Final Draft Slumdog Millionaire

An Examination of Slumdog Millionaire and Globalization
Globalization is defined as “the integration of economic, cultural, political, and social systems across geographical boundaries.” Globalization is the enhanced interconnectedness of cultures and societies that can be contributed to the expansion of technology and the enhancing means of communication and trade. Complete globalization would mean that no country is isolated, but rather Western and Eastern societies would be weaved together. Fernando Coronil, author of “Towards a Critique of Global Centrism—Speculations on Capitalism’s Nature” examines globalization’s potential positive and negative outcomes. Although we know that globalization will affect the lives of individuals, the ultimate debate is whether or not globalization will enhance the lives of individuals and their countries.
Coronil explains an optimistic outlook on globalization by stating that “globalization offers the promise of a unified humanity no longer divided by East and West, North and South, Europe and its Others, the rich and the poor. As if they were underwritten by the desire to erase the scars of a conflictual past or to bring it to a harmonious end, these discourses set in motion the belief that the separate histories, geographies, and cultures that have divided humanity are now being brought together by the warm embrace of the globalization” (Coronil 352). This idea of bringing humanity together, coming to a reconciliation of a “conflictual past” can have both its positive and negative outcomes. For individuals that are struggling, in countries such as India, having the finances to support the Western ideals of education, for example, would have a positive outcome, and lead to opportunities that would enhance the lives of less fortunate people.
Globalization and its positive and negative outcomes can be examined by applying scenes from the movie, “Slumdog Millionaire,” directed by Danny Boyle. “Slumdog Millionaire” won the Best Picture Academy Award for the portrayal of life in the slums of India. For example, two young brothers, Jamal and Salim, live in the rural slums of India, and encounter obstacles in their everyday life, that most Western individuals would never encounter. Both children, Jamil and Salim are uneducated, and due to the need to survive, they must work in order to gain money. One of their jobs included working in a restaurant as servers and dishwashers. Child labor laws in India do not protect children in accordance with the child labor laws of the United States.
According to a Congressional Record, Dan Burton, explains that “Children under the age of 14 are forced to work in glass-blowing, fireworks, and most commonly, carpet-making factories. While the Government of India reports about 20 million children laborers, other non-governmental organizations estimate the number to be closer to 50 million. Most prevalent in the northern part of India, the exploitation of child labor has become an accepted practice, and is viewed by the local population as necessary to overcome the extreme poverty in the region” (The Exploitation of Child labor in India). While laws in India now prohibit the labor of children under fourteen years old, the laws do “nothing to protect children who perform domestic or unreported labor, which is very common in India. In almost all Indian industries girls are unrecognized laborers because they are seen as helpers and not workers” (Child Labor India). The lack of protection for women against child labor is evident in “Slumdog Millionaire” when Latika was forced to work as an exotic dancer who performed for men. Globalization, if applied to the devastating treatment of children in India’s workplaces, would give children rights that do not have in India, by integrating Westernized laws and prohibiting the exploitation of children. Furthermore, families would have more opportunities as well for work, therefore not relying on their children to work. Children then could receive an education and create goals that will fulfill their aspirations.
Simon Gikandi’s article, “Globalization and the Claims of Postcoloniality” addresses an issue of globalization that can be viewed in both a positive and negative perspective. Gikandi states that, “there no longer seems to be a clear relationship between cultural practices and localities” (638) meaning that cultural practices are no longer specific to the location of the individuals. Cultural values, traditions, and religious beliefs are all affected by globalization as novel ways of living are introduced to other individuals. In globalization, societies are being meshed together, perhaps leading to the loss of tradition. For example, if applying the movie “Slumdog Millionaire” to Gikandi’s statement that the lines between culture and location are diminished, if Jamil and Salim were introduced to Western traditions, they may be intrigued, and choose to live more Westernized. The transition from following one cultural tradition to another can have a positive effect if the traditions the individual followed prior were dangerous and life threatening, such as female genital mutilation, which is defined by the World Health Organization (WHO) as ‘all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs for non-medical reasons’” (Forward: Safeguarding Rights and Dignity). The article explains that women are subjected to Female Genital Mutilation, also known as FGM, “in parts of the Middle East, i.e. in Yemen, Oman, Iraqi Kurdistan, amongst some Bedouin women in Israel” (Forward: Safeguarding Rights and Dignity). Women that would have carried on this tradition with their daughters may otherwise decide to not carry on the tradition of female genital mutilation if they are educated on its harmful effects to the body, as well as exposed to other cultural traditions and lifestyles.


http://pangaea.org/street_children/asia/carpet.htm

http://www.scribd.com/doc/20261308/Coronil-Towards-a-Critique-of-Global-Centrism-Speculations-on-Capitalism-s-Nature
http://www.indianchild.com/child_labor_india.htm
http://www.forwarduk.org.uk/key-issues/fgm

http://www.indianchild.com/child_labor_india.htm

Created By Rosie
ROLES
Jen- Intro and relate back Buckingham
Nadia- storyboard and still images
Rosie- making images into a imovie slideshow
Cyndi- How to add audio to the movie

12th graders
Text: Edgar Allan Poe's "The Raven"

Objective: When asked to create a imovie for "The Raven" that exhibits thorough understanding of plot, students will be able to create a storyboard, upload images, edit images, and add sound to accomplish the task.

LESSON:

1. Journal: What are some forms of media that your teachers use in the classroom? How do they further your understanding of text and/or learning? What are some forms of informative or communication media you use?

2. Show "Shift Happens" Video on Youtube.com to spark student interest in different forms of media.

3. Work in groups to brainstorm a storyboard for the main plot "The Raven." Nadia

4. Teacher shows students how to locate images . Nadia

5. Now that you have all your pictures ready and know what sequence they go in, all we have to do is upload them into imovie!

6. Open imovie. Then go to file import. Choose the pictures you want to import. If you want to upload it from a flash drive, you can open that folder and then just drag and drop it into your clips. Then drag down the picture you want first down into the timeline at the bottom of the screen. You can change the amount of time on a picture by adjusting the timeline. Drag down more pictures until your movie is complete. You can also change the affect on each picture to manipulate how the picture comes into the screen.

7. Play youtube…"How to use apple iMovie: Importing Photos in iMovie" to help provide students with a visual representation of instructions.

8. Teach students how to add audio. Cyndi

9. Show students finished product examples

THE RAVEN EDGAR ALLAN POE by nesil
http://www.youtube.com/watch?v=RcbWkMvMHrU&feature=fvw

The Raven - adfurlokid
http://www.youtube.com/watch?v=hC7kFI0Bou8&feature=related

10. Tie the lesson back in with Buckingham. Jen

Rough Draft: Slumdog Millionaire and Globalization

An Examination of Slumdog Millionaire and Globalization
Globalization is defined as “the integration of economic, cultural, political, and social systems across geographical boundaries.” Globalization is the enhanced interconnectedness of cultures and societies that can be contributed to the expansion of technology and the enhancing means of communication and trade. Complete globalization would mean that no country is isolated, but rather Western and Eastern societies would be weaved together. Fernando Coronil, author of “Towards a Critique of Global Centrism—Speculations on Capitalism’s Nature” examines globalization’s potential positive and negative outcomes. Although we know that globalization will affect the lives of individuals, the ultimate debate is whether or not globalization will enhance the lives of individuals and their countries.
Coronil explains an optimistic outlook on globalization by stating that “globalization offers the promise of a unified humanity no longer divided by East and West, North and South, Europe and its Others, the rich and the poor. As if they were underwritten by the desire to erase the scars of a conflictual past or to bring it to a harmonious end, these discourses set in motion the belief that the separate histories, geographies, and cultures that have divided humanity are now being brought together by the warm embrace of the globalization” (Coronil 352). This idea of bringing humanity together, coming to a reconciliation of a “conflictual past” can have both its positive and negative outcomes. For individuals that are struggling, in countries such as India, having the finances to support the Western ideals of education, for example, would have a positive outcome, and lead to opportunities that would enhance the lives of less fortunate people.
Globalization and its positive and negative outcomes can be examined by applying scenes from the movie, “Slumdog Millionaire,” directed by Danny Boyle. “Slumdog Millionaire” won the Best Picture Academy Award for the portrayal of life in the slums of India. For example, two young brothers, Jamal and Salim, live in the rural slums of India, and encounter obstacles in their everyday life, that most Western individuals would never encounter. Both children, Jamil and Salim are uneducated, and due to the need to survive, they must work in order to gain money. One of their jobs included working in a restaurant as servers and dishwashers. Child labor laws in India do not protect children in accordance with the child labor laws of the United States.
According to a Congressional Record, Dan Burton, explains that “Children under the age of 14 are forced to work in glass-blowing, fireworks, and most commonly, carpet-making factories. While the Government of India reports about 20 million children laborers, other non-governmental organizations estimate the number to be closer to 50 million. Most prevalent in the northern part of India, the exploitation of child labor has become an accepted practice, and is viewed by the local population as necessary to overcome the extreme poverty in the region” (The Exploitation of Child labor in India). While laws in India now prohibit the labor of children under fourteen years old, the laws do “nothing to protect children who perform domestic or unreported labor, which is very common in India. In almost all Indian industries girls are unrecognized laborers because they are seen as helpers and not workers” (Child Labor India). The lack of protection for women against child labor is evident in “Slumdog Millionaire” when Latika was forced to work as an exotic dancer who performed for men. Globalization, if applied to the devastating treatment of children in India’s workplaces, would give children rights that do not have in India, by integrating Westernized laws and prohibiting the exploitation of children. Furthermore, families would have more opportunities as well for work, therefore not relying on their children to work. Children then could receive an education and create goals that will fulfill their aspirations.
Simon Gikandi’s article, “Globalization and the Claims of Postcoloniality” addresses an issue of globalization that can be viewed in both a positive and negative perspective. Gikandi states that, “there no longer seems to be a clear relationship between cultural practices and localities” (638) meaning that cultural practices are no longer specific to the location of the individuals. Cultural values, traditions, and religious beliefs are all affected by globalization as novel ways of living are introduced to other individuals. In globalization, societies are being meshed together, perhaps leading to the loss of tradition. For example, if applying the movie “Slumdog Millionaire” to Gikandi’s statement that the lines between culture and location are diminished, if Jamil and Salim were introduced to Western traditions, they may be intrigued, and choose to live more Westernized. The transition from following one cultural tradition to another can have a positive effect if the traditions the individual followed prior were dangerous and life threatening, such as female genital mutilation, which is defined by the World Health Organization (WHO) as ‘all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs for non-medical reasons’” (Forward: Safeguarding Rights and Dignity). The article explains that women are subjected to Female Genital Mutilation, also known as FGM, “in parts of the Middle East, i.e. in Yemen, Oman, Iraqi Kurdistan, amongst some Bedouin women in Israel” (Forward: Safeguarding Rights and Dignity). Women that would have carried on this tradition with their daughters may otherwise decide to not carry on the tradition of female genital mutilation if they are educated on its harmful effects to the body, as well as exposed to other cultural traditions and lifestyles.

Outline Created By: Nadia Kilgore

Storyboard and Google Images Discussion

Our goal is to create an imovie, which requires the following steps: making a story board, uploading the images, editing images, and adding sound in order to create the final project.

*I will be discussing how to create a storyboard and how to locate images
*The first step to this assignment will be to create a story board.

*In order to create a story board, students have read the text, and will not have an opportunity to be “hands on” and to draw sketches of specific parts of the book that will be useful in telling the story, “The Raven” in its entirety.

*The story board is an organization tool. It is a way for students to organize their thoughts, and visualize the sequence of images that will be searching online for, which will tell the story “The Raven.”

*Buckingham explains that keeping the production activities small is key, so students aren’t set up for failure in a difficult task. Organizing the images into a storyboard will help keep them on track, and also give students the control—they choose the images that they imagine when reading the story. According to Buckingham, his allows for exploration.

*Buckingham explains (page 81) a technique called “photoplay” which is when students are provided with images, and then asked to sequence them in a storyboard that will eventually be in a moving image sequence, such as our imovie.

*Our approach is similar, however rather than providing students with still images, and then asking them to create a storyboard, we will be asking them to use the story “The Raven” and pick key parts of the book to include in their sketches.

*Next, students will need to locate the images. Choosing the images for the storyboard can be determined by what images are evoked when reading the text, for example, Poe uses words such as midnight, chamber door, December, purple curtain, and of course, the image of a Raven.

*Using these key images, students will draw out the sketches, then go to google, then images and type in the image they wish to search for, for example, “Raven.”

*The search comes up with images of the celebrity, which is not what the search was for, so students narrow down their search by typing in “raven bird.”

Coronil and Gikandi on Globalization

Both Fernando Coronil and Simon Gikandi examine Globalization and the positive and negative effects of globalization. Although it is accepted that globalization will affect individuals, it is under debate whether globalization will have a positive or a negative effect on the lives on individuals in society. Globalization can be explained as the enhanced interconnectedness of cultures and societies that can be contributed to the expansion of technology and the enhancing means of communication and trade. Coronil explains a positive outlook that people use to approach the idea of globalization. It seems to be an "ideal" outcome, that "globalization offers the promise of a unified humanity no longer divided by East and West, North and South, Europe and its Others, the rich and the poor. As if they were underwritten by the desire to erase the scars of a conflictual past or to bring it to a harmonious end, these discourses set in motion the belief that the separate histories, geographies, and cultures that have divided humanity are now being brought together by the warm embrace of the globalization” (Coronil 352). Simon Gikandi explains in his article, "Globalization and the Claims of Postcoloniality" that "there no longerseems to be a clear relationship between cultural practices and localities" which means that cultural practices are no longer specific to the location where individuals live. I found both of these articles to be very interesting and informative, each describing a standpoint on the effects of globalization.

Media Literacy: Presentation Outline

19th Century American Literature and You Tube Video

19th Century American Literature

Edgar Allan Poe’s “A Tell-Tale Heart” was written in 1843. The tone of the story is very dark, and Poe creates suspense in the story. For example, he writes, “TRUE!—nervous—very, very dreadfully nervous I had been and am; but why will you say that I am mad? The disease had sharpened my senses --not destroyed --not dulled them” (Poe). The use of the words "nervous" and "disease" creates drama and gains the reader’s attention. The You-Tube video of Poe’s “A Tell-Tale Heart” is a recreation that would have never been possible in 1843, when Poe wrote the story. With the use of technology, the story is given new life to students whom may never have been exposed to Edgar Allan Poe’s mysterious and engaging writing. By using a video that can be accessed online, teachers can present students with Edgar Allan Poe’s story, paired with a video that is just as mysterious and psychologically thrilling. In this particular video, the actors and environment imitate the look and feel of the actors and environment that would have been in the story in 1843. This gives a realistic feel to the story being told, however, there are many modern looking videos that are just as appealing.




value="http://www.youtube.com/v/VHcCzCCAAu4&hl=en_US&fs=1&">

Trickster Myth ending.....group collaboration

Coyote was tired of hearing the cries of man, so after a long night of hearing their moans, coyote makes his way up to the sun god and asks for a piece of the sun to give to the humans that were worried about surviving the winter. The sun god denies the coyotes request, however the Coyote, desperate to come to a solution to stop the cries of man, decides to steal the sun god’s wife as a barter to get a piece of the sun. Sun god couldn’t believe the coyote tricked him! Sun god knew that the only way that he could get his wife back would be to give a piece of the sun to the coyote to bring down to Earth for the humans.

Sacred Places: Outline for Presentation

Sacred Places

• Have the power to heal the human body, raise enlightenment and creativity
• Places such as Pearl Harbor, Gettysburg, Egyptian pyramids, and Stonehenge in England are sacred because they provide a location that represents nationhood, individual identity, culture, and historical unity.
• Around the world sacred places can be actual places. It is a literal location where you can go visit, stand on, look at, and know that you are in the place.
• They are also mythical because they become symblic of and embody meaning of their cultural values.
• Thay are also imaginary places, where the place is imagined to be far more than any place can possibly be. The sacred site, which is somewhat abstract, becomes real because of its connection with its real place, the real place that we can see, and remember.

Andrew Guilliford’s 9 Categories of Sacred Places

• Specific to describe historical events and spiritual pratices of American Indian sacred places.

Vine Deloria’s 4 Categories of Sacred Places

• Although Deloria’s categories of sacred places also focus on Native American culture, Deloria’s categories differ from Guilliford’s 9 categories of sacred places because they are open-ended enough to be applied to sacred places around the world.
• These 4 categories are arranged on a scale of “agency” which is a hierarchy from “entirely human agency” to “Higher Powers”
• The first category is “entirely human agency” which is when the site is sacred because of the human events that occurred there, for example Pearl Harbor and Ground Zero, the location of the descruction of the World Trade Center on 9/11.
• The second category, is “deeper, more profound,” a place that becomes sacred because “the sacred, or higher powers have appeared in the lives of human beings.” An example of this is Prometheus, a greek god, who stole fire from the gods to give to humans for survival.In the second category, there is an interaction between the human and the divine .
• The third category is when “Higher Powers” are no longer unseen, and “have revealed themselves to human beings.” An example that Deloria provides an example from the Old testament which is when Moses speaks with the Burning Bush.
• Deloria’s fourth category is allowing the presence of new sacred places which are sacred due to the changes or circumstances of the present day.

Sites of Fear and Longing

• Sites of Fear are sacred because they dramatize our fears of the inevitable, including death, aging, disease, and weakness. These places are reminders of human mortality.
• Sites of Longing are sacred because they dramatize the longing for comfort and security, and rejuvenation, and make immortality seem possible. A peaceful place such as a garden, forest, lake or fountain.
How to Read Sacred Place Myths

• Consider the type of myth being presented
• Myths of Sacred Waters
• Myths of Sacred landforms (mountains, canyons)
• Myths of Sacred trees, forests
• Myths of Magic Realms

Poems

I Do Not know the scent of your hair when you were twelve
I Do Not know how smooth your hands were when you were a young girl
I Do Not know your what your favorite hiding spot was when you played hide and go seek
I Do Not know what you named your dolls
I Do Not know who you looked up to
I Do Not know who protected you
I Do Not know what eased your mind when you worried
I Do Not know how you gained the strength you have today

I Know what your hair smells like now when it brushes my face as you lean in to hug me
I Know how soothing your hands were when I felt them as you walked me safely across the street
I Know what you named me
I Know I look up to you
I Know you are my protector
I Know you have loving words that ease my heart ache
I Know you are a single mother
I Know you are not just a mother
You are my
Mom





He loves me not.
I hold the last petal in the center of my Spring scented palm
The air is still and calm
My heart is rapid and aching--hot
How did I get here?
How did we get here?
I reach for another delicate piece of hope
but only dirt and green stems surround me
I plucked off all the petals from the beautiful daisies
There is no hope for us left
He loves me not.

Poetry Analysis Essay-Emily Dickinson

Emily Dickinson proves to be a creator of poetry that appeals to readers by presenting ideas that evoke imagery. Her poems include prominent themes that flow throughout her writing which are death and time, which reveals Dickinson’s ability to “explore a wide range of subjects. Her poems about death confront its grim reality with honesty, humor, curiosity, and above all a refusal to be comforted” (National Anthology of American Literature B 2554). In addition to Dickinson’s imagery of death and time, her poetry also exhibit’s a tone that conveys to readers that she has accepted death and was not fearful of the inevitability that would one day consume her.
Emily Dickinson’s poem, Because I Could Not Stop for Death, begins with a line that is presented in the title, which suggests that it is the central idea of the poem. She states, “Because I could not stop for Death, He kindly stopped for me” (70) which signifies to readers that, “Death is personified as a gentleman caller or suitor” (Brooklyn Academic). The word “Death” is capitalized which suggests that it is a name, therefore enforcing the idea that “Death” is a gentleman. The personification of death further enhances the power of the inevitable, and that death is out of the speaker’s hands, and at the discretion of the gentleman. Dickinson’s word choice to describe death is not expected, because she refers to death as being kind, when she states, “He kindly stopped for me” (70) rather than being using words that have a negative connotation to describe death, she used the word “kindly” which means “having, showing, or proceeding from a benevolent disposition” (Dictionary) and suggests that death presented itself in an unthreatening manner and was benevolent, “characterized by or expressing goodwill or kindly feelings” (Dictionary). The line “Because I could not stop for death” exhibits the inevitability of death--it is not something that can be avoided by the speaker, or put on hold, however, stating “He kindly stopped for me” makes it evident that it was not her time for death and she would take her time to join death, as long as he waited patiently. According to the Norton Anthology of Poetry, the words “kindly” and “civility” “are certainly appropriate to the tone of the poem, which is extremely reserved and polite. There's nothing ugly or aggressive about the way death comes to the speaker” (Northon Anthology of Poetry 5th edition)
When the speaker joins death, they are alone, “The carriage held but just ourselves, and Immortality” (70). Now that the speaker is in the carriage at the discretion of death, her time for death is drawing nearer, yet she has the company of “Immortality” eternal life, inside the carriage. Dickinson uses the irony of having “Death” and “Immortality” in the carriage with the speaker together to make light of--and add humor to--a potentially grim situation.
Death is not threatening to the speaker, and he is in no rush to take her life from her as she explains, “We slowly drove, he knew no haste” which shows that death was not rushing the speaker, but rather they—Death, Immortality, and the speaker, are traveling in the carriage and the speaker is observing various familiar locations. The poem addresses the innocence of youth when the speaker states, “We passed the school where children played, their lessons scarcely done.” The two lines are ambivalent because if taken literally, if the school children are playing at school, their class lessons would not be completed, leaving the work, “scarcely done,” however, Dickinson may be emphasizing the idea that at a young age, children have so many life lessons to learn, and therefore they are learning from their experiences as they age and their life lessons are “scarcely done” while on the other hand, the speaker has lived her life and is nearing death.

William Butler Yeats (1865-1939) "When You Are Old"

When You are Old

When you are old and grey and full of sleep,

And nodding by the fire, take down this book,

And slowly read, and dream of the soft look


Your eyes had once, and of their shadows deep;

How many loved your moments of glad grace,

And loved your beauty with love false or true,

But one man loved the pilgrim soul in you,

And loved the sorrows of your changing face;

And bending down beside the glowing bars,

Murmur, a little sadly, how Love fled

And paced upon the mountains overhead

And hid his face amid a crowd of stars.


--W. B. Yeats

Yeats' poem, "When You Are Old" is a love poem written by a man about a young woman he loves. It is written so that when the woman grows old, she can reflect on the life she had and the people that loved her. Yeats' writes, "When you are old and gray and full of sleep, and nodding by the fire, take down this book" which suggests that the woman is not old and gray now, but rather that when she is old, it would be the time to reflect upon her past and read the poem in the book. Yeats' states, "How many loved your moments of glad grace, and loved your beauty with love false or true" which incites the idea that people loved the exterior that she presented to them, such as her "grace" and her "beauty," however, contrary to what others loved of her, the speaker states that "one man loved the pilgrim soul in you" which suggests that the man loved who the woman was internally. This poem illicits the tone of a a love poem.

March Violets Interpretation Part 2

Part Two: Reflection after hearing song performed-I do feel that hearing the song assisted in my interpretation,emphasizing more on the mood that the song creates. The song has a depressing,sad, low tone. I did not interpret the tone to be "sad" when I read the lyrics. I assumed that the tone would be angry and loud when it discussed war. When the song was sung it put emphasis on specific parts of the song, such as the chorus, "Can you tell them apart?" which is a strong part of the song because in a war, the men may begin to wonder what it is that sets them apart from the other men that they are killing.

March Violets Interpretation Part 1

Part One: Reflection after reading song lyrics
I think that "March Violets" is about men in a violet colored uniform that come marching into a town. The song states that "They're coming in twos, and they come on fast, paying their dues, first things last" which can be interpreted as that he men are in a war, and the "first thing" they have to do is pay their "dues" which is to fight for something, however if they die fighting for something, then their dues, the first thing they have to do, is the last thing they do. A reference to a gun being fired also seems to tie the poem to a war. The word "March" may be ambiguous because it can be a group marching, or the month March. The words, "Can you tell them apart?" are repeated four times in the written lyrics, which suggests that if the mean are in uniform, they look like the other men they are marching with, or even like the "enemy" if they are wearing tattered, bloody clothing. On one occasion, the line, "Can you tell them apart?" slightly changes and states, "Can you tear them apart?" which may refer to killing people during a war.

Definitions of 5 Poetic Terms

1)Connotation: Any meaning suggested by the sound or the look of a word or associated, however remotely, with its usual specific meaning. Connotations of language thicken its ambiguities and also give it greater emotional weight, so that they may enrich its value for the poet.

2)Ambiguities: Occur when double or multiple meanings attach to words or to situations. By competing, several meanings can illuminate more fully the complexities of the experience that the poem offers.

3)Irony: A statement that contradicts the actual attitude of the speaker or a situation that contrasts what is expected with what occurs and always having overtones of mockery.

Romantic Irony:A quality that belongs to poems which mingle self-pity with self-mockery
Tragic Irony:Acknowledges the contradictions of experience

4)Occasional Poetry:That which is composed to commemorate a particular evnt, casual or significant, sad or festive.

5)Rhythmical Pause:One that separates phrases when the speaker draws breath. Not counted as part of the metrical pattern. In the reading of the verse with a strongly marked rhythm it tends to create a singsong effect.

The Use of Media Technology in the Classroom

The role of media-technology in teaching today has become an important part of education. As technology expands, individuals are more accustomed to using various technological devices throughout their daily lives, such as the television, video, radio, cellular phones and the internet, and it is not surprising that he use of these devices carries over into the classroom. With the use of television, professors can show clips from television shows and the news. With the newest video recording devices, students can incorporate their own video clips into presentations. My opinions on the use of media technology are focused on college students. I have had a variety of experiences with the use of media technology in my college education—some are better than others. I have taken online courses where the entire course is taught online and there is no face to face interaction. Instead you use a discussion board to post all of your assignments and comment on other people’s work as well. In this experience, I found that people expressed their opinions and thoughts more openly when they were able to type it up rather than being put on the spot in a classroom or raise their hand and wait to comment. I’ve also had very effective learning experiences through the use of you-tube clips paired with lesson plans in my psychology classes. My professor brought in clips from youtube that pertained to the lesson and it kept me intrigued when I had an audio and visual example to go along with the lecture. Some uses of media technology in the classroom have also been more of a distraction that effective. For example, a seminar class that I was going to take used video-conferencing where our classroom was being team taught and it had a microphone, a camera, and a screen where our class could see the other class from the different school and vise versa. The technical difficulties took away from the learning experience and additionally, the professor’s attention was drawn away from the students in the class and was directed to the technology. I feel that technology can improve learning if it is incorporated appropriately.

An Introduction About Me

Hello! My name is Nadia Kilgore and I'm a Graduating Senior at California State University, Northridge. I am graduating in the Spring of 2010 with a major in Psychology and a minor in English Literature. Like so many others, this is the last English course that I need to take to complete the requirements.