The South Of Alaska, The British Columbia, By The Basins...

Immediately south of Alaska, located in the British Columbia, by the basins of the Naas and Skeena Rivers, lived the Tsimshian. One of the dialects out of four located in that region. Basin of Skeena was known for it’s famine almost all year round because of it’s weather. There were a couple different seasons that took place in that region. Before the famine arrives they travel along the coast in boats to take up position on the fishing grounds. Starting February 15th was the beginning of the first season known as â€Å"Month when Candlefish is Eaten† which lasted until March 15th. This name was purposely given because this is when they fished for candlefish. Right after this season came â€Å"Month when Candlefish is cooked† which lasted until April 15th. This season was taboo to men because men used their breasts to press the fish in order to remove the oil from them which made it strictly prohibited to the women since they were obligated to use their na ked breasts to press the fish. Right after that season, arrived the Salmon months from June and July when the tribes from the region fished for salmon. At the end around November 15th was the â€Å"Taboo Month† which marked the inauguration of the great winter ceremonies. All the dates in the introduction seems to start or end on the 15th of each month just like, how number seven played an important role in the Epic of Gilgamesh. Neither in the story or the the introduction of the tribes it mentions the importance of 15 but according to

The Crucible and Mary Warren - 1163 Words

The Crucible Study Guide The setting is Salem, Massachusetts, in the year 1692. Someone once said of the Puritans that they did not leave Europe because they were persecuted, but that they were thrown out of Europe because they persecuted everyone else. As you read Miller’s stage direction in the opening of Act I, how do you suppose he would respond to that statement? Act I 1. In his stage directions, what are some good and bad points that Miller observes about the Puritans? 2. Who is Betty and what is wrong with her? 3. When†¦show more content†¦7. Who does Elizabeth think called out her name and why? 8. What does Elizabeth want John to do now? 9. Why is he reluctant to do so? 10. Why has the Rev. Hale come to their house? 11. Reverend Hale says, â€Å"This is a strange time.† How might that comment have applied equally to the McCarthy Hearings? 12. As proof of witchcraft, Rev. Hale points out that a number of people have already confessed to being witches. What is Proctor’s response? 13. Who stuck the pin in Abigail’s belly and why? 14. To what does Hale attribute the calamity that has befallen Salem? 15. What does this mean to Proctor? 16. What will Abby do if Proctor goes into court to denounce her, according to Mary Warren? 17. What is Proctor’s response? 18. Why is Mary afraid to say anything in court? Act III 1. Why does Giles say that he â€Å"broke charity’ with his wife? 2. In what sense does the Corey’s’ situation reflect on John and Elizabeth Proctor? 3. How has Rev. Hale changed since we last saw him? 4. Why is Mary Warren’s testimony critical for Hale, Proctor, Nurse, and Corey? 5. What does Mary Warren tell Governor Danforth? 6. Why does Proctor not drop the charges against the court when he hears that his wife is pregnant and will be spared for at least a year? 7. Why does Proctor say that his wife must be pregnant if she has said so? 8. What happens to the ninety-one people who signed theShow MoreRelatedThe Crucible By Mary Warren955 Words   |  4 Pagesmakes people believe they are in control, when in reality they are only fooling themselves. The character in The Crucible that knows best just how easily power can entice and energize someone with its false sense of fulfillment, just to leave them stripped of their conscience with nothing left to show for their actions but regret, is Mary Warren. The first instance where Mary Warren struggles with the giddy, detrimental fulfillment that power provides, is when she becomes one of the prosecutorsRead MoreMary Warren : A Tynamic Character In The Crucible957 Words   |  4 Pagesserves as why over the course of a novel, play or poem, one may notice the specific changes of certain characters. In the play The Crucible several Puritan girls began showing signs that they have been performing acts of witchcraft. One specific character in the play who goes by the name of Mary Warren, is a victim of the multitudinous witchcraft accusations. Warren plays a pivotal role in the town when it comes to witchcraft and the falsely accused. Mary’s persona changes as the play progressesRead MoreThe Crucible, Mary Warren - End Of Act IIi819 Words   |  4 PagesENGLISH MONOLOGUE – The Crucible, Mary Warren – End of Act III Prop: poppet It is all on me now. I had the chance to put an end to this. Goody and Mr Proctor will hang because of me! I am the reason all of this is going to drag out until every person in Salem is dead. Mr. Proctor took me to the court, this was my chance to clear my conscience, and stay true to myself and God! (grab chest and then raise hands up to heaven) (hold poppet close to heart and then throw it on floor – out of regret forRead MoreThe Crucible By Arthur Miller1285 Words   |  6 Pages Rationale, Morality, Stereotypes, Pressure, Self-Censorship, Unanimity, and Mindguards. Groupthink has also taken place in our history a a country. The play, The Crucible by Arthur Miller is about a the real-life Salem Witch Trials that happened in 1692 - 1693, in Salem, Massachusetts. Some symptoms of Groupthink found in the Crucible are Rationale, Pressure, and Self-Censorship. The Groupthink symptom, Rationale, is described as when victims of Groupthink ignore warnings: they also collectivelyRead MoreThe Crucible805 Words   |  4 Pagesthemselves. Mary Warren in The Crucible demonstrates this by not believing in herself and settling for being a â€Å"follower†. Mary however, has a sincere sense of loyalty to John Proctor her employer. Mary Warren goes through an inner battle of peer pressure and her loyalty to Proctor. Mary’s yearning to fit in and loyalty to Proctor develops the theme that peer pressure easily overcomes loyalty. In the beginning of The Crucible, Mary Warren struggles with an inner sense of belonging. Mary Warren ClearlyRead MoreThe Crucible By Arthur Miller802 Words   |  4 Pageslike to be known as a coward. Mary Warren was not aiming for that title, but that is what she ended up with. She gave herself this negative reputation. The Crucible, by Arthur Miller, is a play about the undergoing of the Salem Witchcraft Trials in 1692. A group of Salems girls, are caught dancing in the woods. To take allegation off of themselves, they accuse other innocent townspeople of practicing witchcraft. Multiple victims are murdered or imprisoned. Mary Warren, one of the accusers, plays aRead MoreThe Crucible By Arthur Miller1280 Words   |  6 PagesThe Crucible was a play written by Arthur Miller during the era of McCarthyism. This time period and person experiences helped influence the outcomes and aspects of the play written to mimic the Salem Witch Trials. Many characters were accused and even trie d for witchcraft, while the audience is clear of whom the guilty party is the entire play. Elizabeth Proctor, the wife to John Proctor the wrongly one wrongly accused and executed, had many conflicts in this play as many others did. Elizabeth ProctorRead MoreThe Crucible By Arthur Miller1073 Words   |  5 Pagesand life as they knew it was gone. In The Crucible by Arthur Miller, he illustrates this. Miller’s purpose was to show how fear motivates people and he demonstrates this through the characters of Mary Warren, Tituba, and Reverend Parris. In the play The Crucible Miller’s purpose of fear can motivate people is also demonstrated by the character of Mary Warren. For example, in Act One after the dancing in the forest and the first accusations happen Mary Warren says â€Å"Abby, she’s going to die! It’s a sinRead MoreEssay about The Fear of the Noose in The Crucible by Arthur Miller713 Words   |  3 Pagesenhance and branch out towards everyone around them. This is the issue in the book The Crucible by Arthur Miller. Arthur Miller establishes a period in the American history known as the Salem witch trials of 1692. It is a well built Puritan society in which the citizens are bonded with the church. During this time McCarthyism was in play, it was the anti-communist suspicions into the U.S. The theme in the story The Crucible was honesty and truth versus scapegoat. Arthur Miller used the noose to lead theRead More‘the Crucible’ and ‘the Island’ - Belonging Essays1121 Words   |  5 Pagesevents throughout a variety of texts. Arthur Miller’s play â€Å"The Crucible† and Armin Geder’s picture book â€Å"The Island† display how an individual can belong and not belong at different stages throughout their life and the experiences these characters face. While and individual may initially belong to the community, having differing views and opinions can seclude them from this group, causing them to become an outsider. In ‘The Crucible’ by Arthur Miller, Reverend John Hale, a minister reputed to be

Initial assessment methods free essay sample

Introduction There is a great deal of benefit to be gained from group work, for both staff and student alike. From the lecturer’s point of view it can promote a variety of transferable skills and, depending on how the work is assessed, it is possible to enhance the learning process too. On a purely pragmatic level it may also be possible to save time spent on assessing students’ work. From the student point of view, engaging in group work offers a range of benefits and the assessment process can be an interactive part of the learning process. The major gains in transferable skills are in the areas of oral communication, negotiation and interpersonal skills. Working in a group can also promote the sharing of ideas and problem solving skills, as the student might feel less intimidated and more willing to discuss work with their peers. Whilst the assessment of group work can also play a major part in the learning process, it is often this aspect of group activities which most concerns many academics. We will write a custom essay sample on Initial assessment methods or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What is important is that the assessment methods and criteria are made clear to students before they begin the activity. Academics have to decide whether they are prepared to give each student the same mark for the group outcome or whether they feel more comfortable embedding some means of generating an individual mark. The group mark approach more closely mirrors the world of work, where scientists working in teams generally all share in the success or failure of a project. If students are aware of this before the activity begins then they must be made aware that it is up to them to ensure that all group members contribute to the activity. If academics are uncomfortable with this then there are other approaches that may be successful. For example, students can anonymously peer assess each other’s contribution to the activity and the tutor can award a mark based on their assessment. As group work is successful in developing a range of skills as well as discipline specific skills and knowledge, both the tutor and the students  must be clear what is being assessed by a given method. For example, is an oral presentation being assessed on scientific content or presentation skills, or both? All options may be appropriate but students must be aware of what the tutor is looking for. Depending on the assessment tools employed students can both receive and provide feedback to their peers. This process helps students gain a better appreciation of the skills being developed and how to work effectively as a group. For example, peer assessment of a presentation can improve student understanding if they have to assess their peers on the same criteria with which they will be assessed. There are many assessment methods suitable for assessing group work. They may be used individually or in combination in order to assess a range of skills and knowledge and to generate a group or individual mark. Some of them are summarised briefly here. Individual report or assignment Students work as a group but each student would submit their report separately. Students gain the benefit of sharing ideas and information amongst each other but draw their own conclusions in the final work. This method promotes group work but does not necessarily enhance the learning process for individuals. If a student has trouble with a concept they are left to find the solution on their own when producing a report, without the support of the other group members. Whilst a student may feel they understand something when part of the group, they may find they have problems when it comes to writing these ideas down. There is the added practical problem that marking individual work for each student can be time consuming. Primer 6 Version 2 Issued March 2005 Group report or assignment This is probably the most fundamental way of assessing group work, where a  mark is given to each member of the group based on a single piece of work submitted by the group. The main advantage of this for the tutor is that it reduces the time spent marking individual student scripts. If this approach is used for formative assessment, where the process of encouraging students to work in a group may be the main objective, then this method can be very effective. Potential problems may arise when it is used for summative assessment when students often resent other group members for not doing their fair share of the work and so contributing negatively to their own mark. This can be overcome to an extent by making the students aware that they must ensure that all group members participate or by including an additional mark for individual effort. Observation and interview Depending on the type of activity, for example a laboratory experiment, it may be possible to assess group work based on direct observation and interviewing. Here, the lecturer can observe how the students work together and divide activities and assess the students on this basis. This can then be backed up by questioning the students whilst they actually work. For example, students can be asked how and why they divided the work load or question individual students to assess their overall understanding to see if they have made an effort to involve themselves in the group work. Unfortunately, the difficulty with this approach is that not all types of group work can be assessed in this way and the process can be time consuming and subjective. Group presentations A widely used method for assessing group work is the oral presentation. This has the advantage that students develop presentation skills alongside subject specific skills and knowledge. The assessment can be based on the quality of the presentation, the quality of content, overall understanding and comprehension during questioning. The presentations may be given by a group representative or by all members of the group and it is up to the tutor to decide which is most appropriate. The presentations can be assessed by the tutor or can be peer assessed by the rest of the students. If the students are to be involved in the assessment it is a good idea to discuss  assessment criteria with them before starting the process. In this way they will all be clear about what they are looking for, and how their own efforts will be evaluated. It can be effective to ask students to peer assess the quality of the presentation whilst the tutor assesses the quality of the scientific content. Although this is a direct way of assessing the group members, the potential disadvantage is that students may get nervous and the process can be subjective and very time consuming. Poster presentations Posters can be effectively used as an alternative to reports and oral presentations. Each group would produce a single poster which may be assessed by the tutor or peer assessed by the other students. This method has the advantage of developing new transferable skills. In addition, many posters can be assessed quite effectively within a relatively short session. The criteria for assessment should be discussed with the students before they produce their posters. Peer assessment of contribution to the group An extension to the method of requiring a single report from the whole group is to ask each team member to generate an anonymous peer mark for each individual member of their team. The mark may be based on their assessment of the overall group interaction and contribution to the work load. In this way, each student gets a mark based on the quality of the group report or assignment but also a mark based on their individual efforts. Problems can arise if students feel that they are being marked subjectively by their peers, for example if one person falls out with the group but still does their part of the overall work. In order to avoid such problems clear marking guidelines must be prepared for the students so that there is no ambiguity about how they are being assessed. If these guidelines are developed in discussion with the students then they gain a better understanding of what is required of them and what makes effective group work. Assessing group work Individual exercises If tutors are uncomfortable with awarding all students the same mark for a group activity and are not happy with peer assessment of individual contributions, then they may set each student a piece of work which supports or complements the group activity but which is completed individually. This, in some ways, goes against the ethos of group work but both students and tutors may be more comfortable if some proportion of the marks come from individual effort alone.

Male Socialization Essays - Gender Studies, Gender,

Male Socialization While there are many competing theories surrounding the development of gender roles, this one fact is incontestable and unavoidable: men and women are socialized differently. There is not yet enough conclusive evidence to determine how large of a role biology plays in creating the gendered psyches, but, whilst scientists continue to explore the intricacies of neurology, we can draw conclusions about how social mores assist in instilling masculinity and femininity into our culture. The following pages will explore how U.S. culture affects the socialization of its males. The male infant born in the United States of America is born into a legacy of masculine expectations. From pre-industrial times until the 1960's, the ?good provider? role of fathers dominated family ideology. Although all family members contributed to subsistence activities during pre-industrial times, men provided the dominant source of authority within the household. When the economy of the U.S. moved outside of the household during the industrial revolution, men's family roles became primarily concerned with economic support. Due to the nature of this necessary absence of the father from his family, sons (and daughters) viewed their fathers' role within the family to be primarily that of the provider. While the mother's ?job? was to provide emotional support and nurturing, the father's ?job? was to provide security in the form of finances. During the 1960's, women began to elbow their way into the work force in larger numbers while men simultaneously began a retreat from their instrumental role in financial security. This retreat manifested itself in two ways: men either increased their activity in child rearing and household duties, or turned away from those roles entirely. Within a household that has a father present, a son identifies his father as being akin to himself. If, as is the pattern with most families living within the U.S., the father remains the primary breadwinner of the family, the son internalizes the idea that a man is someone who is depended upon for stability and practicality. If, as many men have noted of their childhoods, their father is emotionally unavailable, then boys are taught that the mysterious thing that is masculinity is about stoicism, silence, and a willingness to bear things out on one's own. When a boy is brought up apart from any real-life male role models, he is forced to turn to the men he sees in books, magazines, and film for guidance along the path to manhood. Even young men with father figures in their lives are beleaguered by these caricatures of masculinity. Often what boys encounter when turning on the television or flipping through pages of books and magazines is our society's love affair with ?the lone gun man.? He is romanticized in all forms of media. He is physically strong, stoic, quiet, aloof, and untouchable. He is John Wayne, Ernest Hemingway, and Indiana Jones. This, boys often infer, is what real manhood is all about, for these are the sort of men that women desire and other men emulate. When boys reach school age, they encounter further socialization in the form of peer groups, as well as difficulties within the learning environment. For every one girl that has ADD, there are six boys with the dysfunction. For better control of the class, teachers most often punish rowdy behavior while praising those students that possess the ability to sit quietly and listen. Boys have more difficulty with this ?quiet-time? mentality, as well as the language and reading skills that are focused on at an early age. As a result, they often feel inadequate or hostile to the learning environment. The need to ?prove? themself usually results in dominating behavior. Dominating behavior is linked to viewing others as a threat, and viewing others as a threat leads to emotional isolation. Herein lies the key to male depression. Ever since depression was labeled a disease, society has thought of it primarily as a woman's disease. The common visual symptoms of depression involve characteristics more often attributed to women, such as the displaying of emotions and letting one's emotions visibly affect one's life. These characteristics counteract our society's stereotypical definition of a man, so we often support the idea that a man shouldn't, or even can't become depressed.