Monday, March 16, 2020
The Power of Story Telling Essays
The Power of Story Telling Essays The Power of Story Telling Essay The Power of Story Telling Essay To understand and learn from different textual materials is the real essence of reading. This is the very reason why it is perceived that kindergarten learners need to continuously increase their reading comprehension skills as they move forward with their grade or school levels (Williams, 1998). Based on reports, teachers are worrying that as time goes by, more and more learners go to school without the expected knowledge and skills in reading and comprehending textual materials given to them (Snow, 2002). Needless to say, the children-learners’ literacy level tend to go down which is brought by many different factors.Indeed, there have been recent studies conducted which reveal that increasing the literacy level of the kindergarten learners is becoming a challenging tasks for the teachers. Students who are in the in their middle age of learning are already being taught for proper reading and comprehension. However, there are reports th at show that there are increasing number of students who have gone to higher levels but â€Å"are still not fully equipped with the right reading and comprehension perspectives,†thus a big task to teachers and other educational facilitators nowadays is how to increase the reading comprehension of students in the middle school (Snow, 2002). For this reason alone, different teaching methods and approaches have been tried to eliminate the continuing problem on low literacy level.With all the information stated above, it should be realized that to increase the literacy skills of the young learners, teachers need to provide extra time to their students. This ‘extra time’ can be consumed by reading to the students. And this is where story telling comes in really handy.Storytelling is an ancient art, as old as oral communication itself. To be human is to be a storyteller; we use stories to define ourselves, to make sense of our world, and to create community. Unfortuna tely, educators including teacher-librarians- have often neglected storytelling as a teaching tool and as a useful skill for students.The oral tradition of telling stories goes back to the beginning of spoken language. Long before historical events were written down, storytellers relayed stories to preserve culture and heritage (Vansina, 1985). The earliest recorded stories, such as the tales of Gilgamesh, Beowulf, and the Greek and Norse myths, were first communicated as oral tales (Thompson, 1946).There are a number of benefits that can be derived in storytelling to children-learners. One of the most important aspect that story telling brings to learners is its ability to stimulate interest in reading. If a teacher is orally sharing a story that is based on a book, it is important to let the students know that the book is available to be checked out of the school library. Most students love to hear stories, and that the story can often be transferred to the printed word.Story telling teaches and reinforces both oral and listening skills (Groce, 2001) two basic life skills that usually do not receive the same attention in schools as reading and writing. The pleasure that children can receive by listening to stories helps them associate listening with enjoyment. They also learn how to be respectful listeners. Storytelling enhances vocabulary and language development, assisting students in discovering both the beauty and the power of words. Many adults in todays society are afraid of speaking in front of an audience. When children and youth are involved in oral presentations, they become more comfortable with public speaking as they grow older. Thus, storytelling can help foster self-confidence and poise (Caulfield, 2000).A well-told story can nurture the imagination of students and assist them in mental visualization (Baker ; Greene, 1977). Too often the youths are bombarded with audio and visual stimulation and are rarely provided opportunities to mental ly see characters, settings, and actions. When students tell stories, they are offered outlets for their own creative expression. The storyteller can change a story, adding ideas or details that make it ones own creation. This is often referred to as making a story your own.Storytelling through the ages has been used as a teaching tool, whether for imparting the values contained in many of the folktales or for simply passing along information. Facts embedded in a story are generally much easier to learn and recall than when presented in an informational format (Wagner Smith, 1969).Each culture has its own folktales and stories; thus, participation in storytelling can convey an awareness and appreciation of other cultures. It is a way of respecting the heritage of a particular culture, reinforcing societal values, and keeping traditions and folk heroes alive.Most important, storytelling is fun. Stories can be funny, suspenseful, exciting, and thought provoking. Having times in our s chool day to laugh and be entertained provides opportunities for students to relax and adds variety to classroom routines.The Best Approaches to StorytellingOn Selecting a StoryOne of the most important steps in storytelling is the selection of a story that will be shared aloud. Not every book can be used to tell a story. The selected story should have a definite beginning, middle, and end. Folktales, myths, legends, hero tales, humorous stories, and realistic stories are especially suitable for storytelling. Consider the age of the audience when choosing a story. Young children love stories with repetition and pleasing word sounds, whereas older children prefer stories that have action, humor, and suspense. The teachers should always choose a story that he/she enjoys him/herself (Wagner Smith, 1969).On Preparing a StoryBefore attempting to tell a story, the teacher should read it through several times and try to picture the events and hear the voices of the characters. Although th e teacher may want to memorize repetitive, interesting, and beautiful phrasing that will help retain the flavor of the original story, avoid memorizing an entire story. Develop a clear outline of the story plot in mind, and then simply tell it. It is particularly important to be familiar with the beginning and the end of a story. Once the teacher feels comfortable that he/she knows the story thoroughly, try to imagine the audience and then practice telling the story aloud numerous times (Wagner Smith, 1969).On Telling the StoryThe following are several tips that can help both the teachers and the kindergarten learners and become successful storytellers (Baker Greene, 1977): ·Ã‚        Use natural voice, speaking simply in an unaffected way. ·Ã‚        Speak loudly enough to be easily heard. ·Ã‚        Articulate clearly. ·Ã‚        Use pauses and changes of pace and pitch to create moods. ·Ã‚        Use gestures when appropriate, but avoid movement that is unrelated to the story. ·Ã‚        Keep face alive and expressive. ·Ã‚        Maintain eye contact with the listeners. ·Ã‚        Subordinate oneself to the story.Remember, the teachers are the instrument while the story is the main feature.Some Extension Activities for StorytellingAlthough the teachers’ ultimate goal is to have kindergarten students begin to tell their own stories, the teacher may want to begin getting students involved in storytelling by having them participate in some extension activities of stories that another adult storyteller shares. The following are some activities that can be used to involve students in storytelling (Baker Greene, 1977): ·Ã‚        Discuss possible other endings for a story. ·Ã‚        Tell something that coul d have happened to one of the characters in a story before or after the story. ·Ã‚        Using a microphone, interview the characters in a story, with one student being a television news reporter and other students being the characters in a story. ·Ã‚        Write a different ending for a story. ·Ã‚        Write a journal entry as one of the characters in a story. ·Ã‚        Write a poem about a story. ·Ã‚        Make up a song or jingle for the story. ·Ã‚        Write a newspaper article about what happened in a story. ·Ã‚        Research one of the characters in a story. ·Ã‚        Draw a picture of a favorite scene in a story. ·Ã‚        Make a comic strip of a story. ·Ã‚        Make a story quilt, with each student drawing a differe nt part of a story and then piecing drawings together. ·Ã‚        Make props that can be used to retell a story. ·Ã‚        Act out a story using sound effects, movements, and gestures. ·Ã‚        Take turns retelling a story by passing along a magic wand or other object and have each student tell a portion of the story. ·Ã‚        Retell a story from another point of view. ·Ã‚        Retell a story, sharing it with a different audience.ConclusionIndeed, increasing the literacy skills of the young learners is not an easy task. There are varied factors that both the teachers and the learners need to consider before they can fully succeed in their goal. One of the foremost factors that teachers should really take into consideration is the ways in which they could provide more time to read to the students and at the same time stimulate them to read. And it wa s found out that storytelling can achieve such objectives.Storytelling is still very much a part of the work of youth services librarians in school and public libraries. Whether stories are told with props, costumes, puppets, or flannel boards or whether a storyteller stands alone at the front of the room, stories can stimulate children to read, to listen, and to use their creative skills. Most important, listening to and telling stories helps children connect with and understand themselves and other people, a valuable asset in an increasingly complex and diverse world and the most dominating criteria to increasing the literacy skills.Pedagogical ApplicationsAs a teacher, I would like to enhance my storytelling skills so that I can use this as part of my everyday learning programs for the young learners that I am handling. Based on the ideas presented above, story telling to the kindergarten students will truly augment, not only their literacy skills but also some aspect of their ow n mental, psychological and/or overall personality, with which I, as the teacher needs to provide due consideration also. By this alone, I am most confident that by giving some time – everyday, or maybe twice a day for storytelling (such as in the mat time), educational achievement of my young learners will become on a high level.
Friday, February 28, 2020
Government Contract Warranties Essay Example | Topics and Well Written Essays - 1750 words
Government Contract Warranties - Essay Example (Worthington; Goldsman, 363) The prime objective of warranty in a Government Contract are to demarcate the privileges and obligations of the contractor and the Government for defective goods and services and to promote quality functioning of the product. Normally, a warranty is required to provide a contractual right for the rectification of errors with regard to acceptance of the supplies or services by the Government. Besides, the cost of warranty should not outweigh the expected benefits to be derived out of it. It order to make it easier the pricing and enforcement of warranties, the contracting officer is required to specify in the terms and conditions of warranty the scope of privileges and obligations of the contractors; the prescribed remedies in case of violation of the condition of warranty; the duration of the warranty; time limit for notification of the discovery of defects. Besides the consistency of the warranty clauses are also to be verified. (Subpart 46.7- Warranties) It is common that the words 'warranty' and 'guarantee' are used in such contracts interchangeably. The origin of both the terms has been traced to the same concept, which indicates 'to guard'. Both the terms are similar since both indicate a bunch of obligations to be fulfilled by the provider as a component of the purchase contract, or imposed on the provider legally. Warranties have been categorized as express and implied warranties. The express warranties indicate the assurances to provide necessary after sale follow up to the product either in writing or orally. Express warranty indicates a particular statement of fact or a promise. Contrary to this the person assuring warranty-the warrantor-never expresses the implied warranties. In some type of contracts such warranties flow automatically and implied by the law. (Chapter Eight: Guard Duty-Warranties) Primarily the implied warranties are of two kinds such as implied warranty of merchantability and the implied warranty of fitness for a specific purpose. The implied warranty of merchantability indicates that while selling a product, being an esteemed seller, it is legally implied that the item is sufficient and complete for the objective for which it is obtained by way of purchase or lease. However, the implied warranty of merchantability is applicable only when the seller is in the business and dealing with the item under question. The implied warranty of fitness for a particular objective is another kind of implied warranty that indicates that any seller is assumed to assure that the products sold is suitable for the specific purpose for which it is being sold, when the buyer discloses the purpose, and the seller feels that the buyer is dependent upon him in choosing a suitable item to fit his purpose. (Chapter Eight: Guard Duty-Warranties) In case of Government Contracts the warranty terms are mostly written, so as to fall under the category of express warranty. The express warranty generally concerned with the quality of products so as to assure whether they perform the desired function or cater to the particular specifications, if they are suitable for the intended purpose for which they are obtained; the period up to which the manufacture is obliged to repair or replace the components and the relevant terms with regard to this, etc. The warranty may also deal with the ownership of goods-whether the ownership lies with the seller or transferred legally to the
Wednesday, February 12, 2020
HIstorical Film Assignment on JFK Movie Review Example | Topics and Well Written Essays - 1000 words
HIstorical Film Assignment on JFK - Movie Review Example The Warren Commission headed by Chief Justice Earl Warren along with other investigating authorities such as House Select Committee FBI and Dallas police issued reports identifying Oswald as the sole assassin. A gallop poll conducted after 30 years of assassination indicates that 75% of Americans still believe in conspiracy theories (McCauley & Jacques, 1979). However, the conclusions made by these reports on assumption that Oswald was guilty, even triggered conspiracy theories about the involvement of federal agencies in the assassination (Kurtz, 1982). JFK is a 1991 motion picture, which examines the various events leading to the murder of President John F. Kennedy as explored by New Orleans District Attorney, Jim Garrison. From his existing knowledge and what he learned about links to the murder subsequently, Garrison suspects several loopholes in FBI’s official story. He reopens investigation in 1966 after reading the warrens report, which convinced him of the numerous ina ccuracies and conflicts in the government’s story. ... Garrison presents evidence in court in the trial proceedings of Clay Shaw. However, in the endings, Shaw was acquitted of those allegations and Garrison stated that he will continue to dig out the truth. Though director Oliver Stone was severely criticized for distorting history, his film provoked calls and eventually succeeded in declassification of few secret documents relevant to the assassination (Benoit, 1998). The character portraits were criticized of being unauthentic. For instance, the original character of Garrison was totally inverted and his personality was falsely portrayed as a sympathetic figure in the film. The beating of Martin Jack, a historically dubious character, by Banister was exaggerated and the reasons altered in the film. The death of Ferrie was shown to be a murder, while he actually died of natural causes. Andrews’ claim about Shaw and Bertrand being the same person was falsely depicted in the film. In reality, Andrews totally denied this assumption and never testified to the fact. The witness Perry Russo, who was the key character in real Garrison’s case, was completely ignored and film substituted her with a fictional character O’Keefe (Smolla, 1992; Lambert, 1998). The personality of Shaw was greatly distorted as an arrogant, overt homosexual, while in truth he was a respected individual. There was no such character as X in reality, but fictional and loosely based on Col. Prouty who actually had no access to secret service or inside information. JFK asserts that Lyndon Johnson reversed Kennedy's new withdrawal policy from the Vietnam War, while as evident from declassified documents, the memorandum was drafted when Kennedy was
Friday, January 31, 2020
Canadian Democracy in a North American Assignment
Canadian Democracy in a North American - Assignment Example Quebec being the only province in Canada that speaks French, the two professors try to identify the laws that affect Quebec and how relevant these laws are to the French population. To try and support the province, they analyze ways in which the province can be recognized in the Constitution of Canada without any trouble. This would, however, require amendments that will not only require the expertise of the legislation but will also have to be passed by a majority of votes in the other provinces. Is it necessary for Quebec to have its own language and hence promote their rich French culture? Body Quebec has always had a rich history in French culture and language. However, the other parts of the country speak English and do not have the rich French culture that exists in Quebec. Preserving the French culture has always proved to be a problem and as a result of this, the leaders have come with amendments that will allow each province to be able to determine some issues affecting them without having to affect other provinces. For example in this case, Quebec could be able to change its laws and make French the official language in the province unlike other provinces which have English being their official language. However, it will mean that the constitution will have to be amended to allow each province to choose its respective language without legislative opposition. The bilateral constitution amendments process has to be limited to only a few issues and should not include issues that are critical to the country’s security and economy such as voting periods. At the moment, however, it is not possible for any province to amend its constitution without legislative approval. The process began in 1982 when the country adopted a new constitutional amendment process that ensures that Canada changes its constitution without the inclusion of the British. It has, however, been argued that during this period, the amendments were made without the approval of Quebe c – a major province that had over a quarter of the entire population at that particular period of time. This was ironical since Quebec had played a major role in ensuring that Canada got these amendments. However, the country’s legislature completely ignored the agenda that Quebec had for this particular change. After this, there have been several failed attempts to accept the changes that Quebec proposes to the constitution. The main arguments of the authors are that Quebec has always had a rich French culture that has always been protected by the people all through the years. The people, therefore, need these cultural values that include the French language to be protected by law. This would mean that French becomes the official language of the province. However, currently the law does not recognize the bilateral amendment process. The authors argue that in 1982, Quebec fought for a new constitution that would allow the country to amend its own constitution without Britain’s help. Quebec also proposed the inclusion of bilateral constitution amendment, a system that would allow each province to change some of its laws that did not include controversial statements that were important to the country. However, during the constitutional amendment process, Quebec was not included in the process and some of its needs were not met. Despite the constant complaints by the Quebec leaders, there has not been a consensus on how to promote culture in the area. It is important to
Thursday, January 23, 2020
Employers and Employees rights :: Business and Management Studies
Employers and Employees rights INTRODUCTION: In this piece of course work I am going to describe, using examples from Shropshire county council, the rights of the employer and its employees. I am also going to explain using examples of how the they resolve the disagreements with its employees over rights of employment or working conditions. Then I am going to evaluate the extent to which Shropshire ensures that a good working relationship exist between the employers and employees. 1. Describe the employer and employee rights of the business you have investigated in detail and give examples. We as employers and employees at Shropshire county council are protected by numerous amount of laws Some of these laws are: Equal pay act 1963 This allows us as employees to get a fair share in pay. This act will enable us to take legal action against Shropshire if we feel and have proof of not getting the right amount of pay that should be permitted. Not only does this act helps us as employees it also helps our employers. The directors of Shropshire county council employ the employers that employ us, so they too are considered to be employees. Race relation act 1976 This act allows us both as employees and employers to be treated fairly. This act has to do with the discrimination against our race or religion. It enables us to take legal actions against Shropshire if we feel and have proof of unfair treatment of our race and religion. Pregnancy and Discrimination act This act is here for both the employees and employers if we are fired or discriminated because of being pregnant. This will allow us to get compensation. If fired this will also allow us to also get our job back at Shropshire. Health and Safety act This is there for both we the employees and our employers. Not only are we protected by this act we are also responsible for the health and safety for the other members of staff. E.g. in the computer rooms we must act responsible for not permitted to smoke in non-smoking areas, if done this could affect other members of staff. 2. State how the business resolves its disagreements with employees in connection with employment and working conditions. When disputes occur at Shropshire the management will try to follow the correct procedure. Wherever possible the issue is dealt with by managers within the council. There are clear procedures to follow, which will be carefully followed. E.g. if a member of staff was discriminated by one of his or her co-workers with proof the staff member could bring it to a union representative
Wednesday, January 15, 2020
Critical Evaluation: Frankenstein Essay
Frankenstein Mary Shelley creates strong meaning through her interpretation a monster by the main concept. Bringing something back from the dead is what created the mystery and curiosity for this lost soul. The idea of this impossibility is what has made it recognised today. Mary Shelley had conceived the idea for Frankenstein in a time of wonder. She uses imagery and strategic repetition of key descriptive words to create an atmosphere of horror and gloom in the first part of the chapter, when the monster comes to life. Shelley invites readers to believe Victor’s story through an objective person. Shelley also uses an important literary device known as the epistolary form  where letters tell the story  using letters between Walton and his sister to frame both Victor’s and the creature’s narrative. She uses imagery and strategic repetition of key descriptive words to create an atmosphere of horror and gloom in the first part of the chapter, when the monster comes to life. She uses variations of words such as â€Å"dreary†, â€Å"horrid†, â€Å"disgust†, â€Å"miserable†, and â€Å"wretched†liberally, and paints vivid images of ugliness and decay. Frankenstein was deeply described as a monster that should not deserve the advantage of having a female companion through his life. The experiences which led Frankenstein understand the way the world perceives those who are different were unfortunately not the way they thought they would be. Within the book Frankenstein has a section where he speaks in first person narrative so that he can present his won perspective of the situation. Harmony was the soul of our companionship,†is an example of personification to the concept. Shelley uses the issues of being different to influence the way the audience feels towards the monster and his brutal murders. Meaning is exposed to the way Frankenstein really feels. His vulnerability is shown when he reveals that â€Å"it tort ured my heart†when he killed these innocent people. An understanding can also be gathered and influenced by the personalities and wishes of both Frankenstein and Victor. At first Victor’s mistake was to create this being of horror. It portrayed Frankenstein as the monster when actually Victor is refusing him of the only thing he wants and needs to live through this life which was not his choice to live. Mary Shelley guides you through the life of the creator and the creator’s created. Shelley gives the audience the change to make up their own mind of who caused the wrong doings by giving using different language techniques to give you an explanation on both sides. Why is it Valued? Mary Shelley’s Frankenstein is so very valued because of the imagination which is depicted through the concept of life after death. Frankenstein is recognised worldwide because of his kind heart in such a sad life. Even though he is seen as positively repulsive Frankenstein still finds joy in seeing others act like a family and learning from their experiences in life. Frankenstein is cherished because of its shocking concept. Frankenstein was brought into the world without a second’s thought to what the consequences would be. It has captured audiences in our generation and generations to come for its passionate personalities and imaginary themes.
Tuesday, January 7, 2020
The Legal Status Of The Human Body - 1448 Words
In our present bio-medical age, with the advancement of technology, the legal definitions of ‘persons’ and ‘property’ have begun to endanger what it means to be classified as a human. From organ donation, to surrogacy, and the research done on bodily fluids and tissues, the human body is slowly becoming the property of the state rather than the property of the person. In order to combat this legal status there needs to an expansion of the property rights of legal persons, which would have to encompass their body, including all by-products that the body produces. Michael Sandel, a professor at Harvard, has identified two arguments surrounding the idea of surrogacy that can also be applied to organ donation or other areas of medicine and†¦show more content†¦In our society the process of selling and buying children, body parts and their by-products will always seem morally corrupt even if the law changes to support that market. These two arguments help to show the problem with the purchase and sale of children in relation to surrogacy. Sandel argues that a pregnant mother cannot voluntarily enter into a contract to give her unborn child away once birthed because she is unlikely to be fully informed of all the consequences and details. Sandel goes on to say that treating a child as a commodity degrades them because they are now used as a form of profit. Based on Sandel’s two arguments, when an issue arises over the products or processes of a human body there can be no way in which the transaction could take place in an entirely voluntary matter. One party will always be at a disadvantage in one way or another and societal norms will not allow for transactions, where there appears to be no disadvantage present, to take place. Sandel’s arguments can be seen during the appeal trial of the famous Baby M case, but in the initial trial, adjudicated by Justice Sorkow, the reasoning behind the judgement takes the opposite approach of Sandel’s arguments. Justice Sorkow based his decision in the trial partially on the fact that the surrogate consciously chose to have a child for another couple. Justice Sorkow reasons that the
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