To write a 1,200–1,500 word essay that analyzes the figurative language and literary devices in a song to show how those elements contribute to the song’s appeal to its audience.

Which figurative language: Similes or Metaphor is used in the reading "no more classes, no more books: online v s traditional schooling" by B. Ferguson

Identify examples of personification in “Building with Its Face Blown Off” by Billy Collins. What is the effect of that figurative language?

250words

2. All of the following are examples of figurative language except

Which of the following questions should Brian consider to determine whether his paragraphs are well- developed?

A. Did he use figurative language?

B. Did he use descriptive language?

C. Did he provide sufficient evidence to achieve his purpose?

D. Did he use a confident tone?

When analyzing a novel, it's critical to use _______ to support your interpretation. A. denotation B. figurative language C. evidence D. opinion

Effects that depend on literal or figurative language (e.g., jokes that come from a character’s taking things literally; misunderstandings that arise from the use of figurative language) 


 Respond to the following questions after careful reading of the poem "Stop All The Clocks" (Before you begin the exercise, write definitions for 'metaphor' and 'personification')

 1. What does the poet mean by "Stop All the Clocks"?

 2. What has happened to make the poet want the clocks stopped?

 3. What emotion/emotions does the poet appear to be experiencing?

 4. In which stanza do you observe a change in the tone of the poet? Why does his tone change?

 5. Why does the poet say in lines 21-22, "I was wrong"?

 6. (a) What 2 things does the poet want 'aeroplanes' to do?

 (b) Can "aeroplanes" do these things? To what 2 things is he comparing "aeroplanes"?

 (c) The first comparison is an example of

 (d) The second comparison is a

 7. (a) In the final stanza, the poet wishes that things in nature would "stop" also. What does he want to be done to each one?

 (b) Can anyone "Pack up the moon"? To what is he comparing the moon - and

 all the other things in this stanza?

 (c) Which figurative device has the poet used to create these comparisons?

 8. In short, what does the poet really want, and why?

Which of the following reflects the clinical caution regarding the use of narcotics for chronic pain?

A. Clinical research needs to be done on a wider variety of chronic pain conditions.

B. The clinical effects of taking narcotics daily are widely known but seldom considered in treatment.

C. Researchers know why low addiction levels occur when such drugs are taken for pain relief but ignore this information.

D. Acupuncture is a far more effective treatment.

This chapter focuses on planning programs that prevent discipline problems. I consider myself a "constructivist teacher". I think students learn best when the information is meaningful to them and the process engages their curiosity and exploration. I want to encourage students to explore ideas and develop them, rather than just acquire information. Practicing is one helpful way we improve our skills. "We all get better at what we practice." is one of the quotes I use to guide myself and the students I work with. Therefore the assignments in the classes I teach tend to emphasize actual real work or situations with children, so you can try out new ideas or improve your current approach.

Constructivists align themselves with Piaget and believe children are active learners; they learn more by “doing” than by just “hearing” or just “watching”. For many Child Development college students, this will be a comfortable perspective. For others, it may be a little different from what you remember as a child or thought teaching was going to be. When I was growing up, we had very little interactive schoolwork. It was mostly the teacher at the board with all the students watching him or her as we were told us about something. Then we would be given a written assignment to do at our desk – such as to fill out a worksheet or take a quiz. Fortunately, by the time my children were in school, this had changed significantly. Classrooms were more active, with children experimenting and working in small groups to figure out answers to problems.

It is faster to cram information into our brains by just listening, but it does not last as long as when we take the time to really manipulate or explore. In this age, when information is changing so rapidly, and when virtually everything is available at our fingertips, I believe it is less important to memorize facts (which will soon change) than it is to be able to observe, predict, analyze and draw accurate conclusions.   Would you rather have people be able to solve global warming or to recite the planets in the solar system as they memorized them in third grade? Should we require children to memorize the bill of rights or to be able to evaluate which ones apply to particular circumstances?

Thinking along these lines, HOW we teach is more important than WHAT we teach.   How we teach will help children develop skills for thinking and creating for the rest of their lives. What we teach is likely to be forgotten or outdated in a short period of time. Constructivist teachers are working more for students to gain thinking skills than for them to acquire information. A side benefit is that when children are actively engaged, they are far less likely to create problems or situations in the class which require direct discipline.

Transitions are times when children move from one activity or space to another. In a typical child care day there are generally more than a dozen transitions. Successful teachers (and parents!) plan transitions. They give warnings and follow routines. They have fingerplays, songs, and stories readily available so children do not have to wait with nothing to do. Put index cards with words, or a list to remind you in your pocket. Keep books or other materials in a good location near normal transition locations. Every day, plan how you will help children make transitions. Many teacher sing clean up songs or directions or always start circle with a familiar song. Music can be a wonderful aid during transitions.

Lines: Teachers can avoid a lot of problems with young children by avoiding “lining up”. Lines are un-natural and cause discipline problems. If adults are going to move from one room to another, we do not line up to do it. We gather in small groups, or clusters, or walk separately to our destination. I would rather see children learn to walk on the right to avoid crowding the space and to walk without disturbing others than to walk in a straight line. Straight lines are a military model for marching soldiers and rarely necessary for children. Movement activities such as hopping like a bunny, or playing at being a “choo choo train” can be good methods when children have to go from one place to another.

10.1 Real Materials

The textbook discusses the importance of using natural or real materials that are meaningful to children. For this assignment, create a list of "Real Materials" that might be included in the following centers. Remember that these must be natural materials.

Science

Mathematics

Blocks

Literacy

Art Home

Home

Do you think clinical psychologists should be granted prescription privileges? Why or why not? How, if at all, might the ability to write prescriptions affect the practice of clinical psychology?

Define what a paradigm is and how it applies to clinical psychology. What are a couple of major paradigms in clinical psychology today and how do they compare and contrast with each other?

How are contemporary female bodies typically represented in advertisements, television, movies, and print media? How do these representations influence the way girls feel about their bodies and the way they dress? Do you think social influences contribute to development of eating disorders?