Ms maudie article Essay Example for Free

Ms maudie article Essay Ms maudie article BY 990 Fire Destroys House Miss Maudie Atkinsons house was destroyed in a deadly fire on December 1 5th. The first snowfall had fallen for the first time since 1885. School was cancelled for the day and the kids spent their day playing outside and building snowmen. Early the next morning, at about 1:00 a. m. , the neighborhood was ablaze. Everyone rushed outside to find Miss Maudies house on fire. The men of the neighborhood rushed to help get Miss Maudie and some of her precious items out. Shortly after, the fire truck arrived but the hose burst because it was too cold. Mr. Avery was saving items from the upstairs when the stairs burned out and he had to climb out the window. He fell into Miss Maudies bushes. The fire became too ferocious to keep saving furniture so the men started backing away. The Abbottsville Fire Truck appeared shortly to put out the blaze. Even though her house had burned down, Miss Maudie was quoted saying that: IVe always wanted to build a smaller house. Now I have the chance too. The cause of the fire was because Miss Maudie started a fire in the kitchen to warm up. No one was hurt in the fire except for Mr. Avery, who is going to be a little sore for a while, and Miss Maudies azaleas. Welcome to MathPortal. This web site owner is mathematician MiloS Petrovit. I designed this web site and wrote all the lessons, formulas and calculators. If you want to contact me, probably have some question write me using the contact form or email me on

Siddhartha Essays: Form, Style, and Content -- Hesse Siddhartha Essays

Form, Style, and Content in Siddhartha   Ã‚  Ã‚   Joseph Mileck asserts in Hermann Hesse: Life and Art that Siddhartha is a perfect exemplification of what he calls, "conscious craftsmanship". For Mileck, Hesse consciously synchronized form and substance in Siddhartha to best illustrate a feeling of unity and the journey through the mind, body, and soul. In Siddhartha, Hesse consciously crafted a piece that is unified in form, style, and content, and created an atmosphere in which each one of these elements is perfectly complementary with the others.    In order to communicate most accurately the inner journey of Siddhartha through the three stages of experience, Hesse maintains appropriate rhythm and form throughout the novel. In terms of structure, Siddhartha is comprised of twelve chapters broken down into three groups of three chapters, in which each group is subsequently followed by an interlude. The interlude serves the function of dissipating and refocusing the energy which is built in the preceding three chapters. For example, the first three chapters describe Siddhartha's experiences in the land of the spirit, and ends with the interlude, "Awakening", in which Siddhartha is awakened with the idea that he is spiritually unattached and must seek a new path.    In the next three chapters, Siddhartha experiences the land of the senses and of corporal pleasure. This second group of three chapters is followed by the interlude, "By the River",which serves "to consolidate the experiences just past and prepare Siddhartha for those to come." The final three chapters are concerned with working towards a synthesis of the spiritual and the sensual, which is achieved in the final chapter, "Om". Siddhartha is completed wit... ...t the novel imparts a systematic, methodical tone to Siddhartha, and together with the consciously created form unifies the experiences of Siddhartha, permitting a feeling of closure and meditation on the thoughts and ideas presented therein. There is certainly a unique rhythm to Siddhartha which is skillfully communicated both consciously and subconsciously. One can appreciate the conscious craftmanship" of the novel's structure and style, while at the same time allowing the rhythm, feelings, and experiences to sift into one's mind on a deeper, more subconscious level. Works Cited: Farquharson, Robert. An Outline of the Works of Hermann Hesse. London: Forum House Publishing Company, 1973. Hesse, Herman. Siddhartha. Dover Publications, 1998. Mileck, Joseph. Hermann Hesse: Life and Art. Los Angeles: University of California Press, 1978.   

1000 Teachers Program Project Brief

1000 TEACHERS PROGRAM This is a scholarship campaign that seeks to attract the best and the brightest into the teaching profession. It will be backed by a multimedia campaign to promote the scholarship and uplift the profession. OBJECTIVES 1. To encourage, through a scholarship supported with a stipend, the best and brightest graduating high school seniors to take degrees in education, specifically majoring in English, Math, and Science. 2. To uplift the image of the teaching profession in the eyes of the public in order to make education a strong career option for our youth and their parents. 3.To help improve the quality of teachers in the Department of Education by producing 1000 quality teachers who will join the public school system four years hence. PROJECT DETAILS Scholarships Students who pass the requirements and the selection process will receive a four (4) year scholarship, tuition and fees. They must major in English, Science, or Math. In addition to the scholarship, they will receive a Php 2,000 monthly allowance for ten (10) months for each school year and a book stipend of Php 2,000 per semester. Teacher education institutions (TEIs) with good track records of producing high quality education graduates based on the board passing) will give the scholarships. The corporate sector will provide the allowances. Multimedia Campaign The scholarship campaign will be backed with a tri-media campaign announcing the program in order to generate awareness and interest. Furthermore, the campaign intends to convince good students to choose education as a career and encourage parental, peer, and community support for that decision. General Policies and Guidelines Students 1. The selection of the scholars will be based on a competitive examination that will be given in the partner TEIs. The Center for Educational Measurement (CEM) hall administer a standard test. 2. The final selection will also be based on other requirements (e. g. , leadership qualities, high school grades, recommendations, etc. ) These will be enumerated in the application forms. 3. Scholars must indicate their majors upon application. Shifting of courses or majors is not permitted. 4. If a scholar chooses to drop out of the program or change course or major, he or she must immediately reimburse the school for the scholarship and PBEd for the any and all allowances already paid. 5. Scholars will be required to maintain a GPA/GWA equivalent of B and have no failing grade.Teacher Cadet Essay6.Upon passing the Licensure Examination for Teachers (LET), scholars will be required to join the DepEd division in their province of origin. 7. Moreover, they will be required to stay in the country and serve in the public school system for five years (5) after passing theLET (i. e. , two years for every scholarship year). 8. Students who choose to leave the country will be required to refund the program. Teaching Education Institutions (TEIs) 1. TEIs interested in joining the progra m may contact the PBEd secretariat. 2. Priority will be given to TEIs with a proven track record of producing high quality education graduates (based on the oard passing rates). The primary benefit to the TEI is the potential enrollment of good high school graduates in their institutions. 3. The TEI must be willing to provide at least 5, but no more than 20, four (4) year scholarships (tuition and fees) in education. 4. The TEI will assist in the recruitment and selection of scholars – identifying and recruiting valedictorians/salutatorians of national high schools, conducting examinations, collecting and submitting all application requirements, etc. 5. The TEI will assist in the monitoring of the scholars – monitoring of grades, reporting of any changes in status of he scholars, etc. 6. Geographic distribution of partner institutions will be considered in the final selection of partners. 7. The TEI will be recognized as a partner institution whenever possible in all p rogram marketing collaterals. Corporate Partners 1. Since one of the intentions of the program is to focus the resources of business on key quality levers, corporations may enroll existing scholarship programs in the 1000 Teacher Program. However, they must adapt their programs to the 1000 TP guidelines. 2. Scholarships must be for education and the contributions to the program must be Php 25,000 per scholar per year or four years. 3. Php 1,000 of the contribution will be used for administrative support for the program. 4. Companies (or individuals) may signify their interest to either enroll their existing scholarship program or join by contacting the 1000TP Secretariat. 5. Annual donations must be given April of every program year (beginning April 2008). PROCESS Enrollment of Existing Programs ? ? ? ? ? Corporate Partners can signify their intention to enroll existing programs by contacting the PBEd Secretariat or filling up the partnership forms. They can either work with their e xisting partner nstitution or the Secretariat will provide the school. If working with an existing partner, the corporate partner must apply the standards set by the 1000 Teachers Program. However, the corporate partner may make the final selection of scholars. The corporate partner and its partner institution are responsible for providing to PBEd their list of scholars and for monitoring their performance. If the corporate partner does not have an existing partner, they can course their contributions through the PBEd Secretariat. Student Recruitment ? ? ? ? The media campaign and all program collaterals will rovide a number for inquiries Interested students can call and they will be directed to the nearest partner TEI They can then proceed to the partner TEI to inquire or apply directly. There shall be a CEM administered standard test in March. Some TEIs may also require its own test. All the necessary information and application forms will also be available on a website OUR PARTNE R SCHOOLS Our Partner Schools Teacher’s Program ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? for the 1000 ARAULLO UNIVERSITY ATENEO DE NAGA UNIVERSITY CAGAYAN DE ORO COLLEGE CARLOS C. HILADO MEMORIAL STATE COLLEGE-TALISAY CENTRO ESCOLAR UNIVERSITYDON MARIANO MARCOS MEMORIAL STATE UNIVERSITYAGOO FIRST ASIA INSTITUTE OF TECHNOLOGY AND HUMANITIE S (FAITH) HOLY CROSS OF DAVAO COLLEGE IMMACULATE CONCEPTION COLLEGE-LA SALLE LEYTE NORMAL UNIVERSITY MARIANO MARCOS STATE UNIVERSITY-LAOAGCOLLEGE OF EDUCATION PNU – AGUSAN CAMPUS PNU – CADIZ CAMPUS PNU – ISABELA CAMPUS PNU – MAIN PNU – QUEZON SORSOGON STATE COLLEGE-SORSOGON UNIVERSITY OF ST. LA SALLE UNIVERSITY OF THE PHILIPPINES VISAYAS STATE UNIVERSITY XAVIER UNIVERSITY For more details please contact the PBEd Secretariat thru Phone (02) 896 9537 loc 505 and e-mail at [email  protected] ph look for Ms. Renei Tan, or log on http://www. pbed. ph

Joseph The Dreamer A Byronic Hero - 993 Words

Joseph The Dreamer Chandler lays out the characteristics of a Byronic Hero in his essay â€Å"The Simple Art of Murder†, defining a Byronic Hero as the type of person who is either: intelligent, cunning, ruthless, arrogant, depressive, violent, self-aware, emotionally or intellectually tortured, traumatized, highly emotional, manipulative, self-serving, spiritually doubtful, reckless or suicidal, prone to bursts of anger, prone to substance abuse, dedicated to pursuing matters of justice over matters of legality, given to self-destructive impulses, or sexually appealing. The clearest definition of a person like this, in biblical times, is none other than Joseph â€Å"The Dreamer†. Joseph fills the definition of a Byronic Hero, and it all starts at his birth. Joseph was the only son of his father Jacob and mother Rachel, a miracle because of their age. Joseph was immediately favored by his father Jacob, and his brothers were very jealous. One day, while his brothers were out in the field caring for the sheep, Joseph approached them and told of his dream. â€Å"We were in the field tying bundles of wheat together. My bundle stood up, and your bundles of wheat gathered around it and bowed down to it† (Genesis 37:7). Hearing this, his brothers began to hate him even more. Joseph soon had another dream, which he presented to his brothers, saying â€Å"Listen, I had another dream. I saw the sun, moon, and eleven stars bowing down to me† (Genesis 37:9). Joseph’s brother immediately became