Emily Grierson Essay Example for Free

Emily Grierson Essay The object of fascination in the story. An eccentric recluse, Emily is a mysterious figure who changes from a vibrant and hopeful young girl to a cloistered and secretive old woman. Devastated and alone after her father’s death, she is an object of pity for the townspeople. After a life of having potential suitors rejected by her father, she spends time after his death with a newcomer, Homer Barron, although the chances of his marrying her decrease as the years pass. Bloated and pallid in her later years, her hair turns steel gray. She ultimately poisons Homer and seals his corpse into an upstairs room. Colonel Sartoris A former mayor of Jefferson. Colonel Sartoris absolves Emily of any tax burden after the death of her father, which later causes consternation to succeeding generations of town leaders. Tobe Emilys servant. Tobe, his voice supposedly rusty from lack of use, is the only lifeline Emily has to the outside world and he cares for her and tends to her needs. After her death, he walks out the back door and never returns. Judge Stevens A mayor of Jefferson. Eighty years old, Judge Stevens attempts to delicately handle the complaints about the smell emanating from the Grierson property. To be respectful of Emily’s pride and former position in the community, he and the aldermen decide to sprinkle lime on the property in the middle of the night. Homer Barron A foreman from the North. Homer is a large man with a dark complexion, a booming voice, and light-colored eyes. A gruff and demanding boss, he wins many admirers in Jefferson because of his gregarious nature and good sense of humor. He develops an interest in Emily and takes her for Sunday drives in a yellow-wheeled buggy. Despite his attributes, the townspeople view him as a poor, if not scandalous, choice for a mate. He disappears in Emilys house and decomposes in an attic bedroom after she poisons him. PART 2 1. The metaphor used to describe Emily in the first paragraph was a fallen monument. 2. The house is given a personality in the second paragraph in this way, lifting its stubborn and coquettish decay . 3. Colonel Sartoris had the idea of and helped abate the taxes on the Grierson property. 4. Mailed her the tax papers. 5. Small, fat woman; short, spare skeleton, bloated and pallid; eyes like lumps of coal in dough of her face. 6. 32 years. 7. A bad smell; He explained that the smell was the result of a dead snake or rat that the servant had killed. 8. She told the ladies who called on her that he was not dead for three days. 9. Homer Barron , he runned a construction company. 10. Miss Emily Griersons neighbors in Jefferson were mystified with her sudden coupling with newcomer Homer Barron. They cant believe Emily would be interested in a common Yankee. 11. We learned that Miss Emily had been to the jewelers and ordered a mans toilet set in silver, with the letters H. B. on each piece. Two days later we learned that she had bought a complete outfit of mens clothing, including a nightshirt, and we said, They are married. We were really glad. We were glad because the two female cousins were even more Grierson than Miss Emily had ever been. 12. He was let into Emilys kitchen door at dusk one evening. 13. They spinkled lime because of a foul smell emanating from the house. 14. They find Homers corpse on the bed and they realize that the space next to him has been used, and they find one of Emilys gray hairs on the pillow. 15. Homer Baron was murdered and on the other pillow was some grey hair from Miss Emily.

The Origin Of Language Essay -- essays research papers fc

There has been considerable historical discourse over the nature of language. Most contend that thought and language are two interrelated criteria. Just how these criteria relate to the controversy over whether animals have language capabilities and even more specifically to the Sapir-Whorf human language thought debate, however, is not always clear. From a human context we know that language is a skill which allows us to communicate our thoughts to others and in so doing to attain desired "biological, cognitive, and social/behavioral feedback" (McDonnell, 1977). The question as to whether language is a skill that human beings are born with or whether it is a skill that is acquired is a complex one and not one in which all researchers are in agreement. Neither are researchers in agreement about whether animals have the capability of language. To resolve these controversies we must look to both human and animal research. The linguistic relativity theory known as the Sapir-Whorf hypothesis was developed by Benjamin Lee Whorf (a linguist and anthropologist) and Edward Sapir. The theory argues that language is a finite array of lexical and grammatical categories that group experiences into usable classes which vary across cultures but influence thought. The theory maintains that a concept cannot be understood without an appropriate word for that concept. To explore this theory and the animal language controversy we must first accept that both animals and humans have the capacity for language. The next task then would be to determine whether that capacity is innate or acquired. A characteristic which is innate is an instinctual behavior and most often one which one was born with. An innate or instinctual behavior is often associated with an organism's genetic propensity to behave or react in a certain way. Innate language ability or our genetic makeup, under the Sapir-Whorf hypothesis, would serve to limit the conceptual ability of an individual for without words concepts could not be understood according to this hypothesis. There are numerous points which can serve to discredit this hypothesis. The interaction between genetic makeup and behavior or reaction is an interesting one. Some researchers contend that basic linguistic organization, or grammar, is a one, which is built into the human brain (McConnell, 1977). These researcher believe that humans... ... is, inarguably, a tremendously important part of linguistic development and refinement. Obviously it is social interaction which determines the particulars of our language. It could be contended therefore that because animals have not been presented with the appropriate stimulus which would require the refinement of their language, they have not refined language skills to the degree which is evidenced in humans. This does not mean that animals are incapable of language, or that they lack an understanding of concepts due to their lack of words for those concepts, just that they presently lack the degree of refinement which is observable in human language. Bibliography Grunwald, Lisa; Jeff Goldberg and Stacey Be. (1993, 1 Jul). Discovery: The Amazing Minds of Infants. Life. Huba, M.E.; and S. Ramisetty-Mikler. (1995, 1 Sep). â€Å"The Language skills and concepts of early and non-early Readers.† Journal of Genetic Psychology. McConnell, James V. (1977). Understanding Human Behavior: â€Å"An Introduction to Psychology.† Holt, Rinehart and Winston. New York. Murray, Linda A. (1996, Feb 1). Social Interaction and the â€Å"Development of Language and Cognition.† British Journal of Psychology. The Origin Of Language Essay -- essays research papers fc There has been considerable historical discourse over the nature of language. Most contend that thought and language are two interrelated criteria. Just how these criteria relate to the controversy over whether animals have language capabilities and even more specifically to the Sapir-Whorf human language thought debate, however, is not always clear. From a human context we know that language is a skill which allows us to communicate our thoughts to others and in so doing to attain desired "biological, cognitive, and social/behavioral feedback" (McDonnell, 1977). The question as to whether language is a skill that human beings are born with or whether it is a skill that is acquired is a complex one and not one in which all researchers are in agreement. Neither are researchers in agreement about whether animals have the capability of language. To resolve these controversies we must look to both human and animal research. The linguistic relativity theory known as the Sapir-Whorf hypothesis was developed by Benjamin Lee Whorf (a linguist and anthropologist) and Edward Sapir. The theory argues that language is a finite array of lexical and grammatical categories that group experiences into usable classes which vary across cultures but influence thought. The theory maintains that a concept cannot be understood without an appropriate word for that concept. To explore this theory and the animal language controversy we must first accept that both animals and humans have the capacity for language. The next task then would be to determine whether that capacity is innate or acquired. A characteristic which is innate is an instinctual behavior and most often one which one was born with. An innate or instinctual behavior is often associated with an organism's genetic propensity to behave or react in a certain way. Innate language ability or our genetic makeup, under the Sapir-Whorf hypothesis, would serve to limit the conceptual ability of an individual for without words concepts could not be understood according to this hypothesis. There are numerous points which can serve to discredit this hypothesis. The interaction between genetic makeup and behavior or reaction is an interesting one. Some researchers contend that basic linguistic organization, or grammar, is a one, which is built into the human brain (McConnell, 1977). These researcher believe that humans... ... is, inarguably, a tremendously important part of linguistic development and refinement. Obviously it is social interaction which determines the particulars of our language. It could be contended therefore that because animals have not been presented with the appropriate stimulus which would require the refinement of their language, they have not refined language skills to the degree which is evidenced in humans. This does not mean that animals are incapable of language, or that they lack an understanding of concepts due to their lack of words for those concepts, just that they presently lack the degree of refinement which is observable in human language. Bibliography Grunwald, Lisa; Jeff Goldberg and Stacey Be. (1993, 1 Jul). Discovery: The Amazing Minds of Infants. Life. Huba, M.E.; and S. Ramisetty-Mikler. (1995, 1 Sep). â€Å"The Language skills and concepts of early and non-early Readers.† Journal of Genetic Psychology. McConnell, James V. (1977). Understanding Human Behavior: â€Å"An Introduction to Psychology.† Holt, Rinehart and Winston. New York. Murray, Linda A. (1996, Feb 1). Social Interaction and the â€Å"Development of Language and Cognition.† British Journal of Psychology.

Jacob Kounin Essay

Who Is Jacob Kounin? * Jacob Kounin is a classroom behaviorist theorist. He first started as a psychologist at Wayne State University in Detroit, Michigan. * He is best known for two studies he did in 1970 that was based on classroom management. * He began his studies in 1970 by writing Discipline and Group Management in Classrooms. He wrote the book to discuss the effective and ineffective behaviors in the classroom. The process began by observing teachers in an everyday classroom setting to see how they handled misbehaving. He found that no matter how the teacher’s handled the given situation, the outcome was always the same. His conclusion was basically to prevent misbehavior before it even happens. This brought on his idea of having main points to follow to have successful classroom management. Ripple Effect * The ripple effect came about while Kounin was teaching during Mental Hygiene class. A student of his was in the back reading a newspaper. The paper was completely open and covering the student’s face. Kounin asked the student to put the paper away and follow along. This brought on other students to follow the same directions. Therefore, if you â€Å"call out† one student in front of the class, it will cause other students to get refocused. â€Å"Withitness† * Withitness is not a teachable concept. This is basically a natural instinct in education. Being â€Å"with it† involves many concepts. Teachers have to constantly knowing what is going on in their classroom at all times. There are many ways to maintain â€Å"withitness† is being alert, circulating the classroom, asking numerous questions, redirecting students and knowing students on a personal level. Overlapping * Overlapping is basically a teacher’s way of multi-tasking. Teachers should constantly keep their students focused and engaged in the learning taking place. This key point ties back to having â€Å"Withitness†. Momentum * A teacher that has a manageable classroom must have momentum. In the classroom, there are unexpected changes that may occur that were not planned for. A teacher has to be able to maintain control of his or her classroom during these unplanned events and just â€Å"Roll with the punches†. Momentum occurs when students are involved and interested in the learning that is taking place. Momentum is also a learning tool for teachers. After completing a lesson and the students are just not getting it, the teacher can reevaluate how he or she wrote it. Smoothness * Smoothness basically boils down to having daily routines and procedures. If you explain to students what you expect out of them at the beginning of the year, your classroom will run a lot smoother. Smoothness can occur in a classroom starting with morning routines, to transitioning lessons to even how students ask to get out of their seat by using signals with their hands. If a teacher has a structured classroom, it can also run smoother throughout the day. Group Alerting * This is a way to keep all students’ attention and behavior on task. There are several strategies teachers can go about using group alerting. Some examples of group alerts may be completed with the help of students by using songs, the clap system and sayings, while others can be used solely by the teacher. For example, calling on students at random by asking a question only after scanning the room to make sure students are paying attention. Advantages –vs. – Disadvantages of Kounin’s Theory * Advantages * Promotes learning in not only regular education students, but also with special education students * Effective ways to manage a classroom * Shows respect for all students * Helps prevent discipline problems * Disadvantages * Does not address behavior problems * Teachers wanted effective strategies to stopping misbehavior quickly and they did not find it in Kounin’s work. Work Cited Charles, C.M. Building Classroom Discipline. 10th. N.A.: Pearson, 2011. 66-68. Print. â€Å"Discipline Theorist.† n. page. Web. 3 Feb. 2013. http://www.elearnportal.com/courses/education/classroom-management-and-discipline/classroom-management-and-discipline-discipline-theorists. Evertson, C.M, and E.T. Emmer. Classroom Management for Elementary Teachers. 8th. Upper Saddle River, NJ: Pearson, 2009. 108-112. Print. Gulliver, L. â€Å"Jacob Kounin.† 01/2011. Web. 3 Feb. 2013. http://lynneg.edu.glogster.com/lynne-gullivers-jacob-kounin-glog/

Comparing Chomsky And Plato s Time - 1686 Words

Chomsky and Plato both believe that the people in charge of the government during their times manipulate the public; they differ in what they think the replacement for the elites are. In the Republic Plato thinks the ruling class should be replaced with philosophers, in manufacturing consent Chomsky believes the rulering class should be replaced with the masses and democracy. Some of the reasons for this different mindset is the environment they were in at the time of righting their books. So first, I would like to compare and contrast people and their environments from Plato’s time with Chomsky’s. During Plato’s time Athens was a democracy, kind of like our times where we are a democratic republic. During Plato’s time most people could†¦show more content†¦In Plato’s cave like in current times all people know is the cave/media. Plato and Chomsky differ in how they view there influences on the masses. In Plato’s cave the masses are f orced outside of the cave they are not prepared for the removal of illusion in fact in their eyes, reality is the illusion. So, they would rather go back into their illusion, forcefully if they have to (Plato 260). Chomsky has a very different view of the masses; they are looking for a way out of the cave but can’t find one because of the propaganda model in its five filters. The first is media ownership since few people own the media they are in control of what the masses see so they would not criticize themselves or friends. Thus leads to the masses, not having power to make their own decisions since the decision is already made on a viewpoint. Another filter is advertising where what companies want to sell you see and nothing else; makes it where you can’t criticize you funders. The third is the reliance on official sources; this is analogous to the cave where a few puppeteers disseminate the information to the prisoner s. Another filter is flak, this is where you p ublish something and get punished for it. So the masses will never see the reality only the illusion. The last filter is anti-communism, this idea can be seen in how Muslims and ISIS are viewed, and as result of this you have Donald Trump, with his recent comments on banning Muslims (Chomsky 62). All of these