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Thomas Edison was expelled from school as a child. He did not speak until age four, did not read until age seven, and was expelled from school. The document discusses how Thomas Edison struggled academically as a young child compared to other famous inventors and leaders like Bill Gates, Steve Jobs, and Albert Einstein.
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February 27 (English Express)
The document indicates that Thomas Edison, out of the given options, did not speak until age four, did not read until age seven, and was expelled from school.
October 9 (EE)
The document discusses Thomas Edison's educational background and achievements. It states that Thomas Edison did not speak until age four, did not read until age seven, and was expelled from school. Of the options given, Thomas Edison's experiences best match this description.
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February 27 (English Express)
The document indicates that Thomas Edison, out of the given options, did not speak until age four, did not read until age seven, and was expelled from school.
October 9 (EE)
The document discusses Thomas Edison's educational background and achievements. It states that Thomas Edison did not speak until age four, did not read until age seven, and was expelled from school. Of the options given, Thomas Edison's experiences best match this description.
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This document provides instructions and information for students to complete different activities as a review of the week's lessons. Students will rotate through four stations, completing tasks related to annotating a video, finishing their "Powerful Words for Life" poster, practicing an ACT reading strategy, and improving their speed reading skills. The stations aim to assess what students learned during the week's activities.
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The document provides instructions for students to follow during an in-class test. It states that students should leave the test face down until instructed to begin. They will have three minutes to complete it, after which they should turn their paper over until given further directions. Talking is not allowed during the test unless specifically instructed. The first students finished will receive an extra prize.
February 25 (101A)
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March 20 (101A)
This document appears to be notes from a class discussing logical fallacies. It includes a list of assignments and resources for students:
1. A handout on logical fallacies using examples of a boyfriend, girlfriend and Jimmy.
2. Two videos on logical fallacies and a reading on proving the impossible.
3. An assignment on Lord of the Flies requiring students to write a response arguing a point using quotations and citations.
4. Two online lessons and quizzes from Education Portal on logical fallacies.
5. A discussion blog where students are expected to make a post and respond to two other students.
January 23 (101A)
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November 20
Modernism emerged in response to World War I and the disillusionment it caused. It rejects tradition and absolute truths, instead believing that individuals create their own meaning. Modernist works experiment with form and focus on inner experiences like alienation. Some popular British modernists include James Joyce, Virginia Woolf, and T.S. Eliot, whose works abandoned conventions. Postmodernism further questions meaning and embraces multiple interpretations. It blurs genre boundaries and acknowledges fiction's constructed nature.
February 27 (101A)
This document provides instructions for several upcoming assignments:
- Essay #3 will involve choosing guests for a dinner party.
- For Essays #4-6, students will create a guest list.
- When working on the group "human park" drawing, each member must contribute and the rationale for the design must be explained.
- An anonymous discussion question exercise involves writing, responding to, and discussing questions without attributing names.
October 9 (102)
In Shakespeare's later plays, he moved away from rhymed couplets and toward blank verse and prose, making the plays more realistic. Specifically, in his early play Romeo and Juliet there are many rhymed couplets, but in his later plays he tended to use less rhyme.
November 4 (102)
According to Paradise Lost, Satan had a daughter named Sin who he engaged in a sexual relationship with. From that relationship was born a son named Death, who later raped his own mother Sin. The document also provides instructions and materials for students to prepare for a mock trial involving characters from Paradise Lost, including assigning roles for God and the three gods representing each defendant.
December 2
The document provides writing prompts for students to write short stories based on Christmas memories. It instructs students to write about a specific Christmas memory and share it with the class. It then discusses Thomas's writing techniques like alliteration, patterns of linked words, dialogue, similes, metaphors and personification. Students are prompted to write their own "Memories of Christmas" piece using some of Thomas's writing techniques and beginning structures. The document concludes by providing the final exam date and assigned readings.
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This document contains instructions for various classroom activities including:
1) Asking students to describe an experience asking for help and how far outside their comfort zone they stepped
2) Having students work in groups to create a reading quiz to test another group's understanding of a chapter
3) Individually taking and grading another group's quiz while providing feedback on the quality of questions
4) Having students read and discuss chapters from They Say/I Say and Drive relating to autonomy, mastery and purpose
5) Writing a paraphrase of a passage with the page and paragraph number cited
September 1 (83R)
This document lists assignments due for a class, including a diagnostic essay, showing a dictionary when called, and the first reading journal entry. The assignments are for September 1, 2011 and include writing tasks and preparing for class participation.
August 28 (102)
The Catholic Church became a powerful unifying force during the Middle Ages. When the Western Roman Empire fell, the Church helped hold civilization together. However, Christianity was persecuted at various points and outlawed in the Roman Empire. One emperor, Constantine, professed Christianity and made it not only acceptable but favored in the Roman Empire.
October 30
This document discusses several works related to the Arthurian legend of King Arthur. It begins by outlining the origin of the legend in Geoffrey of Monmouth's 12th century work Historia Regum Britanniae. It then discusses Thomas Malory's 1485 work Le Morte d'Arthur, which became the most influential version of the legend. Finally, it describes how the legend was revived in the 19th century through works like Tennyson's "Lady of Shalott" and Idylls of the King, which cemented the Arthurian legends in British cultural mythology.
October 6 (83)
The document appears to be discussing a quiz question about the color of a hippopotamus's milk, with answer options of white, yellow, pink, blue, or green. It then provides instructions for dividing into groups to discuss summaries of a book paragraph by paragraph and make predictions about the rest of the book. The next section lists tasks like reading a chapter, working on an essay draft, and participating in an online discussion. In under 3 sentences, this summary outlines the content and format but does not analyze or evaluate the document.
October 8 (83)
George Washington did not have a middle name. The document presents multiple choice answers to the question "What was George Washington's middle name?" with the correct answer being "E. He did not have a middle name." It then provides instructions for a reading quiz where students will draw cards with times of day, answer a question based on the time drawn, and discuss in groups.
November 6 (EE)
The document summarizes Stanley Milgram's famous experiment on obedience. Milgram was interested in how people would respond to commands from an authority figure. In the experiment, participants were told to administer electric shocks to another person and encouraged to increase the shock level each time the person gave a wrong answer. Unbeknownst to the participants, the other person was an actor and was not actually being shocked. The experiment found that a large percentage of participants, about two-thirds, were willing to administer intense shocks even as the person pleaded to stop. This showed people's high level of obedience to authority despite causing harm.
October 28 (102)
Shakespeare wrote his first batch of sonnets in 1593 at the age of 29. This is because an outbreak of the plague in Europe between 1592 and 1594 resulted in the closure of all London theaters. As there was no demand for plays during this time, Shakespeare began writing poetry and completed his first batch of sonnets.
September 25 (102)
Anne Boleyn made the French hood famous in England. Until the 1520s, the gable hood was most popular in England, as it was pentagon-shaped with a long back veil. However, Anne Boleyn introduced the French hood to England after bringing it back from France. The French hood was rounder and sat farther back on the head to show more hair, and wealthy women decorated theirs with jewels or embroidery. While Catherine of Aragon and Jane Seymour preferred the gable hood, Anne Boleyn and Katherine Howard wore the French hood.
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English 83 r week 5 day 2 092613
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~ 1a) Social Inequality The Week 4 Instructor Question meets t.docx
~ 1a) Social Inequality
The Week 4 Instructor Question meets the following course objectives:
•Apply a sociological perspective to the social world
•Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
•Discuss global stratification and explain social class and the impact of stratification in the United States.
•Describe sex and gender, race and ethnicity, and the elderly in the United States as well as how inequality, prejudice, and discrimination impacts certain groups of people in society
•Develop written communication skills and critical thinking skills.
•Apply American Psychological Association formatting and citation style when completing course assignments.
Initial forum postings should be a minimum of 250 words. Each student must also respond to a minimum of 1 fellow students' postings; each response must be at least 100 words in length.
Choose ONE of the following questions:
1. How is power wielded in the social world? Do agree more with functionalist or conflict theorists regarding the concept of power in a democracy? Be sure to describe both the functionalist and conflict perspectives on power in society and provide evidence or examples to support your position.
2. Describe the functionalist view of social stratification, and the conflict theory's view of social stratification. Then take a pro or con position on each of the following three points: first, social stratification is necessary for societies to exist and prosper; second, the United States functions, overall, as a meritocracy; and third, human beings-driven as they are by human nature-are incapable of ever creating and/or living in a classless society. Provide detail about 'why' you are taking the pro or con position for each point.
3. Will there ever be complete equality between males and females in the United States? Should there be? What would constitute complete equality? Do you think the women's movement is stronger or weaker today than it was in the 1970s? In what ways? In challenging gender stratification, do you think that feminists sometimes over-exaggerate the problem of sexual inequality in the United States? If so, how? The text offers a few explanations for the origins of patriarchy while ignoring religion. Given that Judaism, Christianity, and Islam are all patriarchal religions, do you think that the feminist movement is an attack against religion? Finally, what is a feminist? Are you a feminist? If so, why? If not, why? Be sure to use examples from the text in your discussion.
~1b) Social Inequality
The Week 4 WSMP meets the following course objectives:
•Apply a sociological perspective to the social world
•Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
•Demonstrate the ability to identify, locate, and retrieve information related to the topics .
Key Assessment- Assessment Item Objectives
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The document discusses student habits and provides instructions for an assignment. Students will be assigned to groups to discuss either a good or bad habit. They will then research their assigned habit, summarize it in their own words, and provide three examples. They are expected to contribute to an in-class discussion on Wednesday and participate in an online discussion board about their findings.
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~ 1a) Social Inequality The Week 4 Instructor Question meets t.docx
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- 1. Which of the following people did not speak until age four, did not read until age seven, and was expelled from school? A. Bill Gates B. Steve Jobs C. Albert Einstein D. Thomas Edison E. William Shakespeare
- 6. Think of a habit you have that involves a product (something you use often, eat often, or drink often) Think about how that product has become a habit loop for you: What is your cue? What is your routine? What is your reward? Draw your habit loop!
- 7. How does craving play a role in your habit loop? Draw the craving in the middle of your loop See page 58 for an example Explain our pictures
- 9. A. Discussing chapter 2 B. Drawing a habit loop C. Explaining a habit loop D. Intro to chapter 3
- 10. A. Habit loops B. Craving in habit loops C. The Power of Habit in general D. Chapter 3
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