence: Those living things born with traits that giv e some advantage in survival and reproduction, will tend on average to leave more offspring that have those very traits. That's it. That's why species evolve (change). That's why large amounts of time can result in large amounts of change. So what might ‘advantages' look like? Display and explain Darning's finches using the picture from the Natural Selection PPTP. Slide. Inform children that they are about to take part in the ‘Bird Beak Struggle'. Task 1: In groups of four, children play ‘Bird Beak Struggle'.Ask: Some of your ‘beaks' were more successful at obtaining food than others. Why was that? What were the advantages of having beak X? What were the disadvantages of having beak X?

Important Element in the Story Essay

In the two short stories, â€Å"Little Things† by Carver and â€Å"The End of Something† by Hemingway, both authors make the title significant to the story’s message. The title â€Å"Little Things† is somewhat ironic in that the word ‘little’ could refer to the baby or could in fact be calling their argument petty, even though the child that they are fighting over is a major issue. This irony is significant to the story because even though the parents appear passionate about their infant, the argument clearly lies deeper. The title â€Å"The End of Something† could also refer to a number of things. In this story many things are coming to an end. The end of the mill and the town at Horton’s Bay, the end of Nick and Marjorie’s relationship, the end of their fishing trips and the end of their day. Both stories are about the end of relationships however, in â€Å"Little Things† the breakup is angry and violent whereas in â€Å"The End of Something† the breakup is calm and brief. The story â€Å"Little Things† is about the violent breakup of two parents. It is implied that they are married but Carver does not explicitly state this. The opening paragraph describes the weather and the time of day, which reflects the mood of the piece, the darkness of the evening mirroring the dark mood inside the house, â€Å"it was getting dark. But it was getting dark on the inside too. † This shows that although the mood was dark, it was not completely pitch black outside implying that there may still be a slight glimmer of hope for the young couple that is soon introduced. As the fight and the emotions become more reckless and brutal the light begins to fade, showing that all hope is lost. The characters in the story are not named. This gives their predicament a deeper sense of urgency and immediacy. This is used to great effect as when we first meet the man and women, the absence of names throws us directly into the middle of their quarrel. In this piece there is no need to build up the characters with a descriptive foreplay as it is not important to the story, making it more urgent. However in â€Å"The End of Something† we feel more sympathy for the characters as we have learned about them in more detail. From the line â€Å"he was in the bedroom pushing clothes into a suitcase when she came through the door,† we can deduce from the subtext that these people are in some kind of long-term relationship, and the second line of the same paragraph draws attention to the fact that they are having a heated argument. It is extremely common that in short stories a lot of information is insinuated rather than being clearly stated and so the reader must draw a meaning from the subtext. The woman is the first to speak. Carver does not use speech marks at all during the story in order to draw more immediacy to the article. The first line of speech â€Å"I’m glad you’re leaving! I’m glad you’re leaving! Do you hear? † shows that although the woman appears to be angry at her partner and glad that he is moving out it is easily noted that she in fact feels exactly the opposite. This is illustrated by the repetition of the line â€Å"I’m glad you’re leaving† showing that she is trying to reassure herself that she doesn’t need him. This shows irony. The woman continues to barrage the man with slurs, â€Å"son of a bitch†, obviously in an attempt to provoke his attention and convince him to stay. When she states â€Å"you can’t even look me in the face can you? † it is blatantly obvious that the man has had some kind of affair. The woman fails in catching the man’s attention and therefore when she spies the baby’s picture on the bed she takes it, out of spite. The man follows her; turning off the bedroom light as he leaves symbolising the end of their relationship, â€Å"looked around the bedroom before turning off the light. † The baby is also not named showing that although it is the child that they are fighting over, the battle about more and the baby is merely a pawn in their game of spite or revenge. The man states â€Å"I want the baby. † This immediately provokes maternal instincts from the mother who rushes to keep her child. The infant is continuously referred to as ‘the baby’ or ‘this baby’ showing that their child is solely an object that the couple are focusing their anger on. The man’s request for the baby is not because he necessarily wants the child from love but more because he sees it as a prize that he can win over the woman. Gradually their battle becomes more physical and violent as the man tries to take that baby from the woman, â€Å"in the scuffle they knocked down a flowerpot. † The baby senses the tension in the room and starts to cry which adds to the anxiety and desperation in the mood of the text, â€Å"the baby had begun to cry. † Throughout the rest of the story Carver intensifies the atmosphere by using urgent and effective words such as â€Å"screaming,† â€Å"red faced,† â€Å"gripped† and â€Å"hurting†. Nearing the end of the story the light is involved again, â€Å"the kitchen window gave no light,† this line exemplifies that there was no hope left for the couple and the baby. The lines become shorter to add to the fierce battle that the couple is suffering. The man and the woman both grab the child and pull it in different directions in a hope that one will triumph but we do not know the victor. The last line â€Å"in this manner the issue was decided,† leaves us pondering a number of possible out comes. The man or the woman may have succeeded in snatching the infant for themselves or they may have pulled their baby in two. If so the story appears to be a parody of the biblical story ‘The Two Women and Solomon’, in which a man offers to cut a baby in half to settle a quarrel between two woman as to who the mother of the baby is. In this story we are left with an ambiguous end. It is very common in short stories that the resolution of the story is left undecided, again leaving the reader to make their own conclusion from the clues given. The second short story â€Å"The End of Something† is also about the end of a relationship, however it is handled in a calmer and less violent manner. The first paragraph sets the scene of a calm deserted bay, once a busy lumbering town, now reduced to a citizen-free ghost town. The couple, Nick and Marjorie, are rowing through this bay in a calm fashion â€Å"they were trolling along the edge of the channel bank,† but they soon head towards â€Å"dark water† which shows that they are heading towards trouble. They are rowing soundlessly until Marjorie breaks the silence and begins to talk about the old mill on the shore, describing it as â€Å"our old ruin†; this shows that their relationship stretches back a long way. Nick answers unenthusiastically. Marjorie tries to keep up the conversation describing it as a castle, which shows that she sees ‘their’ ruin in a fairy-tale manner. However Nick is still distant which makes Marjorie have to work hard to keep their conversation alive. Marjorie appears to love everything about their fishing trips. She obviously loves Nick very much and is enjoying spending time with him, â€Å"She loved to fish. She loved to fish with Nick. † Clearly Nick is quite qualified at fishing and Marjorie tries to make him feel good by putting him in charge and asking him questions to boost his ego, â€Å"‘They’re feeding,’ Marjorie said. ‘But they won’t strike,’ Nick said. † By this Nick means that he will not strike that night. The couple carries out their actions of fishing with scarce communication and we can tell that something is clearly upsetting Nick as Marjorie is trying to provoke conversation but to no avail. When Marjorie questions Nick â€Å"What’s the matter Nick? † he replies â€Å"I don’t know. † The couple set out a picnic on the beach but we can tell that Nick is merely going through the motions as he says â€Å"I don’t feel like eating† and all it takes is one line from Marjorie and he agrees. They eat silently until finally Nick breaks the tension. â€Å"There’s going to be a moon tonight,† but when Marjorie agrees Nick becomes angry as if he was waiting for anything to release the pent up emotions held inside. Marjorie tries to divert the conversation from an argument and begins to talk about the moon. As in â€Å"Little Things†, the weather and setting play a part in describing the mood of the piece. The moon could represent chastity, coldness or even the passing of time. Silence follows and they do not touch each other until Marjorie ventures to ask Nick â€Å"What’s really the matter? † Marjorie is desperately trying to make their evening enjoyable and romantic but Nick is making it extremely difficult. Nick tries to avoid the question until he starts to explain that it wasn’t fun any more and that he was mixed up inside. â€Å"I feel as though everything was gone to hell inside of me,† the use of the word ‘was’ instead of ‘is’ shows that he is confused and suffering a confidence crisis. Marjorie is evidently shocked as she barely speaks except to say â€Å"isn’t love any fun? † which is swiftly followed by an answer from Nick, â€Å"No. † Unlike in â€Å"Little Things†, there is no major battle about to be released, instead Marjorie leaves calmly, dignity intact, in the boat. Nick offers to help push the boat out, which shows that he still cares for her, but is refused. When Marjorie leaves Nick lies on the blanket for a long time until mysteriously a new character named Bill emerges from the woods. Bill is a curious character. Obviously he is related to Bill in some way and Hemingway makes his sexuality and Nick’s dubious when we read the line â€Å"Bill didn’t touch him either. † Bill appears as insensitive when he barrages Nick with questions about his extremely recent breakup, provoking Nick to lash out and tell him to leave. This story again is left at a loose end. We are left questioning the sexuality of Bill and Nick. It is implied that Nick and Bill were in a homosexual relationship together. This would explain Bill’s presence hiding in the wood and the fact that it states â€Å"Bill didn’t touch him either. † The last line shows that Bill has replaced Marjorie because Bill walks over to check the fishing rods which was previously Marjorie’s job. However, Nick appears to be insecure about his choice to be gay, as we can see from the fact that he tells Bill to go away. Bill has clearly pressured Nick into breaking up with Marjorie, as we can see from the list of questions he asks and his quick appearance from the wood. Both the short stories are about the breakup of relationships but under different circumstances. As always in a short story the reader is left thinking many things from one brief text. All short stories consist of and introduction, a main conflict, a resolution and a conclusion. In â€Å"Little Things† the conclusion was the questionable death of the child. In â€Å"The End of Something† the conclusion was the appearance of Bill and the question of Nick’s sexuality.

Arts and Crafts essayEssay Writing Service

Arts and Crafts essayEssay Writing Service Arts and Crafts essay Arts and Crafts essayTo understand the reasons of the Arts and Crafts Movement starting in Britain in the1880’s, wemay compare it to the modern phenomenon of high-tech interiors consideredunwelcoming andlacking the true comfort of home, sweet home. The Scandinavian,Provence and Eco styles using handmade objects and decorations together with plenty of naturalmaterials and patterns are preferred by many as those that effectively create a comfortable,relaxinghome environment.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Arts and Crafts Movement began in response and protest of architects, designers andartists to the effects of industrialization, mass-production methods,poor working conditionsatfactories,and manufacturedconsumer goodsthat usually had poor design andquality.WilliamMorris, who isconsidered thefather and the guiding light of the Arts and Crafts Movement,proclaimedits ideals:individualcraftsmanship, the home as a work of art, and the beauty ofhandmade goodsthat pro vided bothfunction and art. John Ruskin, Morris, and othersadvocatedthe socio-economic reforms forliving and workingin a more pleasant environment, integratinglabor and art and placing valueon hand labor and natural materials as well as designs inspired bynature.They encouraged the development of small workshops and individual craftsmen, as wellas the usage and revival of handcrafted work and techniques such as embroidery, tapestry,engraving,stained glass, andcalligraphy.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Morris Co, a company created by William Morris, is world-renownedfor its hand-woven tapestries and fabrics, wood furniture, printed textiles and wallpapers,embroideries aswell as stained glass which can be found in many churches in Britain.His designs featuringintricateintertwining fruit, leaf and floral patterns are still popular today and do not look old-fashioned.Inspired by nature, they becamethe classics that are still considered stylish.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚   The Arts and Crafts ideals and philosophies were adopted and adapted by other countries,as the Arts and Crafts Movement further spread across America,Europe and Japan.In America,it acquired its own form and expression, andits major figures were Frank Lloyd Wright,GustavStickley, Charles and Henry Greene. Their unique and veryindividual responses to Arts andCrafts ideals were making the goods more affordable by using factory methods to produce theirbasic components (Stickley), considering the house a total workof art anddesigning furniturespecifically for each room(Greene Greene), and believing thatthe space within the building isthe reality of that building(Frank Lloyd Wright).Gustav Stickley claimed that the living roomshould be the heart of the home, while Frank   Lloyd Wright established another rule that is stillused and considered essential today: each home must be built with two things in mind – thespecificsof its location and theneeds of its owners.

Marbury v Madison essays

Marbury v Madison essays In 1800, President John Adams lost his bid for re-election. Thomas Jefferson was voted in for the president. Adams, being a Federalist, disagreed with the beliefs of Jefferson, a republican, and feared that he would shift the power in the government to the states. To prevent this, Adams created many new judicial posts and filled them with Federalists. He did this in quite a rush, being he was going to be out of office soon. All the appointments were given to his Secretary of State to be sealed and delivered. Secretary of State Marshall completed all the documents except for the ones for the appointments for the District of Columbia. He assumed the next Secretary of State would complete them. When Jefferson found out about this he was mad. He order the new Secretary of State, James Madison, not to deliver the final appointments to the selected judges. One of the judges that didnt get his promised appointment was William Marbury. Marbury decided to take action in court. Marburys argume nt was supported by Section 13 of the Judiciary Act. This stated the courts could force an official to perform an official duty. This is called a writ of mandamus. Marbury took this claim to the Supreme Court. The Justice of the Supreme Court is now James Marshall, Adams old Secretary of State. If he issued the writ, Madison would ignore it and the court would be perceived as powerless. If he didnt issue it, people would think he was a traitor to his Federalist party. On February 24, 1803 a decision was rendered. It stated that Marbury was entitled to his appointment and that a court could issue a writ of madamus. He then went on to say that Section 13 was contrary to Article III of the Constitution which said that the Supreme Court had no original jurisdiction in the case. So a lesser court could legally give the writ of Mandimus. This cases importance isnt that William Marbury got his appointment as a judge in D.C. but ...