The Miracle Worker by William Gibson Essay Example for Free

The Miracle Worker by William Gibson Essay William Gibsons play, The Miracle Worker, illustrates how people who triumph over hardships can succeed in achieving their goals. The play follows Annie Sullivan, a half-blind northern young woman, as she travels to Post-Civil War Tuscumbia, Alabama in order to teach Helen Keller, a blind and deaf little girl. When she arrives in Alabama, Annie meets Helens family members; her father, Captain Keller, is a stubborn, commanding former Civil War captain and her mother, Kate Keller, is a young, overly protective woman, both of them have kept Helen almost as a pet because they did not know what to do with her or how to treat her. In order for Annie to succeed in teaching Helen, she has to battle with Captain Kellers stubbornness, Kates overly protectiveness, and Helens combativeness. For instance, Annie is forced to show her combative side as she repeatedly faces off with Captain Keller to be able to teach Helen better. For example, Annie and Captain Keller argue at the breakfast table over how to teach Helen, and Captain Keller exclaims, I fail to see where you have taught her anything yet, Miss Sullivan! to which Annie responds angrily, Ill begin this minute if youll leave the room, Captain Keller! (Gibson 668). Captain Keller desperately wants to have peace at the breakfast table; however, Annie interrupts that peace by demanding that he leave the room. Annie knows that, in order for her to be able to discipline Helen, Captain Keller and Kate must leave the room so that they cannot interfere. In addition, Annie requests another week to teach Helen without the interference of her family, and Captain Keller exclaims, And what would one more week accomplish? We are more than satisfied, youve done more than we ever thought possible, taught her constructive(691). Captain Keller is more than satisfied because Annie has taught Helen manners and how to behave. Annie is frustrated with the Kellers because she knows that Helens learning manners is only the first step in her education; Annie wants to teach Helen communication, but knows that this skill is unattainable with Kate and Captain Kellers frequent interferences. Furthermore, at Helens welcome home dinner, Helen tests her parents and throws a water pitcher on Annie, Captain Keller tries to stop Annie from disciplining Helen, but Annie rounds on him and yells, Dont smooth anything else out for me, dont interfere in any way! I treat her like a seeing child because I ask her to  see, I expect her to see, dont undo what I do! (700). Helen has been in the garden house with Annie for the past two weeks, following rules day and night, and Captain Keller wants to make Helens welcome home dinner more enjoyable by allowing her more freedom than she has had in the past two weeks. Annie knows that if Captain Keller allows Helen to get her way, even once, all the progress she has made over the past two weeks will have gone to waste and she will return to her previous bad habits and distasteful manners. Annies being obstinate and her sheer will power help her to stand up to Captain Keller, insure that Helen can succeed in her learning and becoming able to communicate with a world from which she has been closed off. Moreover, Annie is driven to a constant battle of wills against Kates blinding love for Helen because this love interferes with Helens being able to learn from Annie, her teacher. For example, Annie turns indignant when Kate gives Helen a sweet after Helen stabs Annie with a needle, and Kate explains, We catch our flies with honey, Im afraid. We havent the heart for much else, and so many times she simply cannot be compelled (664). All Kate realizes is that Helens bad behavior stops when she is given candy, thus Kate accidentally rewards her for misbehaving. Annie feels frustrated because she knows that if Kate carries on rewarding Helen for bad behavior, Annie will never be able to rid Helen of her bad habits. In addition, when the Kellers are taken aback by Annies proposition of spending two weeks alone in the garden house, Annie explains, Mrs. Keller, I dont think Helens worst handicap is deafness or blindness. I think its your love. And pity (667). Annie knows that Mrs. Kellers love and pity for Helen has caused Kate to distort Helens differentiation between right and wrong, and Annie realizes that being alone with Helen will allow her to be taught without the interference of her mothers love. Annie thinks that this love and pity from Kate is Helens worst handicap because it prevents her from learning language and keeps Helen closed off from the world around her. Furthermore, Helen tests her family, and her teacher, when her welcome home dinner after her two weeks alone with Annie, repeatedly dropping her napkin, Kate tries to make excuses for her and supposes, Will once hurt so much, Miss Annie? Ivemade all Helens favorite foods, tonight (699). Kates desire to make Helen happy on her first night back blinds Kate to the  realization that if she allows Helen misbehave even once, the progress that Helen has made in the time she spent with Annie in the garden house will diminish and Annie will have to start teaching Helen all over again. Annie knows that if Helen realizes that she can get away with misbehaving, now that she is reunited with her family, she will revert back to her old ways and continue misbehaving. Because Annie fights with Kate to keep Helen in line, Annie is able to teach Helen how to act and behave like a seeing child, and begin to break through Helens shell that prevents her from learning language. What is more, due to her stubborn, fiery attitude, Helen forces Annie to battle with her in order for Annie to make Helen understand that everything has a name. For Example, upon first meeting Helen, Annie shows her a doll and immediately spells d-o-l-l into Helens hand, Helen, wanting the doll, rejects the spelling and whacks Annie over the head; as Annie gets up looking for Helen the narrator reveals, But rounding from the mirror she sees the door slam, Helen and the doll are on the outside, and Helen is turning the key in the lock, Annie darts over, to pull the knob, but the door is locked fast. (655). Helen has no desire to spell back to Annie, and when Annie will not give her the doll until she spells back she hits Annie with a haymaker and flees out the door. Due to her injury, Annie immediately realizes the difficulty she is going to have teaching Helen, and she becomes ever more determined to succeed in making Helen learn. In addition, Annie tries tirelessly to get Helen to eat her breakfast with a spoon, but the narrator reveals, She tries again this time Helen accepts the food. Annie lowers the spoon with a sigh of relief, and Helen spews the mouthful out at her face (672). Helen resents the attempts that Annie makes to teach her how to use proper manners and fights back bitterly with her entire arsenal of tricks. Annie, instead of being discouraged by the insult, is only more determined to succeed in teaching Helen table manners after having food spewed into her face. Furthermore, Helen proceeds to misbehave once she is reunited with her family, accumulating in her deliberately flinging a water pitcher at Annie; the narrator reveals, Annie gets her breath, the snatches the pitcher away in one hand, hoists Helen up bodily under the other arm, and starts to carry her out, kicking Annie takes Helen to the water pump  to refill the pitcher and it is there the miracle happens as Helen says Wah. Wah (and again with great effort) Wah. Wah' (701). Annie grabs Helen to take her outside to refill the water pitcher and, is rewarded when, once outside, Helen comes to the realization that the letters Annie has been spelling into her hand are indeed the names of the things around her. Helen, although originally furious at being dragged outside, is astounded when she comes to the realization that the things Annie has been tapping into her hand mean water, and she is even able to think back to before her disability when she could say Wah Wah. All of Annies efforts with Helen are finally rewarded when Helen is opened up as she realizes that everything does have a name. Annie succeeds in teaching Helen the meaning of language because she stubbornly battles Captain Keller, Kate, and Helen. Annie knows that Helens worst handicap is not her deafness or blindness, rather that she has been kept as a pet out of her parents love and pity. Captain Keller tries to stop Annie from disciplining Helen, but Annie ferociously demands for him to get out of the way and stop interfering. Annie triumphs over the difficulties she faces and succeeds in her goal of teaching Helen language and opening her up to let the world know the treasures she holds in her imagination.

Comparing Forgiveness and Marriage in Much Ado, Alls Well, and Measure

Forgiveness and Marriage in Much Ado about Nothing, All's Well That Ends Well, and Measure for Measure      Ã‚   Shakespeare never does manage to make the journey to the end of his comic plays an easy one for his characters or his audience, and as his comedies evolve, the journey becomes even more difficult. Tragic elements and more psychologically complex characters increase the intensity of the ending and often make a reader or viewer question if there will be a happy ending at all. Specific male characters in three plays act as impediments to this comic ending, often prompted by a villainous character and sometimes by their own doing. These men: Claudio in Much Ado about Nothing, Bertram in All's Well That Ends Well, and Angelo in Measure for Measure for various reasons are not ready for marriage or love. Living in a patriarchal society, they are often more concerned with fighting in a war or preserving male bonds than they are with being in love or being married. The problems that occur between the couples about to be married or just recently married are essential because these men need to grow up and become responsible. The only way to change them is to let them commit these harmful acts and realize the consequence. The women: Hero, Helena, and Mariana must be strong enough to forgive them for the hurtful acts these men have committed against them in order for some semblance of a happy ending to take place.    The "crimes" committed by Claudio in Much definitely requires a great act of forgiveness but Hunter feels that forgiveness is the essential element in this play. He point out that "the love of man for woman (but not of woman for man) is seen too frail an emotion to sustain the pressures that are frequently put... ...nter, "Forgiving Claudio"    Works Cited Dash, Irene G. "When Women Choose: All's Well That Ends Well." Women's Worlds in Shakespeare. Newark: University of Delaware Press, 1997. Friedman, Michael. "Male Bonds and Marriage in All's Well and Much Ado." Studies in English Literature 35 (1995): 231-248. ---. "'O, let him marry her!': Matrimony and Recompense in Measure for Measure." Shakespeare Quarterly. 46 (1995): 454-464. Hays, Janice. "Those 'soft and delicate desires' Much Ado and the Distrust of Women." The Woman's Part: Feminist Criticism of Shakespeare. Ed. Carolyn Ruth Swift Lenz, Gayle Greene, and Carol Thomas Neely. Chicago, Urbana, London: University of Illinois Press, 1980. Hunter, Robert Grams. "Forgiving Claudio." Twentieth Century Interpretations of Much Ado about Nothing. Ed. Walter Davis. Englewood Cliffs, NJ: 1969   

Jean-Jacques Rousseau’s The Confessions: A Review Essay

In Confessions by Jean-Jacques Rousseau, Rousseau seeks to explain who he is by trying to paint layer by layer, a portrait of himself, without missing any details and having his end product being interpreted by his readers. Rousseau was born into a lower class family, part of the commons, in a childhood mixed with medieval and modern values and lifestyles. Rousseau was a product of a mother and father who married out of love, being born into a nuclear family rather than the traditional big family of the medieval times. His mother passed away at Rousseau’s birth and even though his father abandoned him at a young age, he still had a close relationship to Rousseau for he thought him how to read. As Rousseau grew older, he became independent and begun an apprenticeship as an engraver. In his confessions, he reveals an experience of being beaten at the age of 11 by a much-loved female nanny twice his age—and desiring to be beaten again, which he evaluates as being his admission into the world of adult sexuality. Rousseau does not agree with the medieval traditions of corporal punishment. He believes beating children will lead them to become mischievous, sneaky, and sexual deviances. Rousseau’s intended audience was made for the general public of Europe to read. He wanted to express his individualism and try to get his audience to know his true self. Rousseau also wanted the public to know all his secrets and love him regardless so he can establish the personal bonds which he describes were stripped by money, â€Å"the money you have gives you freedom. The money you pursue enslaves you†. Given that man contributes his mutual consent to money as a store of value in a society, Rousseau believes money has both positive and negative traits. He states that money is virtuous since it gives an individual independence but goes on to also state that money brings the disadvantage of breaking personal bonds. Moreover, the significance and effects of The Confessions reaches toward the emphasis of discipline and upbringing of children. Rousseau tells his audience how childhood experiences can carry psychologically into adulthood, especially in relation to the development of sexuality and deviance. The Confessions influenced society to change. Even though some members where not comfortable with this change Rousseau had regardless already brought upon the ideas which reformed the way of many individuals’ outlook and thinking towards their families, children, money, personal bonds, private properties, etc.

Scientific Method Essay

The scientific method has four steps 1. Observation and description of a phenomenon. The observations are made visually or with the aid of scientific equipment. 2. Formulation of a hypothesis to explain the phenomenon in the form of a causal mechanism or a mathematical relation. 3. Test the hypothesis by analyzing the results of observations or by predicting and observing the existence of new phenomena that follow from the hypothesis. If experiments do not confirm the hypothesis, the hypothesis must be rejected or modified (Go back to Step 2). 4. Establish a theory based on repeated verification of the results. The subject of a scientific experiment has to be observable and reproducible. Observations may be made with the unaided eye, a microscope, a telescope, a voltmeter, or any other apparatus suitable for detecting the desired phenomenon. The invention of the telescope in 1608 made it possible for Galileo to discover the moons of Jupiter two years later. Other scientists confirmed Galileo’s observations and the course of astronomy was changed. However, some observations that were not able to withstand tests of objectivity were the canals of Mars reported by astronomer Percival Lowell. Lowell claimed to be able to see a network of canals in Mars that he attributed to intelligent life in that planet. Bigger telescopes and satellite missions to Mars failed to confirm the existence of canals. This was a case where the observations could not be independently verified or reproduced, and the hypothesis about intelligent life was unjustified by the observations. To Lowell’s credit, he predicted the existence of the planet Pluto in 1905 based on perturbations in the orbits of Uranus and Neptune. This was a good example of deductive logic. The application of the theory of gravitation to the known planets predicted that they should be in a different position from where they were. If the law of gravitation was not wrong, then something else had to account for the variation. Pluto was discovered 25 years later. Limitations of the Scientific Method Science has some well-known limitations. Science works by studying problems in isolation. This is very effective at getting good, approximate solutions. Problems outside these artificial boundaries are generally not addressed. The consistent, formal systems of symbols and mathematics used in science cannot prove all statements, and furthermore, they cannot prove all TRUE statements. Kurt Godel showed this in 1931. The limitations of formal logical systems make it necessary for scientists to discard their old systems of thought and introduce new ones occasionally. Newton’s gravitational model works fairly well for everyday physical descriptions, but it is not able to account for many important observations. For this reason, it has been replaced by Einstein’s general theory of relativity for most celestial phenomena. Instead of talking about gravity, we now are supposed to talk about the curvature of the four-dimensional time-space continuum. Scientific observations are also subject to physical limits that may prevent us from finding the ultimate truth. The Heisenberg Uncertainty Principle states that it is impossible to determine simultaneously the position and momentum of an elementary particle. So, if we know the location of a particle we cannot determine its velocity, and if we know its velocity we cannot determine its location. Jacob Bronowski wrote that nature is not a gigantic formalizable system because to formalize it we would have to make some assumptions that cut some of its parts from consideration, and having done that, we cannot have a system that embraces the whole of nature. The application of the scientific method is limited to independently observable, measurable events that can be reproduced. The scientific method is also applicable to random events that have statistical distributions. In atomic chemistry, for example, it is impossible to predict when one specific atom will decay and emit radiation, but it is possible to devise theories and formulas to predict when half of the atoms of a large sample will decay. Irreproducible results cannot be studied by the scientific method. There was one day when many car owners reported that the alarm systems of their cars were set off at about the same time without any apparent cause. Automotive engineers were not able to discover the reason because the problem could not be reproduced. They hypothesized that it could have been radio interference from a passing airplane, but they could not prove it one way or another. Mental conceptual experiences cannot be studied by the scientific method either. At this time there is no instrumentation that enables someone to monitor what anybody else conceives in their mind, although it is possible to determine which part of the brain is active during any given task. It is not possible to define experiments to determine objectively which works of art are â€Å"great†, or whether Picasso was better than Matisse. So-called miracles are also beyond the scientific method. A person has tumors and faces certain death, and then, the tumors start shrinking and the person becomes healthy. What brought about the remission? A change in diet? A change in mental attitude? It is impossible to go back in time to monitor all variables that could have caused the cure, and it would be unethical to plant new tumors into the person to try to reproduce the results for a more careful study. Critical Thinking The scientific method relies on critical thinking, which is the process of questioning common beliefs and explanations to distinguish those beliefs that are reasonable and logical from those which lack adequate evidence or rational foundation. Arguments consists of one or more premises and one conclusion. A premise is a statement that is offered in support of a claim being made. Premises and claims can be either true or false. In deductive arguments the premises provide complete support for the conclusion. If the premises provide the required degree of support for the conclusion then the argument is valid, and if all its premises are true, then the conclusion must be true. In inductive arguments the premises provide some degree of support for the conclusion. When the premises of inductive arguments are true, their conclusion is likely to be true. Arguments that have one or more false premises are unsound. Fallacies Arguments are subject to a variety of fallacies. A fallacy is an error in reasoning in which the premises given for the conclusion do not provide the needed degree of support. A deductive fallacy is a deductive argument where the premises are all true but reach a false conclusion. An inductive fallacy consist of arguments where the premises do not provide enough support for the conclusion. In such cases, even if the premises are true, the conclusion is not likely to be true. Common fallacies are categorized by their type, such as Ad Hominem (personal attack), and appeals to authority, belief, fear, ridicule, tradition, etc. An example of an Ad Hominem fallacy would be to say â€Å"You do not understand this because you are American (or Chinese, etc. â€Å". The national origin of a person (the premise) has nothing to do with the conclusion that a person can understand something or not, therefore the argument is flawed. Appeals to ridicule are of the form: â€Å"You would be stupid to believe that the earth goes around the sun†. Sometimes, a naive or false justification may be added in appeals to ridicule, such as â€Å"we can plainly see the sun go around the earth every day†. Appeals to authority are of the form â€Å"The president of the United States said this, therefore it must be true†. The fact that a famous person, great person, or authority figure said something is not a valid basis for something being true. Truth is independent of who said it. Types of Evidence Evidence is something that provides proof concerning a matter in question. Direct or Experimental evidence. The scientific methods relies on direct evidence, i. e. , evidence that can be directly observed and tested. Scientific experiments are designed to be repeated by other scientists and to demonstrate unequivocably the point that they are trying to prove by controlling all the factors that could influence the results. A scientist conducts an experiment by varying a single factor and observing the results. When appropriate, â€Å"double blind† experiments are conducted to avoid the possibility of bias. If it is necessary to determine the effectiveness of a drug, an independent scientist will prepare the drug and an inert substance (a placebo), identifying them as A and B. A second scientist selects two groups of patients with similar characteristics (age, sex, etc. ), and not knowing which is the real drug, administers substance A to one group of patients and substance B to the second group of patients. By not knowing whether A or B is the real drug, the second scientist focuses on the results of the experiment and can make objective evaluations. At the end of the experiment, the second scientist should be able to tell whether the group receiving substance A showed improvements over those receiving substance B. If no effect can be shown, the drug being tested is ineffective. Neither the second scientist nor the patients can cheat by favoring one substance over another, because they do not know which is the real drug. Anecdotal, Correlational, or Circumstantial Evidence. Where there is smoke, there is fire† is a popular saying. When two things occur together frequently, it is possible to assume that there is a direct or causative relationship between them, but it is also possible that there are other factors. For example, if you get sick every time that you eat fish and drink milk, you could assume that you are allergic to fish. However, you may be allergic to milk, or only to the combination of fish with milk. Correlational evidence is good for developing hypotheses that can then be tested with the proper experiments, e. g. drink milk only, eat fish only, eat fish and milk together. There is nothing wrong with using representative cases to illustrate an inductive conclusion drawn from a fair sample. The problem arises when a single case or a few selected cases are used to draw a conclusion which would not be supported by a properly conducted study. Argumentative Evidence consists of evaluating facts that are known and formulating a hypothesis about what the facts imply. Argumentative evidence is notoriously unreliable because anybody can postulate a hypothesis about anything. This was illustrated above with the example about the â€Å"channels† of Mars implying intelligent life. The statement â€Å"I heard a noise in the attic, it must be a ghost† also falls in this category. Testimonial Evidence. A famous football player appears on television and says that Drug-XYZ provides relief from pain and works better than anything else. You know that the football player gets paid for making the commercial. How much can you trust this evidence? Not very much. Testimonials are often biased in favor of a particular point of view. In court proceedings, something actually experienced by a witness (eyewitness information) has greater weight than what someone told a witness (hearsay information). Nevertheless, experiments have repeatedly demonstrated that eyewitness accounts are highly unreliable when compared with films of the events. The statement â€Å"I saw a ghost last night. † is an example of testimonial evidence that probably cannot be verified and should not be trusted. On the other hand, the statement â€Å"I saw a car crash yesterday. can be objectively verified to determine whether it is true or false by checking for debris from the accident, hospital records, and other physical evidence. Make full use of your senses. Making use of your senses is the subjective part of the Methodology. This is the stage where your special sensory skills can be put to use. If you have extraordinary hearing, use it. If you have a photographic memory make sure that it gets used for most of your problem solving. N obody else has your specific impressions of your environment. Your point of view and your observations are unique. Part of using your senses may involve using instrumentation or interaction with others. Lucky charms, divining rods, and other magical devices that do not have reproducible and verifiable functionality do not count as â€Å"instrumentation†. If you don’t have perfect eyesight and you need to see something clearly, use your glasses. Make observations from several points of view to get good depth perception and to confirm impressions. Take photographs if you need to remember something in great detail. Use a tape recorder or a notepad to record your observations for later review. Make sure that your senses are at their best by avoiding intoxicants that affect your perceptions. â€Å"Interaction with others† may involve using another being (not necessarily human) to make the observations for you. For example, a blind person may use a seeing-eye dog to get around, a truck driver may use directions from someone else when backing up into a tight spot, a hunter may use a dog’s sense of smell for tracking game, or a miner may use a canary to warn him of pockets of unbreathable odorless gases. Whenever you trust someone else’s perception more than your own you may find that the conclusions that you reach are unsatisfactory. How many hunters have been led astray by dogs that followed a rabbit’s trail rather than the fox’s? And how many truck drivers have crashed while backing up because they misinterpreted their helper’s signals? Reliance on your own senses is the only way to avoid such problems, but you don’t always have this choice. The application of logic may be necessary to determine which perceptions you can trust. Let us say that you are not under the influence of any drugs and you see an apparition of a dead person, what should you do? How do you distinguish hallucinations from real perceptions? How do you know if your senses fool you or if your observations are real? One time-honored test is to pinch yourself to make sure that you are not dreaming. If you should tell someone else about your experience and they don’t observe the same things, does this mean that you are crazy or that something is wrong with you? Or does this prove that you have more refined perception that enables you to see things that others do not see? What would it be like to live in a world where only you have color vision and everyone else is colorblind? The difference between real perceptions and hallucinations is that you can repeat and reproduce results from real perceptions but not from hallucinations. In a world where you are the only person with color vision, you would eventually be able to prove to everyone else by objective means that colors, or at least different frequencies of light, do exist.

CKern_LessonPlan2 Essays (2164 words) - Learning, Education

CKern_LessonPlan2 Essays (2164 words) - Learning, Education Age: Kindergarten Subject: Reading Topic : 5 W's Literary Analysis Give a summary of the text using comprehension skills Answer questions based on things written in the text Make assumptions/predictions about the text using clues from both their own experiences/knowledge and things that occurred in the book Be able to explain why they made these assumptions/predictions (justify their answer) Come up with own reasonable scenarios based on prior experiences and things learned in the text Time + Pacing Central Focus of Lesson: At the end of the lesson, students should feel comfortable answering questions about a book with prompting, and should begin to look beyond what is actually written in the book to draw conclusions about the text. Part 2: Content Objectives Answer questions about a story with prompting. Make predictions about what will happen in a story using reasoning and illustrations. Differentiate between the 5 W's (who, what, when, where, and why) when answering questions List the things that a story needs (5W's). Key Vocabulary Who What When Where Why Prior Academic Learning and Prerequisite Skills: Students should have some prior experience with the 5 W's. Students will be using reasoning and clues from illustrations to make predictions about what will happen in a story. They will also be using prior knowledge and experiences to create a new scene for the book. Students should also have a prior knowledge of how to use art supplies such as markers, colored pencils, or crayons. Materials Needed Blank Paper (one for each child) Markers, colored pencils, or crayons "Pete the Cat: Trick or Pete" by James Dean. Board Projector Back Up Plan: If this lesson does not take place near Halloween, a different book can be chosen. Part 3: Lesson Introduction Gather the children in a group and explain that they are going to be learning about the 5 W's. Ask them to listen carefully to the video/song for the 5 things that a story needs. 5 min Introduction of New Information Play video: The Five W's Song | Scratch Garden After the video ends, ask the children what the 5 things a story needs. If they are having trouble with this, then play the song again Using the information from the song, the children should be able to come up with the 5 question words. When the children say each of the words, write them on the board (Who, What, When, Where, Why). 5 min Learning Activities Tell the children that we are going to be reading a story. Read "Pete the Cat: Trick or Pete" by James Dean. (https://www.youtube.com/watch?v=0WWcLKeBIXI) While reading this story, take time to ask questions. Have the children answer these questions. They will be using clues about what they know happens on Halloween and clues from the illustrations to make predictions. Examples: On the first page: What do you think is going to be behind the flap by the moon? On the third page: What do you think is going to be in the tree? On the fifth page: What do you think is going to be in the yard? After the story is finished, begin to ask comprehension questions and write what the children say on the board. First, ask the children if each of the question words on the board were answered in the story. Then begin to ask more specific questions. Examples: Who was this story about? After children answer this question with "Pete the Cat" prompt them to give more characters such as Callie and Pete's dad. This can be done using a question like: Was there anyone else in this story? What was Pete the Cat doing? After the children answer "trick-or-treating" ask other what questions like: What were some things that Pete saw while he was trick or treating? What was Pete the Cat dressed up as? Where was Pete the Cat? This question may be difficult for students, so if they are having difficulty, prompt them using follow up questions like: Was he outside or inside? Where do you normally go trick or treating? When is Pete the Cat going trick or treating? The children will probably answer this question with Halloween, so prompt them to think about the time of day also. This can be done by asking questions like: When do you normally go trick or treating? Is it light or dark out? In the pictures, is the sky light or dark? Why do you think that Pete the Cat is scared? This question requires the

Form and Forum

Form and Forum Form and Forum Form and Forum By Maeve Maddox A reader asks, What is the difference in form and forum? Are they interchangeable? If not, what is the correct usage for each one? Regarding etymology, the noun form derives from Latin forma, whose primary meaning is shape or configuration. One speaks of â€Å"the human form,† â€Å"a form of behavior,† â€Å"the forms of a verb,† and so forth. Schools categorize students into forms, according to age or achievement. Certain types of behavior are considered â€Å"good form† or â€Å"bad form.† In our age of bureaucracy, we are frequently required to fill in the blanks on documents called forms. The English noun forum derives from Latin forum, â€Å"open space where people gather.† When people gather for any purpose, they exchange opinions. In Roman cities, the Forum was a centrally located open space where people sold produce and goods and where political candidates gave speeches. One of the meanings of forum in English is, â€Å"a place of public discussion.† On the Web, readers voice their opinions in a multitude of forums dedicated to various topics of discussion. Some of these forums boast memberships in the millions (figures from Wikipedia, â€Å"List of Internet forums†): Gaia Online (anime) 27,554,643 members; 1,000,000 posts per day. Bodybuilding 7,690,808 members; 108,244,009 posts per day. Stackoverflow (programming) 2,700,000 members; 26,000,000 posts per day. Here are some examples of form and forum in context: Why is it considered bad form to put the [wine] bottle on the table when opening it? Create a form to enter and view your data What is the simplest form to use to file my taxes? I propose establishing a Bitcoin peer review board [that would be] a forum of knowledgeable people that understand Bitcoin The Court of Public Opinion (COPO) is a Worldwide Forum of Ethics. Creighton Hosts Open Forum with Candidates for U.S. Congress It’s difficult to see how the nouns form and forum might be confused for one another. Speakers of some regional dialects do drag out the word form in speech, but in standard English, form is a one-syllable word. Forum is made up of two syllables. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Passed vs PastHow to Pronounce Mobile40 Synonyms for Praise

Ludwig Van Beethovens life Essay Example | Topics and Well Written Essays - 500 words

Ludwig Van Beethovens life - Essay Example This research will begin with the statement that various figures will influence our lives in different ways and dimensions. A renowned figure in the creative arts can influence a scientist’s life, as well as a fictional character, can influence the life of a scientist. In this case, the people influenced achieve the success that was unfathomed since they create a purpose and meaning in their lives using their influencer’s life, views, ideas, and philosophies. Importantly, figures whose stories are full of triumph over tragedies influence people due to the achievements that these figures accomplished despite the hindrances that may have prevented their success. Ludwig Van Beethoven exemplified brilliancy and intellect, which exerted immense influence that remains to date. In effect, his determination and achievements, regardless of the factors that inhibited his accomplishments, signify the important role he played in influencing my life as a student who is an aspiring e ngineer. Beethoven’s compositions are played in concerts, operas, and other entertainment venues although a few people know the challenges that Beethoven underwent in order to make these compositions. First, he was born in a family of seven children with only three of the children surviving to adulthood. The children succumbed from hereditary diseases that affected the family, which means that the probability of Beethoven suffering from a similar fate was high.