Reading 1 Questions: "Checkouts"
What do the boy and the girl think about while they are apart? How do you think the two characters feel when they see each other at the movie theater?
Is the situation described in this story a common cultural experience for American teenagers? Explain. How might the story be different if it were set in a culture that limits the independence of teenage girls?
Reading 2 Questions: "The Girl Who Can"
Why does Nana criticize the narrator's legs? How does criticism reveal Nana's fears for the narrator's future? Explain.
What are Nana's feelings about the narrator going to school? How do the mother's feelings about school differ from Nana's? Based on these details, what kind of lives do you think many women in Ghana are expected to lead?
Do the narrator's legs mean the same thing to her and her family at the end of the selection as they do in the beginning? Use details to support your answer.
Comparing Points of View Chart:
1. Use a chart like the one shown to note the actions, thoughts and feelings of the listed characters in both stories.
“Checkouts”
Actions
Thoughts
Feelings
Girl
Boy
“The Girl Who Can”
Actions
Thoughts
Feelings
Nana
Adjoa
2. Think about and explain how each girl’s culture may have influenced her perspective. (Approx. 2-4 sentences)
Reading 3 Questions: “If I Forget Thee, Oh Earth...”
At the end of the story, what does Marvin realize? What was the purpose of Marvin's trip with his father?
What evidence from the text indicates that the story is set on the moon? How does the choice of setting make the story more realistic?
How did Earth become destroyed? What suggestions do you think Clarke might have offered today to prevent a situation like this from occurring?
Unit Three Exploration Activity: Creating a Problem and
Solution
Presentation
*This assignment is worth 35 points
Some forms of writing engage us in the struggles and resolutions of our daily lives. In a problem-and-solution essay, an author identifies a problem and the argues for a possible solution. You might use this type of writing in letters, memos, proposals, or editorials.
Create a presentation about an issue that confronts your community, state or nation. Use the United Nations Global Issues website for inspiration. Your presentation should include the following elements:
a statement of the problem and a suggested solution
valid reasoning and evidence, such as facts and expert opinions, that show the problems, scope and support an effective solution.
formal and objective language appropriate to your audience.
logical organization and a concluding statement or section that supports your argument.
error-free grammar, including correct use of pronouns
Evaluation Criteria:
Focus: How adequately do you explore the problem in your presentation? (5 points)
Organization: How well do you organize the steps of the solution? (5 points)
Support/Elaboration: How convincing are your facts, details, and reasons? (5 points)
St.
Peer Pressure Dynamics: Navigating Influences on Teen Behavior Free .... Peer pressure essay. Peer Pressure as a Major Cause of Unusual Behavior Essay Example .... essay examples: Peer Pressure Essay. Peer pressure essay thesis writing. Sample Peer Pressure Essay. Thesis about peer pressure - online essay help. Causes of peer pressure in teens essay. Negative peer pressure essays. Peer pressure at school - PHDessay.com. Peer Pressure in Youngsters Essay | Essay on Peer Pressure in .... Peer Pressure Speech Presentation Free Essay Example. The Effects Of Peer Pressure Essay – Telegraph. ⇉Argumentative: Peer Pressure Essay Example | GraduateWay. (DOC) Transcript of PEER PRESSURE PEER PRESSURE RELATED LITERATURE ....
The facts, fancies, and fallacies of this book
are gleaned from the rovings and ramblings of
a solid year of over fifty-five thousand miles of
travel; through ten separate countries: Japan,
Korea, China, the Philippine Islands, French
Indo-China, the Malay States, Borneo, Java,
Sumatra and the Hawaiian Islands ; across seven
seas: the Pacific Ocean, the Sea of Japan, the
North China Sea, the Yellow Sea, the South
China Sea, the Malacca Straits, and the Sea of
Java; after visiting five wild and primitive tribes :
the Ainu Indians of Japan, the Igorrotes of the
Philippines, the Negritos of the same islands ; the
Dyaks of Borneo, and the Battaks of Sumatra;
face to face by night and day with new races, new
faces, new problems, new aspirations, new ways
of doing things, new ways of living, new evils,
new sins, new cruelties, new fears, new degrada-
tions; new hopes, new days, new ways, new na-
tions arising; new gods, and a new God!
Macro/MicroCosm is an inspection into the cycles and patterns that built our cosmos & rule our lives. Introspection turns into outward study, heaven turns to earth. Macro/MicroCosm includes poetry, short stories, articles, art, & photography.
Peer Pressure Dynamics: Navigating Influences on Teen Behavior Free .... Peer pressure essay. Peer Pressure as a Major Cause of Unusual Behavior Essay Example .... essay examples: Peer Pressure Essay. Peer pressure essay thesis writing. Sample Peer Pressure Essay. Thesis about peer pressure - online essay help. Causes of peer pressure in teens essay. Negative peer pressure essays. Peer pressure at school - PHDessay.com. Peer Pressure in Youngsters Essay | Essay on Peer Pressure in .... Peer Pressure Speech Presentation Free Essay Example. The Effects Of Peer Pressure Essay – Telegraph. ⇉Argumentative: Peer Pressure Essay Example | GraduateWay. (DOC) Transcript of PEER PRESSURE PEER PRESSURE RELATED LITERATURE ....
The facts, fancies, and fallacies of this book
are gleaned from the rovings and ramblings of
a solid year of over fifty-five thousand miles of
travel; through ten separate countries: Japan,
Korea, China, the Philippine Islands, French
Indo-China, the Malay States, Borneo, Java,
Sumatra and the Hawaiian Islands ; across seven
seas: the Pacific Ocean, the Sea of Japan, the
North China Sea, the Yellow Sea, the South
China Sea, the Malacca Straits, and the Sea of
Java; after visiting five wild and primitive tribes :
the Ainu Indians of Japan, the Igorrotes of the
Philippines, the Negritos of the same islands ; the
Dyaks of Borneo, and the Battaks of Sumatra;
face to face by night and day with new races, new
faces, new problems, new aspirations, new ways
of doing things, new ways of living, new evils,
new sins, new cruelties, new fears, new degrada-
tions; new hopes, new days, new ways, new na-
tions arising; new gods, and a new God!
Macro/MicroCosm is an inspection into the cycles and patterns that built our cosmos & rule our lives. Introspection turns into outward study, heaven turns to earth. Macro/MicroCosm includes poetry, short stories, articles, art, & photography.
In the summer of 1980, a maverick young doctor gave it all up, to hitchhike around the world.
The first arc he carved with his thumb stopped a little red pickup that took him over the horizon. Like his mythical hunter companion, Orion, he was on a vision quest, propelled toward the dawn to have his sight restored.
This is the story of that five-year odyssey to discover his Destiny.
The Korendians are a advanced civilization that live approximately 400 light years from earth, and their planet "Korendor" is 6 times bigger than our planet. This goes about a man called Bob Renaud that in July 1961 made contact with a ET woman called "Lin-Erri" that came from that planet.
Source:
http://www.galactic.no/rune/korundor1.html
Essay on Volcanoes
Thesis For Nosferatu
Essay Expository on Love
Expository
Expository Essay Prompt
The Oregon Trail Essay example
Peak Hour Essay
International Students Essay example
The Importance of Homework Essay
General Advice for Reading NotesRead the Trouble with Wilderness.docxhanneloremccaffery
General Advice for Reading Notes
Read the Trouble with Wilderness article to write about one page, answering these questions.
How to approach the reading notes. While you read, ask yourself:
a. What is the context?
b. What is the argument?
c. What is the evidence?
d. What are the implications?
When finished, describe something you found important, and then ask a question.
The Trouble with Wilderness; or, Getting Back to the Wrong Nature
by William Cronon
(William Cronon, ed., Uncommon Ground: Rethinking the Human Place in
Nature, New York: W. W. Norton & Co., 1995, 69-90)
The time has come to rethink wilderness.
This will seem a heretical claim to many environmentalists, since the idea of
wilderness has for decades been a fundamental tenet—indeed, a passion—of
the environmental movement, especially in the United States. For many
Americans wilderness stands as the last remaining place where civilization, that
all too human disease, has not fully infected the earth. It is an island in the
polluted sea of urban-industrial modernity, the one place we can turn for escape
from our own too-muchness. Seen in this way, wilderness presents itself as the
best antidote to our human selves, a refuge we must somehow recover if we
hope to save the planet. As Henry David Thoreau once famously declared, “In
Wildness is the preservation of the World.” (1)
But is it? The more one knows of its peculiar history, the more one realizes that
wilderness is not quite what it seems. Far from being the one place on earth that
stands apart from humanity, it is quite profoundly a human creation—indeed, the
creation of very particular human cultures at very particular moments in human
history. It is not a pristine sanctuary where the last remnant of an untouched,
endangered, but still transcendent nature can for at least a little while longer be
encountered without the contaminating taint of civilization. Instead, it’s a product
of that civilization, and could hardly be contaminated by the very stuff of which it
is made. Wilderness hides its unnaturalness behind a mask that is all the more
beguiling because it seems so natural. As we gaze into the mirror it holds up for
us, we too easily imagine that what we behold is Nature when in fact we see the
reflection of our own unexamined longings and desires. For this reason, we
mistake ourselves when we suppose that wilderness can be the solution to our
culture’s problematic relationships with the nonhuman world, for wilderness is
itself no small part of the problem.
To assert the unnaturalness of so natural a place will no doubt seem absurd or
even perverse to many readers, so let me hasten to add that the nonhuman
world we encounter in wilderness is far from being merely our own invention. I
celebrate with others who love wilderness the beauty and power of the things it
contains. Each of us who has spent time there can conjure images and
sensations that se ...
Readreview the following resources for this activity· Poll.docxsedgar5
Read/review the following resources for this activity:
· Pollock (Cengage, 9e)
Writing Requirements (APA format)
· 3-4 pages (approx. 300 words per page), not including title page or references page
· 1-inch margins
· Double spaced
· 12-point Times New Roman font
· Title page with topic and name of student
Week 1 Assignment: Essay
Introduction
In your reading, you learned that there is man-made law and natural law. Next week you’ll read about punishment and its proposed purpose(s). In this assignment, you’re asked to evaluate the letter of the law vs. the spirit of the law in terms of whether someone is guilty of a crime and/or whether they should be punished. In addition, you’re asked to evaluate the ethical dilemma using a methodical process that will help you critically think through, resolve, and defend your decision on what to do. You’re just starting to see, hopefully, that ethical dilemmas aren’t always easy to resolve, and that’s precisely why they’re dilemmas! (If you like the challenge of thinking this dilemma through and are interested in something similar, read “The Merchant of Venice” by William Shakespeare. It has a similar theme and is written by one of the greatest play writes of all time!)
Activity Instructions
Mercy Killing
You are selected for a jury trial of a 64-year-old mother who killed her two adult sons. The two men had Huntington’s disease, a degenerative brain disease, and were institutionalized. They were certain to die and would endure much pain and suffering before they expired. The defendant’s husband had died from this same disease, and she had nursed him throughout his illness until his death.
The defendant took a gun into the nursing home, kissed her sons good-bye, and then shot them both through the head. She was arrested for first-degree murder. The prosecutor informs you that there is not “mercy killing” defense in the law as it is written.
If you were on the jury, how would you decide this case? What punishment does she deserve? Why?
Content Requirements: each assignment must cover the following four requirements fully.
1. Ethical Dilemma
. State what the primary and ancillary ethical dilemmas are as presented by the Case Study. Do not restate the facts of the case.
2. Present a resolution of the case study
. State specifically WHAT you’re going to do and WHY you’re doing what you’re doing to resolve the ethical dilemma. Be very specific and detailed.
3. Identify which ethical system(s) support your resolution.
Look to Chapter 2 of the Pollock textbook to identify the list of ethical systems to be used.
4. Integrate any material/concepts learned in the course that are applicable to the case study and/or your resolution.
Show specifically how the material/content applies. Be sure to cite your resources/textbook properly.
Week 2 Assignment: Essay
Introduction
In the assignment for last week, I suggested you might enjoy reading “The Merchant of Venice”. The as.
Read a selection of your colleagues’ postings.Respond to two of .docxsedgar5
Read a selection of your colleagues’ postings.
Respond to two of your colleagues (select colleagues, if possible, who have not yet received feedback on their original post) in one or more of the following ways:
· Based on your experience and the resources from the course, provide that person with additional suggestions and/or alternative approaches that he or she may not have considered specific to his or her evaluation.
· Compare your colleagues’ ideas with what IDEO found to be successful. Does IDEO offer additional ideas that would enhance the potential for success of your colleagues’ suggestions?
· Provide positive feedback that describes how the post gave you new perspectives on how to support and encourage a creative environment in the workplace. Provide details about how those perspectives influence the way you now think about creativity in the workplace.
MUST USE TEMPLATES/HEADINGS BELOW
Responses to Colleagues Template
Additional Alternatives or Suggestions to Colleague
Comparison of Colleagues Ideas to IDEO Ideas
Positive Feedback on New Perspectives Supporting Creative Environment
APA References
1st Colleague to respond to:
Factors That Contribute to a Creative Climate Specific to Both Individuals and Teams
Just last week, I started my new career as a Licensing Specialist. Thus far, it has been a wonderful experience and I am grateful for all the opportunities that are brought forth with my new career position. There is great leadership demonstrated at my job that allows the company to run smoothly. Each department has a team lead as well as a supervisor, although, you would not know it because they are reserved and treat everyone equally as if everyone is on the same management level. Puccio, Mance, and Murdock (2011) says “employee performance is more important than seniority, and the behavior of IDEO leadership consistently demonstrates that flexibility is “in” and rigid rules are “out” ” (Puccio, Mance, and Murdock, 2011, pp. 3-4). Our leaders are not strict on us and permit us the freedom to take risks, make mistakes, and learn from them. There are rules and regulations presented, however, our leaders provide an environment that is not just easy to work in, but comfortable and safe to work in.
Our work environment is surrounded by each individual having their own cubicle desk amongst their own team. Some but not all of the supervisors have their own office. Due to the open space that everyone has, it encourages everyone to mingle by communicating with each other, learning from each other, and sharing creative ideas with one another for the success of the company. The work environment is crucial at my organization mainly because of everyone not being able to have their own individual offices with having doors for privacy. “IDEO has learned that having the right size workspace makes a difference. Too much workspace decreases energy and slightly tight space generates energy. There are opportunities for spontaneous interactio.
Read a selection of your colleagues’ postings.Respond to at leas.docxsedgar5
Read a selection of your colleagues’ postings.
Respond to at least two of your colleagues in one or more of the following ways:
· Expand upon or suggest alternative approaches to your colleague’s plan by drawing upon the resources and materials from this course. Justify your contributions with an explanation as to why you think your suggestions will improve the plan.
· Share a professional experience that would be relevant and helpful to the plan presented by your colleague. Explain how your experience is relevant and helpful.
· Share an insight you gained from your colleague’s presentation that you would like to use in your workplace and describe how you would envision using it.
MUST USE FOR Response to Colleagues Template
Expansion of a Colleagues Plan with Justification
Share a Helpful Professional Experience
Share a Colleague’s Insight That You Would Use in Your Workplace
APA References
1st Colleague to respond to:
How You Would Bring a Team Together & Lead Them to Start Such an Initiative
My management preference as a leader, is to have biweekly meetings with my team and 1 on 1’s. Why? Because not everyone is comfortable talking or communicating with others at the beginning. I have utilized this process before of which once a person is able to relate and show their strengths, I promote the two different meeting sessions. The three times I have utilized this method of communication, I have only had to conduct three 1 on 1’s. Then everyone is comfortable with each other and understands each other roles, expertise and also realizes they can learn from each other. Because of the differences, whether it is creativity, or education it ultimately brings understanding with each other and the relationships are relaxed to listen and ask each other questions to help one another. “I like to take the time to weigh different solutions and then turn the best in something great”(Grivas, C et al, pg. 22). Human Resources/Benefits is about preparing for new hires, open enrollment and the various concerns during the course of a year that our employees may encounter.
Course Related Tools to use on Team
As a leader, it is my responsibility to have the initial plan of what I need for the team to think about, elaborate and to clarify, and promote other ideas to accommodate our employees. I want them to own want we the company want for our employees to experience. The team is expected to provide new innovative ideas to ensure that employees are educated and comfortable with the information that is provided to them regarding HR/Benefits. I’m not here as their leader to “…set standards of behavior or expectations of performance and then violate them”(Zenger, J., et al 2009). That is not being a leader or team player. I want my team to elevate and be promoted, so holding them back is not what I want for them. This team is ready to work with each other, I recommended that the team select a captain so that when I am in other meetings the captain will be.
More Related Content
Similar to Reading 1 Questions CheckoutsWhat do the boy and the girl t.docx
In the summer of 1980, a maverick young doctor gave it all up, to hitchhike around the world.
The first arc he carved with his thumb stopped a little red pickup that took him over the horizon. Like his mythical hunter companion, Orion, he was on a vision quest, propelled toward the dawn to have his sight restored.
This is the story of that five-year odyssey to discover his Destiny.
The Korendians are a advanced civilization that live approximately 400 light years from earth, and their planet "Korendor" is 6 times bigger than our planet. This goes about a man called Bob Renaud that in July 1961 made contact with a ET woman called "Lin-Erri" that came from that planet.
Source:
http://www.galactic.no/rune/korundor1.html
Essay on Volcanoes
Thesis For Nosferatu
Essay Expository on Love
Expository
Expository Essay Prompt
The Oregon Trail Essay example
Peak Hour Essay
International Students Essay example
The Importance of Homework Essay
General Advice for Reading NotesRead the Trouble with Wilderness.docxhanneloremccaffery
General Advice for Reading Notes
Read the Trouble with Wilderness article to write about one page, answering these questions.
How to approach the reading notes. While you read, ask yourself:
a. What is the context?
b. What is the argument?
c. What is the evidence?
d. What are the implications?
When finished, describe something you found important, and then ask a question.
The Trouble with Wilderness; or, Getting Back to the Wrong Nature
by William Cronon
(William Cronon, ed., Uncommon Ground: Rethinking the Human Place in
Nature, New York: W. W. Norton & Co., 1995, 69-90)
The time has come to rethink wilderness.
This will seem a heretical claim to many environmentalists, since the idea of
wilderness has for decades been a fundamental tenet—indeed, a passion—of
the environmental movement, especially in the United States. For many
Americans wilderness stands as the last remaining place where civilization, that
all too human disease, has not fully infected the earth. It is an island in the
polluted sea of urban-industrial modernity, the one place we can turn for escape
from our own too-muchness. Seen in this way, wilderness presents itself as the
best antidote to our human selves, a refuge we must somehow recover if we
hope to save the planet. As Henry David Thoreau once famously declared, “In
Wildness is the preservation of the World.” (1)
But is it? The more one knows of its peculiar history, the more one realizes that
wilderness is not quite what it seems. Far from being the one place on earth that
stands apart from humanity, it is quite profoundly a human creation—indeed, the
creation of very particular human cultures at very particular moments in human
history. It is not a pristine sanctuary where the last remnant of an untouched,
endangered, but still transcendent nature can for at least a little while longer be
encountered without the contaminating taint of civilization. Instead, it’s a product
of that civilization, and could hardly be contaminated by the very stuff of which it
is made. Wilderness hides its unnaturalness behind a mask that is all the more
beguiling because it seems so natural. As we gaze into the mirror it holds up for
us, we too easily imagine that what we behold is Nature when in fact we see the
reflection of our own unexamined longings and desires. For this reason, we
mistake ourselves when we suppose that wilderness can be the solution to our
culture’s problematic relationships with the nonhuman world, for wilderness is
itself no small part of the problem.
To assert the unnaturalness of so natural a place will no doubt seem absurd or
even perverse to many readers, so let me hasten to add that the nonhuman
world we encounter in wilderness is far from being merely our own invention. I
celebrate with others who love wilderness the beauty and power of the things it
contains. Each of us who has spent time there can conjure images and
sensations that se ...
Similar to Reading 1 Questions CheckoutsWhat do the boy and the girl t.docx (19)
Readreview the following resources for this activity· Poll.docxsedgar5
Read/review the following resources for this activity:
· Pollock (Cengage, 9e)
Writing Requirements (APA format)
· 3-4 pages (approx. 300 words per page), not including title page or references page
· 1-inch margins
· Double spaced
· 12-point Times New Roman font
· Title page with topic and name of student
Week 1 Assignment: Essay
Introduction
In your reading, you learned that there is man-made law and natural law. Next week you’ll read about punishment and its proposed purpose(s). In this assignment, you’re asked to evaluate the letter of the law vs. the spirit of the law in terms of whether someone is guilty of a crime and/or whether they should be punished. In addition, you’re asked to evaluate the ethical dilemma using a methodical process that will help you critically think through, resolve, and defend your decision on what to do. You’re just starting to see, hopefully, that ethical dilemmas aren’t always easy to resolve, and that’s precisely why they’re dilemmas! (If you like the challenge of thinking this dilemma through and are interested in something similar, read “The Merchant of Venice” by William Shakespeare. It has a similar theme and is written by one of the greatest play writes of all time!)
Activity Instructions
Mercy Killing
You are selected for a jury trial of a 64-year-old mother who killed her two adult sons. The two men had Huntington’s disease, a degenerative brain disease, and were institutionalized. They were certain to die and would endure much pain and suffering before they expired. The defendant’s husband had died from this same disease, and she had nursed him throughout his illness until his death.
The defendant took a gun into the nursing home, kissed her sons good-bye, and then shot them both through the head. She was arrested for first-degree murder. The prosecutor informs you that there is not “mercy killing” defense in the law as it is written.
If you were on the jury, how would you decide this case? What punishment does she deserve? Why?
Content Requirements: each assignment must cover the following four requirements fully.
1. Ethical Dilemma
. State what the primary and ancillary ethical dilemmas are as presented by the Case Study. Do not restate the facts of the case.
2. Present a resolution of the case study
. State specifically WHAT you’re going to do and WHY you’re doing what you’re doing to resolve the ethical dilemma. Be very specific and detailed.
3. Identify which ethical system(s) support your resolution.
Look to Chapter 2 of the Pollock textbook to identify the list of ethical systems to be used.
4. Integrate any material/concepts learned in the course that are applicable to the case study and/or your resolution.
Show specifically how the material/content applies. Be sure to cite your resources/textbook properly.
Week 2 Assignment: Essay
Introduction
In the assignment for last week, I suggested you might enjoy reading “The Merchant of Venice”. The as.
Read a selection of your colleagues’ postings.Respond to two of .docxsedgar5
Read a selection of your colleagues’ postings.
Respond to two of your colleagues (select colleagues, if possible, who have not yet received feedback on their original post) in one or more of the following ways:
· Based on your experience and the resources from the course, provide that person with additional suggestions and/or alternative approaches that he or she may not have considered specific to his or her evaluation.
· Compare your colleagues’ ideas with what IDEO found to be successful. Does IDEO offer additional ideas that would enhance the potential for success of your colleagues’ suggestions?
· Provide positive feedback that describes how the post gave you new perspectives on how to support and encourage a creative environment in the workplace. Provide details about how those perspectives influence the way you now think about creativity in the workplace.
MUST USE TEMPLATES/HEADINGS BELOW
Responses to Colleagues Template
Additional Alternatives or Suggestions to Colleague
Comparison of Colleagues Ideas to IDEO Ideas
Positive Feedback on New Perspectives Supporting Creative Environment
APA References
1st Colleague to respond to:
Factors That Contribute to a Creative Climate Specific to Both Individuals and Teams
Just last week, I started my new career as a Licensing Specialist. Thus far, it has been a wonderful experience and I am grateful for all the opportunities that are brought forth with my new career position. There is great leadership demonstrated at my job that allows the company to run smoothly. Each department has a team lead as well as a supervisor, although, you would not know it because they are reserved and treat everyone equally as if everyone is on the same management level. Puccio, Mance, and Murdock (2011) says “employee performance is more important than seniority, and the behavior of IDEO leadership consistently demonstrates that flexibility is “in” and rigid rules are “out” ” (Puccio, Mance, and Murdock, 2011, pp. 3-4). Our leaders are not strict on us and permit us the freedom to take risks, make mistakes, and learn from them. There are rules and regulations presented, however, our leaders provide an environment that is not just easy to work in, but comfortable and safe to work in.
Our work environment is surrounded by each individual having their own cubicle desk amongst their own team. Some but not all of the supervisors have their own office. Due to the open space that everyone has, it encourages everyone to mingle by communicating with each other, learning from each other, and sharing creative ideas with one another for the success of the company. The work environment is crucial at my organization mainly because of everyone not being able to have their own individual offices with having doors for privacy. “IDEO has learned that having the right size workspace makes a difference. Too much workspace decreases energy and slightly tight space generates energy. There are opportunities for spontaneous interactio.
Read a selection of your colleagues’ postings.Respond to at leas.docxsedgar5
Read a selection of your colleagues’ postings.
Respond to at least two of your colleagues in one or more of the following ways:
· Expand upon or suggest alternative approaches to your colleague’s plan by drawing upon the resources and materials from this course. Justify your contributions with an explanation as to why you think your suggestions will improve the plan.
· Share a professional experience that would be relevant and helpful to the plan presented by your colleague. Explain how your experience is relevant and helpful.
· Share an insight you gained from your colleague’s presentation that you would like to use in your workplace and describe how you would envision using it.
MUST USE FOR Response to Colleagues Template
Expansion of a Colleagues Plan with Justification
Share a Helpful Professional Experience
Share a Colleague’s Insight That You Would Use in Your Workplace
APA References
1st Colleague to respond to:
How You Would Bring a Team Together & Lead Them to Start Such an Initiative
My management preference as a leader, is to have biweekly meetings with my team and 1 on 1’s. Why? Because not everyone is comfortable talking or communicating with others at the beginning. I have utilized this process before of which once a person is able to relate and show their strengths, I promote the two different meeting sessions. The three times I have utilized this method of communication, I have only had to conduct three 1 on 1’s. Then everyone is comfortable with each other and understands each other roles, expertise and also realizes they can learn from each other. Because of the differences, whether it is creativity, or education it ultimately brings understanding with each other and the relationships are relaxed to listen and ask each other questions to help one another. “I like to take the time to weigh different solutions and then turn the best in something great”(Grivas, C et al, pg. 22). Human Resources/Benefits is about preparing for new hires, open enrollment and the various concerns during the course of a year that our employees may encounter.
Course Related Tools to use on Team
As a leader, it is my responsibility to have the initial plan of what I need for the team to think about, elaborate and to clarify, and promote other ideas to accommodate our employees. I want them to own want we the company want for our employees to experience. The team is expected to provide new innovative ideas to ensure that employees are educated and comfortable with the information that is provided to them regarding HR/Benefits. I’m not here as their leader to “…set standards of behavior or expectations of performance and then violate them”(Zenger, J., et al 2009). That is not being a leader or team player. I want my team to elevate and be promoted, so holding them back is not what I want for them. This team is ready to work with each other, I recommended that the team select a captain so that when I am in other meetings the captain will be.
Read a selection of your colleagues’ postings. Make sure to find p.docxsedgar5
Read a selection of your colleagues’ postings. Make sure to find posts where the organization presented was different in size (large vs. small) or where your colleague assessed the organization from a different organizational level (e.g., top level vs. middle level management). Compare your colleagues’ experiences and assessments with your own, giving careful thought to how these dimensions might have impacted the results.
Respond to two or more of your colleagues in one or more of the following ways:
· Compare the results of your colleague’s assessment with your own. What factors were ranked differently and what factors seemed to impact the climate of creativity the most. Explain why.
· Based upon specific details in a colleague’s assessment, explain any additional insights about the influence of the size of the organization and/or the level within the organization from which the assessment was made. For example, how might the assessment change or differ if one is on the frontline versus upper management.
· Analyze the importance of leading from all levels of the organization in fostering a creative climate.
Template Responses to Your Colleagues
Comparison of Colleagues Assessment with Your Own
Additional Insights
Analysis of Leading from All levels
APA References
1st Colleague to respond to:
Description of the Organization
The selected organization is a large, global company with locations in over 14 countries. I currently work for the organization as a Marketing Manager and will be completing this assessment based on my experience in this role and access to varying levels of the organization.
Description of factors that Contribute to Creative Climate
Due to the size of the organization, there are varying levels of leadership and management. I have access to several, both in the America’s and globally due to the nature of our marketing department. I would say that the overall creative climate of our organization involves trust, openness and freedom. Of course, each department varies in creative climate due to the tasks at hand, however as an organization, the creative climate is very positive.
Speaking specifically about the marketing department in which I work, I would say that individual and teams have a positive creative climate and push the boundaries where necessary. For teams, its important to “Match the right people with the right assignments, so employees are stretched but not stretched too thin” (Amabile, 2000). Our organization does a great job at doing so and also in giving “freedom within the company’s goals” (Amabile, 2000). Although there are goals to meet, we can achieve them however we feel is best. Fresh ideas are encouraged and often help achieve new goals.
Areas that contribute to negative creative climate are often time and money. As an organization I think we can continually do better in creating realistic timelines. “Organizations routinely kill creativity with fake deadlines or impossibly tight ones. The former cr.
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M (2) Consider the MIPS implementation shown in Figure 4.65 (page 325) of the textbook. Assume thatthis implementation is modified by adding to it the ALUSrc MUX, as shown in Figure 4.57 (page
312). Furthermore, this implementation includes the logic described in Slide 7.54.
The frequency of the clock signal in this implementation is 400 MHz. The workload executed on this
processor requires executing 200,000,000,000 instructions. In this workload, 45% of the instructions
are R-type, 22% are lw, 13% are sw, and 20% are beq.
For 33% of the R-type instructions one of the operands is the output of the immediately preceding
instruction, which is also an R-type instruction. For 28% of t.
Read Chapter two Written in the Rocks” in Why Evolution is True .docxsedgar5
Read Chapter two “Written in the Rocks” in Why Evolution is True and prepare to discuss it in class and answer the following questions.
1. What was the date that the first fossils were found?
2. Describe how a fossil is made.
3. Where are the best places to find a fossil?
4. Explain how carbon dating works.
5. Explain the principal of superposition. When was it proposed and by whom? What happened to this man?
6. The history of the Earth is (almost 5 billion years) is divided into 6 periods. Describe the major happenings for these.
Hadean
Archaean
Proterozoic
Paleozoic
Mesozoic
Cenozoic
7. What is a trilobite. When and where were they found.
8. What is plankton? What is their advantage to give evidence for evolution?
9. What is a missing link? Why is this term a questionable term to use? Why is the term “transitional species” preferred? What is a transitional species?
10. Tiktaalik had traits of fish (list them) and of land animals (list them).
11. What traits did dinosaurs have in common with birds?
12. What evidence is there that whales originated from land animals?
.
Ready to Pay 70$ for one below AssignmentTime Duration - 4 Hours.docxsedgar5
Ready to Pay 70$ for one below Assignment
Time Duration - 4 Hours
Hello,
I need help with one of the Assignment for my Data Science and Big Data Course.
I have a Dataset for VPN-nonVPN Traffic. I need help with the below
1. Plot variable importance plot with 10-20 importance features
2. Partial plot with 3-5 most important features
3. How did you select features?
4. Did you make any important feature transformations?
5. Did you find any interesting interactions between features?
6. Did you use external data? (if permitted)
.
ReadSilvia, P. (2017). Knowledge emotions feelings that fost.docxsedgar5
Read:
Silvia, P. (2017).
Knowledge emotions: feelings that foster learning, exploring, and
Actions
reflecting
Actions
.
In R. Biswas-Diener & E. Diener (Eds), Noba textbook Series: Psychology. Csabai, M. (2017, September 13). The 4 stages of learning a new skill. Retrievedfrom Mind in Motion:
http://mindinmotion.co.za/4-stages-of-learning-anything/ (Links to an external site.)
Access & Take the following two inventories:
Learning Styles Inventory:
(Links to an external site.)
(Links to an external site.)
http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml (Links to an external site.)
(Links to an external site.)
(Links to an external site.)
Multiple Intelligences Survey:
http://www.literacynet.org/mi/assessment/findyourstrengths.html (Links to an external site.)
Use the following template to write your answers to
The Nature of the Learning Process-2.docx
Actions
(Save file, then download from 'save')
.
ReadSimonton, D. K. (2017). Creativity. In R. Biswas-Diene.docxsedgar5
Read:
Simonton, D. K. (2017).
Creativity
. In R. Biswas-Diener & E. Diener (Eds),
Actions
Noba textbook series: Psychology.
Watch:A video with Dewitt Jones, a National Geographic photographer titled
Everyday Creativity. Access Everyday Creativity with the following link:
Jones, D., Everyday Creativity. (Links to an external site.)
Also access and watch the following two videos:
Creativity Science (Links to an external site.)
How To Be Creative | Off Book | PBS Digital Studios (Links to an external site.)
Use the following template to respond to your readings and activities about accessing creativity.
.
ReadRethinking the Social Responsibility of Business A Reason t.docxsedgar5
Read:
Rethinking the Social Responsibility of Business: A Reason to Debate Featuring Milton Friedman, Whole Food’s John Mackey, and Cypress Semicondutor’s T. J. Rodgers. Pages 231-239
Discuss the concept that corporations add far more to society by maximizing “long-term shareholder value” than they do by donating time and money to charity.
How important is this concept to business, society, and to you? Which position do you believe is more accurate…Rodgers or Mackey?
.
ReadingsUse The American Community College attached below t.docxsedgar5
Readings
Use
The American Community College
attached below to read the following:
Chapter 2, "Students: Diverse Backgrounds and Purposes," pages 45–77.
Chapter 8, "Developmental Education: Enhancing Literacy and Basic Skills," pages 235–264.
For this question, resume the role of a public information officer.
A new local education reporter, the graduate of a prestigious university, has contacted you. She recently learned that community colleges serve many different types of students and are the most ethnically representative institutions in U.S. higher education. She asks you to provide her with a 300–400 word explanation of how community colleges became the most diverse institutions in terms of student ethnicity and age. Using current APA style, write your analysis of why community colleges can serve diverse student populations.
.
ReadMeData DescriptionIDCustomer IDAgeCustomers age in yearsExpe.docxsedgar5
ReadMeData Description:IDCustomer IDAgeCustomer's age in yearsExperienceYears of professional experienceIncomeAnnual income of the customer ($000)ZIPCodeHome Address ZIP code.FamilyFamily size of the customerCCAvgAvg. spending on credit cards per month ($000)EducationEducation Level. 1: Undergrad; 2: Graduate; 3: Advanced/ProfessionalMortgageValue of house mortgage if any. ($000)Personal LoanDid this customer accept the personal loan offered in the last campaign?Securities AccountDoes the customer have a securities account with the bank?CD AccountDoes the customer have a certificate of deposit (CD) account with the bank?OnlineDoes the customer use internet banking facilities?CreditCardDoes the customer use a credit card issued by the bank?Note: Data is hypothetical
Bank_Personal_Loan_ModellingIDAge (in years)Experience (in years)Income (in K/month)ZIP CodeFamily membersCCAvgEducationMortgagePersonal LoanSecurities AccountCD AccountOnlineCreditCard1251499110741.6100100024519349008931.5100100033915119472011100000043591009411212.720000005358459133041200000163713299212140.421550001075327729171121.5200001085024229394310.3300000193510819008930.6210400010103491809302318.930100001165391059471042.4300000012295459027730.120000101348231149310623.83001000145932409492042.5200001015674111291741121001000166030229505411.530000111738141309501044.7313410000184218819430542.410000001946211939160428.13010000205528219472010.5200100121563125940150.9211100010225727639009532300001023295629027711.2126000010244418439132020.71163010002536111529552123.9115900001264319299430530.519700010274016839506440.230000002846201589006412.41000011295630489453912.230000113038131199410413.32010111315935359310611.23122000103240162994117122000010335328419480120.631930000034306189133030.9300000035315509403541.83000010364824819264730.710000003759351219472012.91000001385125719581411.431980000039421814194114353011110403813809411540.7328500010415732849267231.6300100042349609412232.31000000433271329001941.1241210010443915459561610.710000104546201049406515.71000011465731529472042.51000001473914439501430.72153000104837121949138040.2321111111495626819574724.53000001504016499237311.810000015132889209340.720010105261371319472012.9100001053306729400510.11207000005450261909024532.132401001055295449581910.2300001056411713994022281000010575530299400530.120011105856311319561621.230100005928293940650.21000000603151889132024.5145500000614924399040431.720010106247211259340715.7111201000634218229008911100000064421732945234020000106547231059002423.310000006659351319136013.810000116762361059567022.8133600000685323459512342313201000694721609340732.11000011705329209004540.210000107142181159133513.510000017253296993907412000010734420130920071510000017441168594606143000011752831359461123.31000001763171359490143.82010111775832129132030.33000000784620299222030.520000007954301339330522.63010000805026199472020.4111800010816036419513441.3117400011824722409461232.72000010834116829250714300001084339509430512.42000000854.
reading Phillips & Soltis Chapter 6Wenger A Social .docxsedgar5
reading
Phillips & Soltis: Chapter 6
Wenger: A Social Theory of Learning
McLeod: Vygotsky (Links to an external site.)
https://www.simplypsychology.org/vygotsky.html
Schunk: Chapter 6 (Read Only the Following Pages/Sections)
240 (Vygotsky S.C. Theory) - 248
250 (Socially Mediated Learning) - 233
269 (Peer Assisted) - 271
274 (Summary) - 277
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
Hello everyone!
Social learning theory is described as being a “theory of learning process and social behavior which proposes that new behaviors can be acquired by observing and imitating others.” Learning is a social experience in a lot of different ways. Social interactions are critical in learning. We learn so much from interacting with others and our environment. The fundamental principles of social learning states that “learning occurs when observing other's behaviors and the resulting outcomes of those behaviors.” Observation and mimicking are the first forms of learning as a child. Peer collaboration, reciprocal teaching, apprenticeships, and scaffolding are all examples of learning using the social model. In other words, we learn from everything around us. We learn from our interactions as it stimulates developmental processes and fosters cognitive growth, the information that is “learned” is transformed into knowledge.
Lev Vygotsky is a constructivist theorist; he placed more emphasis on the social environment being a factor in learning. Vygotsky’s theory stresses that “the interaction of interpersonal (social), cultural-historical, and individual factors as the key to human development. Vygotsky considered the social environment critical for learning and thought that social interactions form learning experiences” (Schunk, page 242). One of the fundamental concepts presented by Lev Vygotsky is that a person’s interactions with the environment aid in their learning. Social interactions are necessary for learning to take place, and that knowledge is gained when two or more people interact with one another. Another concept would be self-regulation, which involves “the coordination of mental processes such as planning, synthesizing, and forming concepts” (Schunk, page 252)..
Readings Maggie Nelson, Great to Watch”Martha Stout, .docxsedgar5
Readings:
Maggie Nelson, “Great to Watch”
Martha Stout, “When I Woke Up Tuesday Morning, It Was Friday”
Azar Nafisi, “Selections from
Reading Lolita in Tehran
”
Rough Draft (4 pages) due Wed. 11/20 (bring 2 paper copies to class for Peer Review and upload
To Canvas)
Final Draft (5-6 pages) due Wed. 12/4 (upload to Canvas)
Question for Writing:
Azar Nafisi reflects on her experiences as a woman living in Tehran under a totalitarian regime. In secret, with a select group of female students, Nafisi and her class explore the world of forbidden literature as a form of mental resistance against their loss of freedom.
Considering the ideas and themes of Martha Stout and Maggie Nelson, develop a thesis that investigates how these concepts may inform our reading of Nafisi’s memoir.
Themes include (but are not limited to) the utility of subjective mental states such as dissociation and imagination; the role of violence in the media; and the creation and preservation of self-identity.
Remember:
Connections between authors are not only parallels, but include complications, contrasts, frame-case relationships, etc. A quality Expos essay has complex connections!
.
ReadingsRead Chapter 10 in the text Human resource management..docxsedgar5
Readings
Read Chapter 10 in the text:
Human resource management.
Discussions
To participate in the following Discussion Forums, go to this week's
Discussion
link in the left navigation:
Global HRM
How does the current landscape of global HRM impact HR planning?
What are the HRM implications of Hofstede’s, Trompenaars’, and the GLOBE models’ cross-cultural dimensions? Respond to at least two of your classmates' postings.
The Future of HRM
Today, social media is playing a major role in the selection process. How would the use of such tools as LinkedIn, Twitter, Facebook and others impact your decision in finding the right candidate and why would you select such tool(s)? What would be the impact on HR policies?
.
READINGSIntroductionUnit II examines ethical, legal, and .docxsedgar5
READINGS:
Introduction
Unit II
examines ethical, legal, and legislative issues affecting leadership and management as well as professional advocacy. This chapter focuses on applied ethical decision making as a critical leadership role for managers.
Chapter 5
examines the impact of legislation and the law on leadership and management, and
Chapter 6
focuses on advocacy for patients and subordinates and for the nursing profession in general.
Ethics
is the systematic study of what a person’s conduct and actions should be with regard to self, other human beings, and the environment; it is the justification of what is right or good and the study of what a person’s life and relationships should be, not necessarily what they are. Ethics is a system of moral conduct and principles that guide a person’s actions in regard to right and wrong and in regard to oneself and society at large.
Ethics is concerned with doing the right thing, although it is not always clear what that is.
Applied ethics
requires application of normative ethical theory to everyday problems. The normative ethical theory for each profession arises from the purpose of the profession. The values and norms of the nursing profession, therefore, provide the foundation and filter from which ethical decisions are made. The nurse-manager, however, has a different ethical responsibility than the clinical nurse and does not have as clearly defined a foundation to use as a base for ethical reasoning.
In addition, because management is a discipline and not a profession, its purpose is not as clearly defined as medicine or law; therefore, the norms that guide ethical decision making are less clear. Instead, the organization reflects norms and values to the manager, and the personal values of managers are reflected through the organization. The manager’s ethical obligation is tied to the organization’s purpose, and the purpose of the organization is linked to the function that it fills in society and the constraints society places on it. So, the responsibilities of the nurse-manager emerge from a complex set of interactions.
Society helps define the purposes of various institutions, and the purposes, in turn, help ensure that the institution fulfills specific functions. However, the specific values and norms in any institution determine the focus of its resources and shape its organizational life. The values of people within institutions influence actual management practice. In reviewing this set of complex interactions, it becomes evident that arriving at appropriate ethical management decisions can be a difficult task.
In addition,
nursing management ethics
are distinct from
clinical nursing ethics
. Although significant research exists regarding ethical dilemmas and moral distress experienced by staff nurses in clinical roles, less research exists regarding the ethical distress experienced by nursing managers.
Nursing management ethics are also distinct from other areas of m.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Reading 1 Questions CheckoutsWhat do the boy and the girl t.docx
1. Reading 1 Questions: "Checkouts"
What do the boy and the girl think about while they are apart?
How do you think the two characters feel when they see each
other at the movie theater?
Is the situation described in this story a common cultural
experience for American teenagers? Explain. How might the
story be different if it were set in a culture that limits the
independence of teenage girls?
Reading 2 Questions: "The Girl Who Can"
Why does Nana criticize the narrator's legs? How does criticism
reveal Nana's fears for the narrator's future? Explain.
What are Nana's feelings about the narrator going to school?
How do the mother's feelings about school differ from Nana's?
Based on these details, what kind of lives do you think many
women in Ghana are expected to lead?
Do the narrator's legs mean the same thing to her and her family
at the end of the selection as they do in the beginning? Use
details to support your answer.
Comparing Points of View Chart:
1. Use a chart like the one shown to note the actions, thoughts
and feelings of the listed characters in both stories.
“Checkouts”
Actions
Thoughts
Feelings
Girl
Boy
2. “The Girl Who Can”
Actions
Thoughts
Feelings
Nana
Adjoa
2. Think about and explain how each girl’s culture may have
influenced her perspective. (Approx. 2-4 sentences)
Reading 3 Questions: “If I Forget Thee, Oh Earth...”
At the end of the story, what does Marvin realize? What was the
purpose of Marvin's trip with his father?
What evidence from the text indicates that the story is set on the
moon? How does the choice of setting make the story more
realistic?
How did Earth become destroyed? What suggestions do you
think Clarke might have offered today to prevent a situation like
this from occurring?
Unit Three Exploration Activity: Creating a Problem and
Solution
3. Presentation
*This assignment is worth 35 points
Some forms of writing engage us in the struggles and
resolutions of our daily lives. In a problem-and-solution essay,
an author identifies a problem and the argues for a possible
solution. You might use this type of writing in letters, memos,
proposals, or editorials.
Create a presentation about an issue that confronts your
community, state or nation. Use the United Nations Global
Issues website for inspiration. Your presentation should include
the following elements:
a statement of the problem and a suggested solution
valid reasoning and evidence, such as facts and expert opinions,
that show the problems, scope and support an effective solution.
formal and objective language appropriate to your audience.
logical organization and a concluding statement or section that
supports your argument.
error-free grammar, including correct use of pronouns
Evaluation Criteria:
Focus: How adequately do you explore the problem in your
presentation? (5 points)
Organization: How well do you organize the steps of the
solution? (5 points)
4. Support/Elaboration: How convincing are your facts, details,
and reasons? (5 points)
Style: How appropriate is the language for the audience's
knowledge level? (5 points)
Conventions: How correct is your grammar, especially your use
of pronouns? (5 points)
Presentation Content: (10 points)
Presentation Criteria:
Title Slide: Name, Assignment Title
At leastten content slides
At leastfive images
Visually appealing design
Organization is easy to follow
Summary slide with paragraph discussing what you learned
while completing this assignment.
You should have a total of 12 slides: Title (1), Content (10),
Summary (1)
Submit your presentation by clicking on the "Unit 3 Exploration
Activity" link above. You can submit as a PowerPoint, PDF, or
a Word doc.
8/1/12 "If I Forget Thee, Oh Earth..." by Arthur C. Clarke
5. 1/4hermiene.net/short‑stories/if_i_forget_thee.html
[Taken from EXPEDITION TO EARTH.]
"If I Forget Thee, Oh Earth..."
by Arthur C. Clarke
When Marvin was ten years old, his father took him through the
long, echoing
corridors that led up through Administration and Power, until at
last they came to
the uppermost levels of all and were among the swiftly growing
vegetation of the
Farmlands. Marvin liked it here: it was fun watching the great, s
lender plants
creeping with almost visible eagerness toward the sunlight as it
filtered down
through the plastic domes to meet them. The smell of life was e
verywhere,
awakening inexpressible longings in his heart: no longer was he
breathing the dry,
cool air of the residential levels, purged of all smells but the fai
nt tang of ozone. He
wished he could stay here for a little while, but Father would no
6. t let him. They went
onward until they had reached the entrance to the Observatory,
which he had never
visited: but they did not stop, and Marvin knew with a sense of
rising excitement
that there could be only one goal left. For the first time in his li
fe, he was going
Outside.
There were a dozen of the surface vehicles, with their wide ball
oon tires and
pressurized cabins, in the great servicing chamber. His father m
ust have been
expected, for they were led at once to the little scout car waitin
g by the huge
circular door of the airlock. Tense with expectancy, Marvin settl
ed himself down in
the cramped cabin while his father started the motor and checke
d the controls. The
inner door of the lock slid open and then closed behind them: he
heard the roar of
the great air pumps fade slowly away as the pressure dropped to
zero.
Then the "Vacuum" sign flashed on, the outer door parted, and b
7. efore Marvin
lay the land which he had never yet entered.
He had seen it in photographs, of course: he had watched it ima
ged on
television screens a hundred times. But now it was lying all aro
und him, burning
beneath the fierce sun that crawled so slowly across the jet-blac
k sky. He stared
into the west, away from the blinding splendor of the sun—
and there were the stars,
as he had been told but had never quite believed. He gazed at th
em for a long time,
marveling that anything could be so bright and yet so tiny. They
were intense
unscintillating points, and suddenly he remembered a rhyme he
had once read in
one of his father's books:
Twinkle, twinkle, little star,
How I wonder what you are.
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Well, he knew what the stars were. Whoever asked that question
must have
been very stupid. And what did they mean by "twinkle"? You co
uld see at a glance
that all the stars shone with the same steady, unwavering light.
He abandoned the
puzzle and turned his attention to the landscape around him.
They were racing across a level plain at almost a hundred miles
an hour, the
great balloon tires sending up little spurts of dust behind them.
There was no sign
of the Colony: in the few minutes while he had been gazing at t
he stars, its domes
and radio towers had fallen below the horizon. Yet there were ot
her indications of
man's presence, for about a mile ahead Marvin could see the cur
iously shaped
structures clustering round the head of a mine. Now and then a
puff of vapor would
emerge from a squat smokestack and would instantly disperse.
9. They were past the mine in a moment: Father was driving with a
reckless and
exhilarating skill as if—
it was a strange thought to come into a child's mind—he
were trying to escape from something. In a few minutes they ha
d reached the edge
of the plateau on which the Colony had been built. The ground f
ell sharply away
beneath them in a dizzying slope whose lower stretches were los
t in shadow. Ahead,
as far as the eye could reach, was a jumbled wasteland of crater
s, mountain ranges,
and ravines. The crests of the mountains, catching the low sun,
burned like islands
of fire in a sea of darkness: and above them the stars still shone
as steadfastly as
ever.
There could be no way forward—
yet there was. Marvin clenched his fists as the
car edged over the slope and started the long descent. Then he s
aw the barely
visible track leading down the mountainside, and relaxed a little
. Other men, it
10. seemed, had gone this way before.
Night fell with a shocking abruptness as they crossed the shado
w line and the
sun dropped below the crest of the plateau. The twin searchlight
s sprang into life,
casting blue-white bands on the rocks ahead, so that there was s
carcely need to
check their speed. For hours they drove through valleys and past
the foot of
mountains whose peaks seemed to comb the stars, and sometime
s they emerged for
a moment into the sunlight as they climbed over higher ground.
And now on the right was a wrinkled, dusty plain, and on the lef
t, its ramparts
and terraces rising mile after mile into the sky, was a wall of m
ountains that
marched into the distance until its peaks sank from sight below t
he rim of the
world. There was no sign that men had ever explored this land,
but once they passed
the skeleton of a crashed rocket, and beside it a stone cairn sur
mounted by a metal
cross.
11. It seemed to Marvin that the mountains stretched on forever: but
at last, many
hours later, the range ended in a towering, precipitous headland
that rose steeply
from a cluster of little hills. They drove down into a shallow val
ley that curved in a
great arc toward the far side of the mountains: and as they did s
o, Marvin slowly
realized that something very strange was happening in the land
ahead.
The sun was now low behind the hills on the right: the valley be
fore them
should be in total darkness. Yet it was awash with a cold white r
adiance that came
spilling over the crags beneath which they were driving. Then, s
uddenly, they were
out in the open plain, and the source of the light lay before them
in all its glory.
It was very quiet in the little cabin now that the motors had stop
ped. The only
sound was the faint whisper of the oxygen feed and an occasion
al metallic
12. crepitation as the outer walls of the vehicle radiated away their
heat. For no
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warmth at all came from the great silver crescent that floated lo
w above the far
horizon and flooded all this land with pearly light. It was so bril
liant that minutes
passed before Marvin could accept its challenge and look steadf
astly into its glare,
but at last he could discern the outlines of continents, the hazy
border of the
atmosphere, and the white islands of cloud. And even at this dis
tance, he could see
the glitter of sunlight on the polar ice.
It was beautiful, and it called to his heart across the abyss of sp
ace. There in
that shining crescent were all the wonders that he had never kno
wn—the hues of
13. sunset skies, the moaning of the sea on pebbled shores, the patte
r of falling rain, the
unhurried benison of snow. These and a thousand others should
have been his
rightful heritage, but he knew them only from the books and anc
ient records, and
the thought filled him with the anguish of exile.
Why could they not return? It seemed so peaceful beneath those
lines of
marching cloud. Then Marvin, his eyes no longer blinded by the
glare, saw that the
portion of the disk that should have been in darkness was gleam
ing faintly with an
evil phosphorescence: and he remembered. He was looking upon
the funeral pyre of
a world—
upon the radioactive aftermath of Armageddon. Across a quarter
of a
million miles of space, the glow of dying atoms was still visible
, a perennial
reminder of the ruinous past. It would be centuries yet before th
at deadly glow died
from the rocks and life could return again to fill that silent, emp
ty world.
14. And now Father began to speak, telling Marvin the story which
until this
moment had meant no more to him than the fairy tales he had on
ce been told.
There were many things he could not understand: it was impossi
ble for him to
picture the glowing, multicolored pattern of life on the planet he
had never seen.
Nor could he comprehend the forces that had destroyed it in the
end, leaving the
Colony, preserved by its isolation, as the sole survivor. Yet he c
ould share the agony
of those final days, when the Colony had learned at last that nev
er again would the
supply ships come flaming down through the stars with gifts fro
m home. One by one
the radio stations had ceased to call: on the shadowed globe the
lights of the cities
had dimmed and died, and they were alone at last, as no men ha
d ever been alone
before, carrying in their hands the future of the race.
Then had followed the years of despair, and the long-drawn batt
le for survival
15. in this fierce and hostile world. That battle had been won, thoug
h barely: this little
oasis of life was safe against the worst that Nature could do. Bu
t unless there was a
goal, a future toward which it could work, the Colony would los
e the will to live,
and neither machines nor skill nor science could save it then.
So, at last, Marvin understood the purpose of this pilgrimage. H
e would never
walk beside the rivers of that lost and legendary world, or listen
to the thunder
raging above its softly rounded hills. Yet one day—
how far ahead?—his children's
children would return to claim their heritage. The winds and the
rains would scour
the poisons from the burning lands and carry them to the sea, an
d in the depths of
the sea they would waste their venom until they could harm no l
iving things. Then
the great ships that were still waiting here on the silent, dusty pl
ains could lift once
more into space, along the road that led to home.
That was the dream: and one day, Marvin knew with a sudden fl
16. ash of insight,
he would pass it on to his own son, here at this same spot with t
he mountains
behind him and the silver light from the sky streaming into his f
ace.
He did not look back as they began the homeward journey. He c
ould not bear
8/1/12 "If I Forget Thee, Oh Earth..." by Arthur C. Clarke
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to see the cold glory of the crescent Earth fade from the rocks ar
ound him, as he
went to rejoin his people in their long exile.
80 Fiction and Nonfiction
86 Fiction and Nonfiction
17. The Girl Who Can
Uses
third-person
pronouns
Checkouts The Girl Who Can
Comparing Points of View
Narrative point of view is the perspective from which a story is
narrated,
or told.
• First-person point of view: The narrator is a character who
participates in the action and uses the first-person pronouns I
and me.
• Third-person point of view: The narrator is not a character in
the story but a voice outside it. The narrator uses the third-
person
pronouns he, she, him, her, they, and them to refer to all
characters.
There are two kinds of third-person point of view. In the third-
person
18. omniscient point of view, the narrator knows everything,
including
the thoughts of all the characters. In the third-person limited
point of
view, the narrator sees and reports things through one
character’s eyes.
These selections are written using different points of view. As
you read,
complete a Venn diagram like this one to compare and contrast
how the
point of view affects the way you understand the characters and
the plot
of each story.
Checkouts •
The Girl Who CanComparing Literary Works
Cultural perspective is another, related, element of many
literary works.
A character’s point of view can be strongly influenced by the
customs and
beliefs of the place and time in which he or she lives. Notice
how the
perspective of the girl in each story—one an American teenager
19. and the
other an African child—is affected by her culture’s ideas and
attitudes
about the roles of women.
Vocabulary flashcards
Interactive journals
More about the authors
Selection audio
Interactive graphic organizersOnline!PHLit
www.PHLitOnline.com
Common Core
State Standards
Reading Literature
6. Analyze a particular point of
view or cultural experience
reflected in a work of literature
from outside the United States,
drawing on a wide reading of
world literature.
20. Writing
2.a. Introduce a topic; organize
complex ideas, concepts, and
information to make important
connections and distinctions;
include formatting, graphics,
and multimedia when useful to
aiding comprehension.
Meet the Authors
Checkouts / The Girl Who Can 81
Can change?truth
Writing About the Big Question
Although the characters in these stories seem sure of certain
things, when
circumstances change, new possibilities —and new questions
—emerge. Use these
sentence starters to develop your ideas about the Big Question.
People may have assumptions about others or themselves based
on .
21. Those beliefs can be changed when .
Ama Ata Aidoo (b. 1942)
Author of “The Girl Who Can”
Ama Ata Aidoo was born in Ghana, Africa, where her father
was a
village chief. He wanted his daughter to have a Western
education
and sent her to a university in Cape Coast, Ghana. Aidoo earned
her bachelor’s degree in English and later taught at universities
in
Ghana and the United States.
Works and Themes Aidoo has written plays, short stories,
poetry, and novels. Her fiction, written in English, often
explores
the conflicts between Western and African cultures and the
roles
of women in modern society.
Cynthia Rylant (b. 1954)
Author of “Checkouts”
Cynthia Rylant spent four years as a child living with her
grandparents
22. in a small town in West Virginia. With no public library and
little money
to buy books, she started reading comic books. Once in college,
she
discovered great literature, but she did not consider becoming a
writer
until she took a job as a librarian and began reading children’s
books.
Writing About Her Life In her work, Rylant draws upon her
experiences as a young adult. “The best writing,” she says, “is
that
which is most personal, most revealing.” She has written many
award-
winning stories, poems, and novels.
82 Fiction and Nonfiction
H er parents had moved her to Cincinnati, to a large
house with beveled glass1 windows and several
porches and the history her mother liked to emphasize.
You’ll love the house, they said. You’ll be lonely at first,
they admitted, but you’re so nice you’ll make friends
23. fast. And as an impulse tore at her to lie on the floor, to hold
to their ankles and tell them she felt she was dying, to offer
anything, anything at all, so they might allow her to finish
growing up in the town of her childhood, they firmed their
mouths and spoke from their chests and they said, It’s decided.
They moved her to Cincinnati, where for a month she spent
the greater part of every day in a room full of beveled glass
windows, sifting through photographs of the life she’d lived and
left behind. But it is difficult work, suffering, and in its own
way a kind of art, and finally she didn’t have the energy for it
anymore, so she emerged from the beautiful house and fell in
love with a bag boy at the supermarket. Of course, this didn’t
happen all at once, just like that, but in the sequence of things
that’s exactly the way it happened.
She liked to grocery shop. She loved it in the way some people
love to drive long country roads, because doing it she could
think
and relax and wander. Her parents wrote up the list and handed
it to her and off she went without complaint to perform what
they
regarded as a great sacrifice of her time and a sign that she was
indeed a very nice girl. She had never told them how much she
loved grocery shopping, only that she was “willing” to do it.
24. She
had an intuition which told her that her parents were not safe
for
sharing such strong, important facts about herself. Let them
think
they knew her.
1. beveled (bev» ßld) glass n. glass having angled or slanted
edges.
Cynthia Rylant
LIT12_SE09_CCS_U01_CLW1.indd 82 01/02/11 5:33 AM
Checkouts 83
Once inside the supermarket, her hands
firmly around the handle of the cart, she
would lapse into a kind of reverie and wheel
toward the produce. Like a Tibetan monk in
solitary meditation, she calmed to a point of
deep, deep happiness; this feeling came to her,
reliably, if strangely, only in the supermarket.
25. Then one day the bag boy dropped her jar of
mayonnaise and that is how she fell in love.
He was nervous—first day on the job—
and along had come this fascinating girl,
standing in the checkout line with the
unfocused stare one often sees in young
children, her face turned enough away
that he might take several full looks
at her as he packed sturdy bags full
of food and the goods of modern life.
She interested him because her hair
was red and thick, and in it she had
placed a huge orange bow, nearly the
size of a small hat. That was enough to
distract him, and when finally it was her
groceries he was packing, she looked at
him and smiled and he could respond
only by busting her jar of mayonnaise
on the floor, shards of glass and oozing
cream decorating the area around his feet.
She loved him at exactly that moment,
and if he’d known this perhaps he
26. wouldn’t have fallen into the brown
depression he fell into, which lasted the
rest of his shift. He believed he must have
looked the fool in her eyes, and he envied
the sureness of everyone around him: the
cocky cashier at the register, the grim
and harried store manager, the bland
butcher, and the brazen bag boys who
smoked in the warehouse on their breaks.
He wanted a second chance. Another
chance to be confident and say witty
things to her as he threw tin cans into
her bags, persuading her to allow him to
help her to her car so he might learn just
a little about her, check out the floor of the
Literary Analysis
Point of View
How does the use
of pronouns in this
paragraph show that
this story is being told
from the third-person
point of view?
27. Literary Analysis
Point of View
Whose thoughts and
feelings are expressed
in this paragraph?
Vocabulary
reverie (rev» ß rè) n.
dreamy thinking and
imagining
At first, why does the
girl fascinate the boy?
Then one
day the bag
boy dropped
her jar of
mayonnaise
and that is
28. how she fell
in love.
LIT12_SE09_CCS_U01_CLW1.indd 83 01/02/11 5:33 AM
84 Fiction and Nonfiction
Strange, how
attractive
clumsiness
can be.
car for signs of hobbies or fetishes and the bumpers for clues as
to
beliefs and loyalties.
But he busted her jar of mayonnaise and nothing else worked
out
for the rest of the day.
Strange, how attractive clumsiness can be. She left the
29. supermarket with stars in her eyes, for she had loved the way
his
long nervous fingers moved from the conveyor belt to the bags,
how
deftly (until the mayonnaise) they had picked up her items and
placed them in her bags. She had loved the way the hair kept
falling
into his eyes as he leaned over to grab a box or a tin. And the
tattered brown shoes he wore with no socks. And the left side of
his
collar turned in rather than out.
The bag boy seemed a wonderful contrast to the perfectly
beautiful
house she had been forced to accept as her home, to the history
she
hated, to the loneliness she had become used to, and she
couldn’t
wait to come back for more of his awkwardness and
dishevelment.
Incredibly, it was another four weeks before they saw each
other
again. As fate would have it, her visits to the supermarket never
coincided with his schedule to bag. Each time she went to the
30. store,
her eyes scanned the checkouts at once, her heart in her mouth.
And each hour he worked, the bag boy kept one eye on the door,
watching for the red-haired girl with the big orange bow.
Yet in their disappointment these weeks there was a kind of
ecstasy. It is reason enough to be alive, the hope you may see
again
some face which has meant something to you. The anticipation
of
meeting the bag boy eased the girl’s painful transition into her
new
and jarring life in Cincinnati. It provided for her an anchor amid
all that was impersonal and unfamiliar, and she spent less time
on thoughts of what she had left behind as she concentrated on
what might lie ahead. And for the boy, the long and often
tedious
hours at the supermarket which provided no challenge other
than
that of showing up the following workday . . . these hours
became
possibilities of mystery and romance for him as he watched the
electric doors for the girl in the orange bow.
And when finally they did meet up again, neither offered a clue
31. to
the other that he, or she, had been the object of obsessive
thought
for weeks. She spotted him as soon as she came into the store,
but
she kept her eyes strictly in front of her as she pulled out a cart
and
wheeled it toward the produce. And he, too, knew the instant
she
came through the door—though the orange bow was gone,
replaced
by a small but bright yellow flower instead—and he never once
turned his head in her direction but watched her from the corner
of
his vision as he tried to swallow back the fear in his throat.
It is odd how we sometimes deny ourselves the very pleasure
we have longed for and which is finally within our reach. For
Literary Analysis
Point of View
What does the narrator
reveal about the boy’s
regrets?
32. Vocabulary
dishevelment
(di shev» ßl ment) n.
disorder; messiness
Literary Analysis
Point of View
Which details in this
paragraph suggest the
story is told from the
omniscient point of view?
Explain.
LIT12_SE09_CCS_U01_CLW1.indd 84 01/02/11 5:33 AM
Critical Thinking
Checkouts 85
some perverse reason she would not have been able to
articulate,
the girl did not bring her cart up to the bag boy’s checkout when
her shopping was done. And the bag boy let her leave the store,
33. pretending no notice of her.
This is often the way of children, when they truly want a thing,
to pretend that they don’t. And then they grow angry when no
one
tried harder to give them this thing they so casually rejected,
and
they soon find themselves in a rage simply because they cannot
say yes when they mean yes. Humans are very complicated.
(And
perhaps cats, who have been known to react in the same way,
though the resulting rage can only be guessed at.)
The girl hated herself for not checking out at the boy’s line, and
the boy hated himself for not catching her eye and saying hello,
and they most sincerely hated each other without having ever
exchanged even two minutes of conversation.
Eventually—in fact, within the week—a kind and intelligent
boy
who lived very near her beautiful house asked the girl to a
movie
and she gave up her fancy for the bag boy at the supermarket.
And
the bag boy himself grew so bored with his job that he made a
34. desperate search for something better and ended up in a
bookstore
where scores of fascinating girls lingered like honeybees about
a
hive. Some months later the bag boy and the girl with the
orange
bow again crossed paths, standing in line with their dates at a
movie theater, and, glancing toward the other, each smiled
slightly,
then looked away, as strangers on public buses often do, when
one
is moving off the bus and the other is moving on.
Vocabulary
perverse (pßr v†rs») adj.
different from what is
considered right or
reasonable
Literary Analysis
Point of View
Which details in this
paragraph might be
omitted if the story
were told from the third-
35. person limited
point of view? Explain.
Cite textual
evidence to
support you
r
responses.
1. Key Ideas and Details (a) What do the boy and girl think
about
while they are apart? (b) Speculate: How do you think the two
characters feel when they see each other at the movie theater?
2. Key Ideas and Details Draw Conclusions: Does the
experience
described in the story seem like a missed opportunity or a
necessary outcome? Explain.
3. Key Ideas and Details (a) Summarize: Why do the boy and
36. girl
never act on their feelings? (b) Make a Judgment: Do you agree
that “humans are very complicated”? Explain, using details
from
the story.
4. Integration of Knowledge and Ideas (a) Is the situation
described in this story a common cultural experience for
American
teenagers? Explain. (b) Speculate: How might the story be
different
if it were set in a culture that limits the independence of teenage
girls? [Connect to the Big Question: Can truth change?]
LIT12_SE09_CCS_U01_CLW1.indd 85 01/02/11 5:33 AM
86 Fiction and Nonfiction
The Girl Who Can
Ama Ata Aidoo
37. The Girl Who Can 87
They say that I was born in Hasodzi; and it is a very big village
in the central region of our country, Ghana. They also say that
when all of Africa is not choking under a drought, Hasodzi lies
in a very fertile lowland in a district
known for its good soil. Maybe that is why any time I don’t
finish
eating my food, Nana says, “You Adjoa, you don’t know what
life is
about . . . you don’t know what problems there are in this life . .
.”
As far as I could see, there was only one problem. And it had
nothing to do with what I knew Nana considered as “problems,”
or what Maami thinks of as “the problem.” Maami is my
mother.
Nana is my mother’s mother. And they say I am seven years old.
And my problem is that at this seven years of age, there are
things
I can think in my head, but which, maybe, I do not have the
proper
language to speak them out with. And that, I think, is a very
serious problem because it is always difficult to decide whether
to
38. keep quiet and not say any of the things that come into my head,
or
say them and get laughed at. Not that it is easy to get any
grown-
up to listen to you, even when you decide to take the risk and
say
something serious to them.
Take Nana. First, I have to struggle to catch her attention. Then
I tell her something I had taken a long time to figure out. And
then
you know what always happens? She would at once stop
whatever
she is doing and, mouth open, stare at me for a very long time.
Then, bending and turning her head slightly, so that one ear
comes
down towards me, she’ll say in that voice: “Adjoa, you say
what?”
After I have repeated whatever I had said, she would either, still
in
that voice, ask me “never, never, but NEVER to repeat THAT,”
or she
would immediately burst out laughing. She would laugh and
laugh
and laugh, until tears run down her cheeks and she would stop
39. whatever she is doing and wipe away the tears with the hanging
edges of her cloth. And she would continue laughing until she is
completely tired. But then, as soon as another person comes by,
just to make sure she doesn’t forget whatever it was I had said,
she would repeat it to her. And then, of course, there would be
two
old people laughing and screaming with tears running down
their
faces. Sometimes this show continues until there are three, four
or
even more of such laughing and screaming tear-faced grownups.
And all that performance for whatever I’d said? I find
something
quite confusing in all this. That is, no one ever explains to me
why
sometimes I shouldn’t repeat some things I say; while at other
times,
some other things I say would not only be all right, but would
be
considered so funny they would be repeated so many times for
so
many people’s enjoyment. You see how neither way of hearing
me
out can encourage me to express my thoughts too often?
40. ◀ Critical Viewing
Describe the feelings the
girl in the photograph
expresses. [Interpret]
Vocabulary
fertile (f†rt» ’l) adj.
rich in nutrients that
promote growth
Literary Analysis
Point of View
Which pronouns in this
paragraph show that
this story is being told
from the first-person
point of view?
What does the narrator
say is her problem?
88 Fiction and Nonfiction
41. Like all this business to do with my legs. I have always wanted
to tell them not to worry. I mean Nana and my mother. It did
not
have to be an issue for my two favorite people to fight over. I
didn’t
want to be told not to repeat it or for it to be considered so
funny
that anyone would laugh at me until they cried. After all, they
were
my legs . . . When I think back on it now, those two, Nana and
my
mother must have been discussing my legs from the day I was
born.
What I am sure of is that when I came out of the land of sweet,
soft
silence into the world of noise and comprehension, the first
topic I
met was my legs.
That discussion was repeated very regularly.
Nana: “Ah, ah, you know, Kaya, I thank my God that your very
first child is female. But Kaya, I am not sure about her legs. Hm
. . .
hm . . . hm . . .”
42. And Nana would shake her head.
Maami: “Mother, why are you always complaining about
Adjoa’s
legs? If you ask me . . .”
Nana: “They are too thin. And I am not asking you!”
Nana has many voices. There is a special one she uses to shut
everyone up.
“Some people have no legs at all,” my mother would try again
with all her small courage.
“But Adjoa has legs,” Nana would insist; “except that they are
too
thin. And also too long for a woman. Kaya, listen. Once in a
while,
but only once in a very long while, somebody decides — nature,
a child’s spirit mother, an accident
happens, and somebody gets
born without arms, or legs, or
both sets of limbs. And then
43. let me touch wood; it is a
sad business. And you
know, such things are
not for talking about
every day. But if any
female child decides
to come into this
world with legs, then
they might as well
be legs.”
“What kind of
legs?” And always
at that point, I
knew from her
voice that my
Vocabulary
comprehension
(käm« prè hen» shen) n.
understanding
▼ Critical Viewing
Might these mothers
44. and children have
relationships similar to
those between Adjoa
and her elders? Explain.
[Connect]
LIT12_SE09_CCS_U01_CLW1.indd 88 01/02/11 5:33 AM
The Girl Who Can 89
mother was weeping inside. Nana never heard such inside
weeping.
Not that it would have stopped Nana even if she had heard it.
Which
always surprised me. Because, about almost everything else
apart
from my legs, Nana is such a good grown-up. In any case, what
do I
know about good grown-ups and bad grown-ups? How could
Nana
be a good grown-up when she carried on so about my legs? All I
want to say is that I really liked Nana except for that.
45. Nana: “As I keep saying, if any woman decides to come into
this
world with her two legs, then she should select legs that have
meat
on them: with good calves. Because you are sure such legs
would
support solid hips. And a woman must have solid hips to be able
to
have children.”
“Oh, Mother.” That’s how my mother would answer. Very, very
quietly. And the discussion would end or they would move on to
something else.
Sometimes, Nana would pull in something about my father:
How, “Looking at such a man, we have to be humble and admit
that after all, God’s children are many . . .”
How, “After one’s only daughter had insisted on marrying a
man
like that, you still have to thank your God that the biggest
problem
you got later was having a granddaughter with spindly legs that
are
46. too long for a woman, and too thin to be of any use.”
The way she always added that bit about my father under her
breath, she probably thought I didn’t hear it. But I always heard
it. Plus, that is what always shut my mother up for good, so that
even if I had not actually heard the words, once my mother
looked
like even her little courage was finished, I could always guess
what
Nana had added to the argument.
“Legs that have meat on them with good calves to support solid
hips . . . to be able to have children.”
So I wished that one day I would see, for myself, the legs of any
woman who had had children. But in our village, that is not
easy.
The older women wear long wrap-arounds1 all the time. Perhaps
if they let me go bathe in the river in the evening, I could have
checked. But I never had the chance. It took a lot of begging
just to
get my mother and Nana to let me go splash around in the
shallow
end of the river with my friends, who were other little girls like
me.
47. For proper baths, we used the small bathhouse behind our hut.
Therefore, the only naked female legs I have ever really seen
are
those of other little girls like me, or older girls in the school.
And
those of my mother and Nana: two pairs of legs which must
surely
belong to the approved kind; because Nana gave birth to my
mother
Literary Analysis
Point of View
What do we learn
about the narrator’s
inner feelings from the
words in this paragraph?
Vocabulary
humble (hum» bßl)
adj. modest; having
humility
According to the narrator,
which topic makes the
mother weep inside?
48. 1. wrap-arounds (rap» ß r™ndz«) n. a type of garment that is
open down the side and is
wrapped around the body.
When I think
back on it now,
those two, Nana
and my mother
must have been
discussing my
legs from the day
I was born.
LIT12_SE09_CCS_U01_CLW1.indd 89 01/02/11 5:33 AM
90 Fiction and Nonfiction
and my mother gave birth to me. In my eyes, all my friends
have got
legs that look like legs, but whether the legs have got meat on
them
49. to support the kind of hips that . . . that I don’t know.
According to the older boys and girls, the distance between our
little village and the small town is about five kilometers. I don’t
know what five kilometers mean. They always complain about
how long it is to walk to school and back. But to me, we live in
our
village, and walking those kilometers didn’t matter. School is
nice.
School is another thing Nana and my mother discussed often
and
appeared to have different ideas about. Nana thought it would
be
a waste of time. I never understood what she meant. My mother
seemed to know—and disagreed. She kept telling Nana that
she—
that is, my mother—felt she was locked into some kind of
darkness
because she didn’t go to school. So that if I, her daughter, could
learn to write and read my own name and a little besides—
perhaps
be able to calculate some things on paper—that would be good.
I
could always marry later and maybe . . .
50. Nana would just laugh. “Ah, maybe with legs like hers, she
might
as well go to school.”
Running with our classmates on our small sports field and
winning first place each time never seemed to me to be anything
about which to tell anyone at home. This time it was
different. I don’t know how the teachers decided to let
me run for the junior section of our school in the
district games. But they did.
When I went home to tell my mother and
Nana, they had not believed it at first. So Nana
had taken it upon herself to go and “ask into
it properly.” She came home to tell my mother
that it was really true. I was one of my
school’s runners.
“Is that so?” exclaimed my mother. I know
her. Her mouth moved as though she was
going to tell Nana, that, after all, there was
a secret about me she couldn’t be expected
to share with anyone. But then Nana herself
51. looked so pleased, out of surprise, my mother
shut her mouth up. In any case, since the
first time they heard the news, I have often
caught Nana staring at my legs with a strange
look on her face, but still pretending like she
was not looking. All this week, she has been
washing my school uniform herself. That is
a big surprise. And she didn’t stop at that,
▼ Critical Viewing
How does your image
of the narrator compare
to the girls in this photo-
graph? [Compare]
LIT12_SE09_CCS_U01_CLW1.indd 90 01/02/11 5:33 AM
The Girl Who Can 91
Social Studies Connection
Country Profile: Ghana
Location: southern coast of
52. West Africa bordering the
Atlantic Ocean
Climate: tropical; wet in the
south and dry in the north
Terrain: low fertile plains and
plateaus
Population: 20.2 million
Adjoa says that she lives in a fertile
lowland of central Ghana. What
benefits and challenges might this
region’s climate and terrain
present for a runner like Adjoa?
LITERATURE IN CONTEXT
Connect to the Literature
she even went to Mr. Mensah’s house and borrowed his charcoal
pressing iron. Each time she came back home with it and ironed
and ironed and ironed the uniform, until, if I had been the
uniform,
53. I would have said aloud that I had had enough.
Wearing my school uniform this week has been very nice. At
the
parade, on the first afternoon, its sheen caught the rays of the
sun
and shone brighter than anybody else’s uniform. I’m sure Nana
saw that too, and must have liked it. Yes, she has been coming
into town with us every afternoon of this district sports week.
Each afternoon, she has pulled one set of fresh old cloth from
the
big brass bowl to wear. And those old clothes are always so
stiffly
starched, you can hear the cloth creak when she passes by. But
she walks way behind us schoolchildren. As though she was on
her
own way to some place else.
Yes, I have won every race I ran for my school, and I have won
the
cup for the best all-round junior athlete. Yes, Nana said that she
didn’t care if such things are not done. She would do it. You
know
what she did? She carried the gleaming cup on her back. Like
they
54. do with babies, and other very precious things. And this time,
not
taking the trouble to walk by herself.
After learning about her
running talent, what
does Nana do with the
narrator’s uniform?
Spiral Review
Theme How does
Nana’s behavior
toward Adjoa con-
nect to a possible
theme?
Critical Thinking
92 Fiction and Nonfiction
When we arrived in our village, she entered our compound
to show the cup to my mother before going to give it back to the
headmaster.
55. Oh, grown-ups are so strange. Nana is right now carrying me
on her knee, and crying softly. Muttering, muttering, muttering
that: “saa, thin legs can also be useful . . . thin legs can also be
useful . . .” that “even though some legs don’t have much meat
on
them, to carry hips . . . they can run. Thin legs can run . . . then
who knows? . . .”
I don’t know too much about such things. But that’s how I was
feeling and thinking all along. That surely, one should be able
to
do other things with legs as well as have them because they can
support hips that make babies. Except that I was afraid of
saying
that sort of thing aloud. Because someone would have told me
never, never, but NEVER to repeat such words. Or else, they
would
have laughed so much at what I’d said, they would have cried.
It’s much better this way. To have acted it out to show them,
although I could not have planned it.
As for my mother, she has been speechless as usual.Oh,
grown-ups are
56. so strange.
Cite textual
evidence to
support you
r
responses.
1. Key Ideas and Details (a) Why does Nana criticize the
narrator’s
legs? (b) Draw Conclusions: How does this criticism reveal
Nana’s fears for the narrator’s future? Explain.
2. Integration of Knowledge and Ideas (a) What are Nana’s
feelings about the narrator going to school? (b) Compare and
Contrast: How do the mother’s feelings about school differ from
Nana’s? (c) Make Generalizations: Based on these details, what
kind of lives do you think many women in Ghana are expected
to
57. lead?
3. Key Ideas and Details (a) Infer: After Adjoa is chosen for the
district games, why does Nana keep staring at her legs?
(b) Draw Conclusions: Why does Nana iron Adjoa’s school
uniform so carefully?
4. Key Ideas and Details (a) Analyze: At the end of the story,
Adjoa says it was much better to “have acted it out to show
them.” What has she acted out? (b) Evaluate: Was it “better,” as
Adjoa says? Explain.
5. Integration of Knowledge and Ideas Do the narrator’s legs
mean the same thing to her and her family at the end of the
selection as they do at the beginning? Use details to support
your
answer. [Connect to the Big Question: Can truth change?]
LIT12_SE09_CCS_U01_CLW1.indd 92 01/02/11 5:33 AM
Checkouts • The Girl Who Can 93
The Girl Who Can Actions Thoughts Feelings
58. Checkouts Actions Thoughts Feelings
Girl
Boy
Nana
Adjoa
86 Fiction and Nonfiction
The Girl Who Can
Comparing Points of View
Checkouts •
The Girl Who Can
Timed Writing
Explanatory Text: Essay
Compare and contrast the girl in “Checkouts” and the narrator
in “The Girl
Who Can.” In an essay, analyze the way in which the works of
59. fiction are
shaped by the narrators’ points of view and cultural
perspectives, and
explain how those influences affect your attitude toward each
girl. Do you
trust each girl equally? Why or why not? (30 minutes)
5-Minute Planner
1. Read the prompt carefully and completely.
2. Organize your ideas to make important connections by
answering
these questions:
• Who are the narrators in the two stories?
• How do you know what each girl is thinking?
• Do both narrators seem equally reliable? Why or why not?
• How does each girl’s culture influence her perspective?
3. Reread the prompt, and then draft your essay.
After You Read
60. 1. Key Ideas and Details Use a chart like the one shown to note
the
actions, thoughts, and feelings of the listed characters in both
stories.
2. Craft and Structure (a) Which details from your chart show
that the
third-person omniscient point of view in “Checkouts” gives
readers insight into the inner lives of all the characters?
Explain.
(b) Which details show that the first-person point of view in
“The Girl Who Can” lets the reader understand the narrator best
of
all? Explain.