As I watched the method in which Elliot taught the children the lesson of discrimination over a few days period, I was filled with so many different emotions. Seeing the shame, lack of confidence and hurt they were experiencing while being discriminated against changed my reaction from angry to feeling thankful. Thankful that at least there was one teacher in an all white town that dared to even address the issue. When the sad little faces of these young children were captured because they were feeling discriminated against, I couldn’t help but feel sad and excited for
Epic of Gilgamesh Alternate Perspective Good morning teachers and students, today I will be presenting Gilgamesh’s real perspective of his adventures. The fluid nature of perspective is derived from the susceptibility of information to varied interpretations. This is explicated in the ‘Epic of Gilgamesh’, where the protagonist’s selflessness and love for Uruk and its people is overlooked due to the rigid expectations of modern society. The incongruities between Gilgamesh’s own perspective and a modern interpretation show that society’s perceptions of a ‘hero’ are highly volatile, relying immensely on the innate subjectivity of perspectives. The aberrant perspective of Gilgamesh which I am presenting may seem divergent and atypical when analysed in accordance to our modern values and principles, but to Gilgamesh this would be quite natural.
Alissa Ringeisen First-Year Writing Fairbanks 8 October 2012 Lives on the Boundary: Mike Rose In Lives on the Boundary, Mike Rose is observing a teacher, Dr. Gunner, in the English A course at UCLA. Many other professors and students call this course the “Bonehead” course because it is the lowest English course offered at UCLA. This course was designed for the slow, or remedial learners, the ones that were considered “marginal”. Dr. Gunner, however, saw potential for these students. She challenged her students to show their intelligence.
He expresses that “Of course, teachers are themselves products of the same twelve-year compulsory school programs that so thoroughly bore their students, and as school personnel they are trapped inside structures… The obligation to amuse and instruct myself was entirely my own, and people who didn't know that were childish people, to be avoided if possible.”(1) Gatto learned that being bored was an action that he was only responsible for. He learned that it was his responsibility to learn and entertain himself. That is how he began using that lesson to entertain his students. Gatto believes that schools are not allowing students to reach their own potential to gown as individuals. Gatto
Which is not true. He explains that the kids today do not want to learn anything because they do the same things all the time and are just bored, making the teachers bored as well. Gatto starts his essay by making himself an authority on the subject of weakness of the modern schools. The author then shares how he was a teacher in the public school system for over thirty years and how he was screwed over by them. By showing to the readers that he was once a public school teacher it helps them see him as an expert giving his own expert opinion.
“In a true war story nothing is ever absolutely true” (O’Brien 78) In the chapter, “How to Tell a True War Story,” O’Brien eloquently argues that the absolute and objective truth of a story is irrelevant when compared to the visceral reaction it provokes. Most importantly for O’Brien, a war story most closely approaches truth if it disgusts, horrifies, muddles, and forces one to consider some deeper, darker element of human nature that most would prefer remain unexplored. O’Brien bolsters his rationale in his retelling of a Hollywood, romanticized story of a man jumping on a grenade to save his fellow friends: Although the second version of this story, in which the grenade kills the entire group despite the jumper’s sacrifice, quite possibly never have happened, it may “be truer than the truth” (O’Brien, 2009). Like a true war story, it induces discomfort, uncertainty and is unclear in its greater purpose or lesson. This added human element of embarrassment and distress is what makes the second story truer the first.
Othello encountered his obstacles when he could make trustworthy decisions. B. The character traits of Oedipus and Othello allowed their agents of distraction to work successfully. i. Oedipus was selfless and god-fearing ii. Othello was selfish, revengeful, gullible, and jealous C. Oedipus and Othello depended on different forces for success and action leading to a difference in the force behind their downfalls i. Oedipus trusted in the ways of the people and sought after the gods ii.
I have had many classes where the opinion of the teacher was the only one that mattered. I was raised in a christian home and was brought up differently than other children. I have very strong views about some things, and I have been in class with teachers who rant the entire time about why my views and values are wrong. Not only is this hurtful, but it makes me want to avoid school. One day in class my teacher brought up two very important debates.
All of these viewpoints have contributed to the development of ethical principles of animal use. These in turn have shaped animal use regulations promulgated by the USDA and the PHS, and echoed by organizations such as AAALAC, AALAS and the AVMA. These regulations embody principles summarized in statements by the Public Health Service Policy and by NASA. These issues are discussed below. Ethics on use of animals for research The early Greek philosophers valued reason above all else, and ascribed little moral value to animals and even to other humans that did not possess this attribute.
Throughout my essay I will be explaining how Mr Cairney abuses the power that he has and how he demonstrates it to us. In the opening of the short story ‘Dear Mr Cairney’ what interested me most was the fact that he was a bully. In the text the past pupil mentions that he could tell Mr Cairney did not like him. This is shown when Cairney tells him to stand up in front of the class for quarter of an hour although there were others talking. “but the first morning you came it was me you told to stand up even though there were several of us talking.” This made me think about how little Mr Cairney knew his past pupil upon arrival and how he addresses him, using his last name as a form of bullying.