Barn Burning vs a Rose for Emily - 1083 Words

In Barn Burning, and A Rose for Emily William Faulkner creates two characters that are strikingly similar. Abner Snopes is loud and obnoxious. Because of this, most people tend to avoid him at all costs. On the contrary, Emily Grierson, a very intriguing woman from Jefferson, Mississipi, is an important figure in the town, despite spending most of her life alone. If these characters were judged purely on their reputation and physical appearance, it would be clear that Abner Snopes and Emily Grierson are opposites. Although at first look both Miss Emily and Abner Snopes appear different, they have more similar qualities than one would expect. These qualities drive them into a very similar and sad lifestyle. To analyze Abner Snopes†¦show more content†¦The most dramatic example of Abners need for this type of independence is when he burns down barns of those he does not agree with. He burns others property because he wants to show them that he is in control. He does this many times, moving to a new town to start over and always leaving a fiery trail behind him. He is so used to this vicious circle that it has even become a ritual. Emily and Abner display their independent and dominating personalities in all of their actions. William Faulkner’s style of writing evokes sympathy for his characters, regardless of how horrible the actions they committed were. The point of view in which he wrote the story determines how the story was told. Emilys version of the events would be quite different from someone elses version. Any person in the town would tell the story from his own experiences with Emily and his own attitudes toward her. By choosing a narrator who is not a part of the town, Faulker is able to achieve several things. He characterizes the town in addition to developing Emilys character. The town itself becomes a character in the story. By using the objective narrator, Faulkner is able to maintain the suspense of the story. The reader doesnt learn the story all at once because the narrator did not learn it that way. Faulkners narrator tells the story in a disjointed way, not in chronological order. He gives the reader clues, out of order. As the reader starts putting the clues together, a growing senseShow MoreRelatedâ€Å"a Rose for Emily† vs. â€Å"Barn Burning†2378 Words   |  10 PagesAmericas greatest authors. In fact, his short stories, Barn Burning, and A Rose for Emily, are two of the best-known stories in American literature. Both are examples of the reflection of contemporary Southern American values in his work. â€Å"Barn Burning† and â€Å"A Rose for Emily† are two stories both written by William Faulkner. â€Å"Barn Burning† has a theme of family loyalty verses loyalty to the law. â€Å"A Rose for Emily† has a theme of power by death. Emily is thought of as a monument, but at the same timeRead MoreMarketing Mistakes and Successes175322 Words   |  702 PagesJuggernaut Starbucks: A Paragon of Growth and Employee Benefits Finds Storms Boston Beer: Is Greater Growth Possible? 29 46 PART II MARKETING WARS 61 Chapter 5 Chapter 6 Chapter 7 Cola Wars: Coca-Cola vs. Pepsi PC Wars: Hewlett-Packard vs. Dell Airliner Wars: Boeing vs. Airbus; and Recent Outsourcing Woes 63 86 PART III COMEBACKS Chapter 8 Chapter 9 Chapter 10 McDonald’s: Rebirth Through Moderation Harley-Davidson: Creating An Enduring Mystique Continental Airlines:Read MoreLogical Reasoning189930 Words   |  760 Pages.............................................................................. 299 CHAPTER 10 Deductive Reasoning .......................................................................................... 312 x Implying with Certainty vs. with Probability ................................................................................ 312 Distinguishing Deduction from Induction ..................................................................................... 319 Review of Major

Soccer Terms in Italian - Vocabulary Practice

You don’t have to study Italian for long before you learn that Italians love soccer. Historically and currently it’s referred to as il calcio. (Have you heard of an event called il Calcio Storico Fiorentino? It won’t look quite like the soccer matches you’re used to!) Nowadays, though, there are coaches and referees from other countries, players on loan from all over the world and tifosi (fans) internationally. In Italy, in matches ranging from the Coppa del Mondo (World Cup) to Serie A, from international friendlies to the friendly pick-up game in the piazza, a multitude of languages are spoken—not just Italian. But even so, there are advantages to knowing Italian soccer terms. If you were to attend a game in-person in Italy, chances are that youll still hear Italian spoken most of the time. And if your goal is to improve your Italian language skills, then reading Corriere dello Sport  or Gazzetta dello Sport (which is famous for its pink colored pages - even the website maintains this pink color!) for the latest results of your favorite squadra (team) or listening to soccer broadcasts in Italian is a very effective way to advance in the standings, so to speak. Besides knowing the vocabulary words that you see below, you’ll also want to know about the different teams, their nicknames, and how the leagues are structured. Common Soccer Vocabulary Words i calzoncini—shortsi calzini (le calze da giocatore)—socksi guanti da portiere—goalkeepers glovesil calcio dangolo (il corner)—corner (corner kick)il calcio di punizione—free kickil calcio di rigore (il rigore)—penalty (penalty kick)il calcio di rinvio—goal kickil campo di/da calcio—fieldil cartellino giallo (per lammonizione)—yellow card (as a caution)il cartellino rosso (per lespulsione)—red card (for expulsion)il centrocampista—midfield playeril dischetto  del calcio di rigore—penalty spotil colpo di testa—headeril difensore—defenderil difensore esterno—outside defenderil dribbling—dribbleil fallo—foulil fuorigioco—offsideil gol—goalil guardalinee—linesmanil libero—sweeperil palo (il palo della porta)—post (goalpost)il pallone—soccer ballil parastinchi—shin guardil passaggio diretto (della palla)—pass (pass ing the ball)il passaggio corto—short passil portiere—goalkeeperlala—outside forward (winger)lallenatore—coachlammonizione—sending-offlarbitro—refereelarea di rigore—penalty arealarresto (della palla)—receiving the ball (taking a pass)lattaccante—strikerlostruzione—obstructionla bandierina di calcio dangolo—corner flagla linea di fondo—goal linela linea di metà   campo—half-way linela linea laterale—touch linela maglia—shirt (jersey)la mezzala—inside forward (striker)la partita—matchla respinta di pugno—save with the fistsla rimessa laterale—throw-inla riserva (il giocatore di reserva)—substitutela rovesciata—bicycle kickla scarpa da calcio—soccer boot (shoe)la squadra—teamla traversa—crossbarlo stadio—stadiumlo stopper—inside defendersegnare un gol—to score a goaltifosi - fans For vocabulary words related to other sports, like skiing and cycling, read, 75 Vocabulary Words for Talking About Sports in Italian.

Statistical Package For Social Sciences Education Essay Free Essays

string(98) " Portfolio Assessment Frequency Percentage Valid Percentage Accumulative Percentage Valid 75 3 9\." This chapter shall show the information gathered in the study and interview conducted by the research worker. The quantitative consequences gathered undergone assorted statistical trials through the usage of Statistical Package for Social Sciences ( SPSS ) . The qualitative informations obtained from the interviews were discussed and analysed in relation to the bing literature. We will write a custom essay sample on Statistical Package For Social Sciences Education Essay or any similar topic only for you Order Now Cronbach ‘s Alpha Normally, the Cronbach ‘s Alpha dependability coefficient ranges between 0-1. However, there is no existent bound for the coefficient. The closer Cronbach ‘s alpha coefficient is to 1.0 the greater the internal consistence of the points in the graduated table. Based upon the expression _ = rk / [ 1 + ( k -1 ) R ] where K is the figure of points considered and R is the mean of the inter-item correlativities the size of alpha is determined by both the figure of points in the graduated table and the average inter-item correlativities. George and Mallery ( 2003 ) provide the undermentioned regulations of pollex: â€Å" _ gt ; .9 – Excellent, _ gt ; .8 – Good, _ gt ; .7 – Acceptable, _ gt ; .6 – Questionable, _ gt ; .5 – Poor, and_ lt ; .5 – Unacceptable † . In the instance of the obtained informations, the dependability coefficient is.887 which indicates good dependability coefficient. While increasing the value of alpha is partly dependent upon the figure of points in the graduated table, it should be noted that this has decreasing returns. It should besides be noted that an alpha of.8 is likely a sensible end. It should besides be noted that while a high value for Cronbach ‘s alpha indicates good internal consistence of the points in the graduated table, it does non intend that the graduated table is unidimensional. The dimensionality of the graduated table can be computed utilizing the factor analysis which will be discussed in the following subdivision. Factor Analysis The method followed here was to first analyze the initial responses of the participants with a position to choosing a subset of features that might act upon farther responses. Then, study responses were analysed at the point degree, utilizing figures, tabular arraies, or text entirely, to supply a first feeling. These point degree responses were scrutinised for underlying forms via factor analytic processs ( Note that all processs reported here utilise SPSS ) . A requirement for including an point was that responses were non excessively severely skewed ( i.e. , 90 % or more of responses clustered in individual cell ) and that more by and large, the degree of response to that point was non deficient ( lt ; 15-20 % ) to destabilize analysis. The factors identified in this manner correspond to the primary subjects or latent variables to which letter writers seem to be reacting in footings of assorted related points. The protocol adopted here for factor analysis was to utilize default scenes ab initio ( Principal Axis Factor – PAF ) and to revolve the matrix of burdens to obtain extraneous ( independent ) factors ( Varimax rotary motion ) . The premier end of factor analysis is to individuality simple ( points loadings gt ; 0.30 on merely one factor ) that are explainable, presuming that points are factorable ( The Kaiser-Meyer-Olkin step of trying adequateness trials whether the partial correlativities among variables are little. Bartlett ‘s trial of sphericalness trials whether the correlativity matrix is an individuality matrix, bespeaking that the factor theoretical account is inappropriate ) . Once clearly defined and explainable factors had been identified ( Factor loadings = gt ; .10 were illustrated via an included tabular array even though merely point burdens gt ; 0.30 were considered relevant to factor burdens ) , and responses related to these factors were saved in the signifier of factor tonss. These Bartlett factor tonss are tantamount to sub-scale or scale tonss with agencies of nothing and standard divergences of one ( z-scores ) , and with participants credited with separate tonss in relation to each identified factor. A Principal Axis Factor ( PAF ) with a Varimax ( extraneous ) rotary motion of 22 of the 24 Likert scale inquiries from this study questionnaire was conducted on informations gathered from 20 participants. An scrutiny of the Kaiser-Meyer Olkin step of trying adequateness suggested that the sample was factorable ( KMO=.698 ) . Descriptive Statisticss The descriptive statistics computed the mean, standard divergence, and the discrepancy of in between constituents of the variable presented. Table 1 shows the sum-up of the said calculation. The calculation revealed that it has -3.439 random effects on the variables. Table 1 – Summary of Descriptive Statistics Computation of Variables Nitrogen Mean Std. Deviation Std. Mistake 95 % Confidence Interval for Mean Minimum Maximum Between- Component Discrepancy Lower Boundary Upper Bound 75 3 85.00 5.292 3.055 71.86 98.14 79 89 76 2 88.50 .707 .500 82.15 94.85 88 89 77 1 89.00 . . . . 89 89 78 1 82.00 . . . . 82 82 79 1 87.00 . . . . 87 87 80 1 89.00 . . . . 89 89 82 1 94.00 . . . . 94 94 83 1 88.00 . . . . 88 88 84 1 90.00 . . . . 90 90 85 4 87.75 .957 .479 86.23 89.27 87 89 86 1 80.00 . . . . 80 80 87 4 85.75 5.965 2.983 76.26 95.24 77 90 88 1 89.00 . . . . 89 89 89 4 89.25 2.062 1.031 85.97 92.53 87 92 90 3 81.67 9.074 5.239 59.13 104.21 75 92 92 1 87.00 . . . . 87 87 Entire 30 86.77 4.614 .842 85.04 88.49 75 94 Model Fixed Effectss 4.953 .904 84.83 88.71 Random Effectss .904a 84.84a 88.69a -3.439 Another high spot of the descriptive statistics is the frequences of the evaluations achieved by the kindergartners. Tables 2 and 3 summarize the frequence. Table 2 – Summary of Preschoolers Rating Frequency before Portfolio Assessment Frequency Percentage Valid Percentage Accumulative Percentage Valid 75 3 9.7 10.0 10.0 76 2 6.5 6.7 16.7 77 1 3.2 3.3 20.0 78 1 3.2 3.3 23.3 79 1 3.2 3.3 26.7 80 1 3.2 3.3 30.0 82 1 3.2 3.3 33.3 83 1 3.2 3.3 36.7 84 1 3.2 3.3 40.0 85 4 12.9 13.3 53.3 86 1 3.2 3.3 56.7 87 4 12.9 13.3 70.0 88 1 3.2 3.3 73.3 89 4 12.9 13.3 86.7 90 3 9.7 10.0 96.7 92 1 3.2 3.3 100.0 Entire 30 96.8 100.0 Missing System 1 3.2 Entire 31 100.0 Table 4 – Summary of Preschoolers Rating Frequency after Portfolio Assessment Frequency Percentage Valid Percentage Accumulative Percentage Valid 75 1 3.2 3.3 3.3 77 1 3.2 3.3 6.7 78 1 3.2 3.3 10.0 79 1 3.2 3.3 13.3 80 1 3.2 3.3 16.7 82 1 3.2 3.3 20.0 87 7 22.6 23.3 43.3 88 3 9.7 10.0 53.3 89 9 29.0 30.0 83.3 90 2 6.5 6.7 90.0 92 2 6.5 6.7 96.7 94 1 3.2 3.3 100.0 Entire 30 96.8 100.0 Missing System 1 3.2 Entire 31 100.0 One Way Analysis of Variance ( ANOVA ) One manner Analysis of Variance ( ANOVA ) is done with the dependant variable which is the reading development of the kindergartners with the independent variable which is the portfolio appraisal. The computed F value for the tonss of the kindergartners is.745 which is greater value of significance which is.711. This show a important consequence of the portfolio appraisal in the addition of acquisition of the kindergartners based on a 0.05 degree of significance. Discussion of Questionnaires Question 1 – What are the things that can actuate kids to be interested in reading? Based on the gathered consequences most of the kids are motivated to be interested in reading by agencies of the ocular artworks that accompany the stuffs. Besides, the kids are motivated based on the learning scheme of the instructors during the talks. Another relevant factor in the kids ‘s involvement is the wages system being given if they are making great in their several work. Question 2 – In your observation, about how long does it take for kindergartners to accomplish entire reading development? Based on the consequences gathered, most kindergartners achieve entire reading development in about six months. This is in close coordination of instructors every bit good as the parents in practising their kids. However, there are kindergartners that develop their full reading ability in about a twelvemonth. Assorted factors affect this such as the kid ‘s involvement, sum of coordination and monitoring of parents among others. Question 3 – Based on your experience, what is the feedback that you get from pupils when they are making their portfolios? Based on the consequences gathered, the common feedback that pupils have with respects to their portfolios is that it ‘s really interesting and they find it really utile towards the betterment. However there are pupils that are happening the portfolio really hard and finds it as a challenge. Question 4 – What differences do you detect in the span of clip of reading development activities where portfolios are involved and those that are non? Based on the collected consequences, the major difference observed in the underdeveloped activities of the pupils under the portfolio is that their comprehension has been improved. Besides, their involvement towards reading has been improved. Although there are pupils that does n’t look to do a difference towards their reading attitude and wonts. Those pupils that are non under the portfolio did non do any difference with respects to their reading attitude and wonts prior to the survey. Question 5 – Do you believe the responses to these portfolios depend on the group of kids that are being taught? Based on the gathered information from the instructors, the assorted responses of the kids on the portfolios being taught depends upon the age group of the kids. This was observed by the instructors with older pupils that develop their involvements and reading attitudes significantly. On the other manus, younger pupils under the portfolio does n’t look to develop every bit much involvement as that of the older 1s. Question 6 – Based on your professional experience, does a portfolio appraisal consequence accurately reflect the degree of reading development of a kid? Based on the consequences gathered from the professional experience of the instructors, the portfolio appraisal can reflect the accurate degree of the kid ‘s reading development. As per Chen and Martin ( 2000 ) portfolio appraisal makes usage of happy standards that are indexs of success. Portfolio appraisal is an efficient tool for finding a pupil ‘s learning degree and degree of betterment. Portfolio appraisal besides encourages student-teacher interaction and therefore encourages interactive larning utilizing diverse instructional methods. Numerous surveies ( Chen A ; Martin ; Colley A ; Walker, 2003 ) demonstrated that portfolio appraisal can be helpful in bring oning acquisition, peculiarly in reading ( Afferblach, 2007 ; Hillmer A ; Holmes, 2007 ) . Question 7 – Describe the extent to which you believe the usage of portfolios in the schoolroom has improved reading direction. The instructors interviewed in the survey believed that the extent of the betterment in the reading direction by agencies of the portfolios are important. Portfolios can supply grounds that pupils have met criterions that a assortment of learning techniques are used in the schoolroom, and that pupils are actively engaged in larning ( Damiani, 2004 ) . Portfolios can assist instructors assist pupils realistically appraise themselves by supplying specific qualitative ends and forms that avoid vagueness, unrealistic positive or negative self-evaluation, either-or thought ( the work is either good or bad ) , or perfectionism ( Damiani ) . Question 8 – Based on your experience, should the usage of these portfolios be implemented in all schools that teach preschool kids? Based on the response of the instructors, they believe that the execution of the usage of portfolios in schools that teach preschool kids is in topographic point. Student portfolios can besides function as theoretical accounts for instructors to develop their ain portfolios to demo their professional development. A instructor ‘s professional portfolio could include a statement of learning doctrine ; videotapes of successful categories, course of study stuffs developed ; class course of study ; sample lesson programs ; professional development ends and aims, professional development seminars, categories, or workshops attended ; articles published ; pupil ratings ; acknowledgment awards or certifications ; professional associations, and principal ‘s and supervisor ‘s ratings ( Attinello, Lare, A ; Waters, 2006 ) . Question 9 – What betterments can you propose for the betterments of these portfolios? Most of the instructors ‘ suggestions sing the betterment of the portfolios are the customization of the portfolios into assorted reading ability degree. Portfolio-based appraisal is one option to standardise assessment methods and is believed to offer more authority as an appraisal method ( Miholic A ; Moss, 2001: King, Patterson, A ; Stolle, 2008 ) . While attacks involved in this method differ, they have in common digests of the work activities of pupils, besides known as the pupil portfolio ( Au, Raphael, A ; Mooney, 2008 ; Berryman A ; Russell, 2001 ; Hillmer A ; Holmes, 2007 ) . This aggregation shows the attempts exerted by pupils and their personal academic development and accomplishment. Included in the aggregation are indicants of the engagement of pupils in choice of contents, standards for choice and judging virtues, and confirmations of the pupil ‘s self-reflection ( Miholic A ; Moss ; Hillmer A ; Holmes, 2007 ) . The portfolio is intended to incarnate a digest of the plants or attempts by pupils considered as their ‘best ‘ ; that is, pupils ‘ personal choices of their sample work activities and of import paperss that pertain to accomplishments and advancement ( Lynch A ; Struewing, 2001 ; Hope, 2005 ) . Question 10 – What other stairss or processs do you urge to back up portfolio appraisal of kindergartners? The most common recommendation based on the instructors ‘ responses is the portfolio should be customized depending on the degree of reading ability of the pupils. In some attacks, instructors normally scan through the portfolio and measure the work with mention to a hiting usher. In some instances, pupils or their schoolmates would besides rate their plants. A acquisition record is so prepared by the instructor, which shows the concluding mark with affiliated confirmations such as a sample essay ( Lynch A ; Struewing, 2001 ; Hillmer A ; Holmes, 2007 ; Hope, 2005 ) . Decision Chapter 4 is the presentation of the consequences, analysis and treatment of the informations gathered from the respondents of this survey. The quantitative informations gathered were analysed utilizing the statistical trials Cronbach ‘s Alpha for dependability of the information gathered ; Factor Analysis for the scrutiny of the initial responses of the respondents ; and One Way Analysis of Variance ( ANOVA ) for the dependant and independent variables. On the other manus, the qualitative informations were discussed in relation to the bing literature sing the topic of the survey. The computed informations revealed that there ‘s a important consequence of the portfolio appraisal in the addition of acquisition of the kindergartners based on a 0.05 degree of significance. How to cite Statistical Package For Social Sciences Education Essay, Essay examples