Indian Culture Vs Western Cultures Essay -- World Culture

A couple of years ago, I had invited my best friend Jenene, to attend an Indian wedding. I thought it might be fun for her to experience the different foods, clothing, personalities, and religious beliefs that were particular to my culture. Later on that evening she had pulled me to the side and told me that the culture that she was raised in was completely different from mine. She was raised in New York all of her life and she had never experienced such a distinct culture. At that time I told her that she did not know half the story! As time went on, she attended more and more Indian functions and realized that the main differences between the western and Indian cultures were religion, marriage, and social interaction.   Ã‚  Ã‚  Ã‚  Ã‚  The western culture is predominantly of the Christian faith praying to one God. Growing up in the Hindu faith, I always wondered why my mother used to pray to many Gods. As I became older, I built up the courage to ask a Pandit (Indian Priest) why we believed in many Gods whereas all the others believed only in one. He had informed me that we only believe in one God, Lord Shiva. It may appear that we are praying to many Gods, but in fact we are praying to the many forms that he appeared to us on earth.   Ã‚  Ã‚  Ã‚  Ã‚  The Hindu and the Christian religious beliefs are predominantly very similar in that they teach individuals to be good and giving people. The main difference between the two religions is our belief in the after-life. Christians believe that after we die, we wait to be judged (Judgement Day) and until that time, your soul remains in an everlasting sleep (purgatory). After Judgement Day Christians believe that they answer for the wrongs that they committed upon the earth. This determines whether they go to Heaven or Hell. Hindus believe in reincarnation, which is life after death. We believe that after you die, your soul is transferred into another body or form. Depending on your dharma (behavior) in your previous life will determine your karma (actions that will affect your next life). If you were a good and giving person, your soul will be transferred into a human, the highest life form. If you were bad, your soul will be transferred into an insect, animal, or a lower life form. In any case, both the Christian and Hindu religion teach good values, beliefs and morals which constitute an ideal individual.   Ã‚  Ã‚  Ã‚  Ã‚  The topic of marr... ...ne is born into. For example if your parents are born Vaishya, then you are automatically a Vaishya for life. The reason for my parents’ migration to the United States was to break out of the caste system. The western society has a type of class system that indicates whether you are upper, middle or lower class depending on your income. This fortunately varies from generation to generation and is not something you are born into. Therefore an individual decides what class they want to fall into. As time goes on more similarities will be seen between the Indian and western cultures. All will reflect the changes that are occurring through assimilation. Indians, who were once thought to be backwards, more like traditionalists, are slowly adapting to the western societies and customs. Some changes can be seen today in the United States where Indians are choosing their own mates, altering their lifestyle from communal to associational, and shifting their classification from Vaishya to upper working class. All areas of life and social interaction are showing a change from traditional to non-traditional while maintaining all the values, beliefs and customs of their old respected ways.

The Beneatha’s Dreams

Hansberry's play â€Å"A Raisin in the Sun† is the story of the Youngers, a poor African- American family in the 1940s. All of the Youngers have important dreams that they wish to realize but due to their economic status and the abundant racism of the time, and they are forced to put aside these dreams. However, due to the insurance money from â€Å"Big Walter†Ã¢â‚¬Ëœs death, they have a chance to overcome these obstacles and achieve their dreams. Beneatha is a good example of a character whose dreams have been deferred. Beneatha dreams of being a doctor and throughout the play, struggles to determine her identity as a well-educated black woman. Beneatha is a collage student and is obviously the best educated member of the Younger family. Her education is very important to her and she hopes to one day become a doctor. Beneatha believes in education as a means to understanding and self-fulfillment through knowledge and wisdom. It was rare at this time to find a poor well-educated black woman with such high ambitions. Beneatha took pride in this fact and often flaunted her intelligence to her family. Mama, knowing how much her education meant to her, instructed Walter to save $3000 for Beneatha's medical schooling. When it was discovered that Walter had invested the money in his liquor store scheme and Willy had run off with all the money, Beneatha was devastated. She had lost all hope and even though her spirits may have been lifted after her talk with Asagai in act III and the chance to move into a new house, it seems that Beneatha will never realize this dream. Another major dream that Beneatha wants is to have her own identity. In the play she does this by trying to gain a better grasp on her cultural identity as an African-American. The rest of her family, after living in America for five generations, seem out of touch with their African heritage, so Beneatha turns to Asagai, a native Nigerian, to see if he can supply the lost part of herself. Beneatha dresses in Nigerian garb, dances to African music, and lets her hair grow naturally in an attempt to become more African. Beneatha does this in part because she sincerely wants to identify herself as an Africa-American but she also does it in protest of what she calls an â€Å"oppressive† white culture. Beneatha also dreamed of overcoming not only the prejudice against blacks, but also the prejudice against women. In the 1940s, it was common belief that a woman's place was at home and it was very rare for any woman to become a doctor. Even Walter suggests that she become a nurse, a traditionally woman's job, instead. Beneatha was an early feminist and did not take the traditionally submissive role of a woman. Instead, she spoke up against anything she perceived as an injustice. She became particularly passionate about freeing the Africans from French and English colonizers after talking to Asagai. In the play â€Å"A Raisin in the Sun,† all of the main characters were guided by their dreams, and the same is true for Beneatha. In the play, Beneatha struggles to create her own identity while battling against the abundant prejudice of the day. While she partially succeeds at creating her own identity, her dreams of becoming a doctor fall short when Walter losses the necessary money. However, Beneatha is a strong, intelligent woman and will most likely succeed later in life.

Dtlls †Enabling Learning and Assessment Essay

Coursework 1 – Reflective Account of Peer Assessment Activity Within this piece of work I will be reflecting on an assessment activity used by a peer whilst I was observing their lesson for A-level psychology. The learners were all aged 17-19 and the lesson was on theories of depression and was a revision session for learners before their exams the following month. The assessment activity was an informal formative assessment where the students were placed into groups of two or three learners and were then given an area of the subject matter, the learners then had to create revision notes as a group on a piece of flipchart paper using their own notes and text books. The learners were then given 15 minutes to revise these notes, once this time was up the tutor then asked the learners to all find a new partner and then teach their revised notes to their peer. The ‘tutor’ peer would try to give all their key notes without looking at the flipchart, but some learners we re allowed when they got stuck on certain points. The ‘student’ peer would have to take written notes to aid with their revision. The learners would then swap in their pairs and the roles would be reversed, after both learners had shared their revision notes they would then swap again to find a new learner to pair with, this process continued until all learners had a full set of revision notes for the subject. Brown et al on the subject of assessment ‘validity’ state ‘It is often described as the match between what is intended to be measured and what is measured.’ (Brown et al., 1997, p.239). I believe this activity was very valid as it allowed the tutor to assess the notes the learners would be revising from for a summative exam in the future. The aims of this assessment were explained in full detail and the learners understood what was expected of them from this activity. The point of the activity was for peer learning to take place to aid revision in the subject of theories of depression; this was definitely achieved by the end of the lesson as every learner had a full set of revision notes on each aspect of the subject confirming the validity of the assessment. The students were in charge of creating their own notes in each group and then passing these notes onto their peers, this does cause some reliability issues as with all learners some students may have put more effort into their revision notes than others. Therefore you may get a learner who has put as much information into his or hers notes as possible giving a vast amount of knowledge on a certain area of the subject and they may then  receive from a peer basic knowledge of another area of the subject. Reece and Walker talk of ‘reliability’ as ‘the ability of a test to consistently measure what it is supposed to measure.’ (Reece and Walker, 2007, p.348), I believe this method of assessment does not consistently measure but the tutor did circulate the classroom at all times aiding learners if they were finding it hard to put key points down on paper. This method does however aid differentiation as less able learners were given the chance to gain knowledge of the subject from more able learners. The more able learners also had the chance to practice and develop their subject knowledge aiding revision in the class. Word Count: 520 References Brown, G., Bull, J. and Pendlebury, M. (1997) Assessing Students Learning in Higher Education. Oxon, p.239. Reece, I. and Walker, S. (2007) Teaching, Training and Learning: A Practical Guide. 6th ed. Sunderland: Business Education Publishers Ltd, p.321. Coursework 2 – Assessment Information within own Organisation Assessment information within my own organisation is recorded from the beginning of a learner joining the college. Every potential student as part of the interview stage takes part in a minimum core assessment; this is a basic screening test to assess the student’s literacy and numeracy skills. This initial assessment allows us to correctly place the learner on the right level of course. These results are placed in the college database, following the enrolment of each learner the minimum core results form a group differentiation profile for each class; put together by the course leader. This profile is used by the tutor so they can differentiate learning tasks and understand individual learner’s needs from the very beginning. Once the course commences formative assessments are created by the tutor and used in each lesson. Each learner receives feedback from these assessments and if needed, targets can be set so the learner is clear on what is expected of them. Validity and reliability of assessments used during a course are checked at regular standardisation meetings within curriculum teams, these take place to sample marking of formative and summative theory assessments. Allowing tutors to internally verify samples of learners work so all tutors  in the department are consistent in their marking. Reece and Walker explain ‘validity’ as ‘how well the test measures what it is supposed to measure† (Reece and Walker, 2007, p.321). Within these meetings the team will also evaluate and create formative and summative assessments for future use; a chance to share good practice. The meetings are also used to discuss practical assessments as different tutors can have differing views on as sessment criteria; this aids the reliability of the assessments. Summative assessments are entered on a standardised tracking document which every tutor in the department can access. Updating this tracking document then enables each tutor or the head of department to see the progress of every learner helping to identify any ‘at risk’ students who may need more attention or end up not completing the course. This document is shared with the learners; they can see what still needs to be achieved to gain their qualification and how far they have come in terms of progression, this aids motivation in the classroom and also a sense of achievement to see how much they have already completed. The learners have logbooks provided by the awarding body VTCT, this is where tutors record all practical summative assessment and sign off to say they have met the criteria set by VTCT. The logbook is used by the learner to build a portfolio of consultations forms and photographs from practical’s, written assignments and any online tests the learner has to complete during the course. The college also uses Pro-Monitor a computerised package which tutors can record individual learner progress and set targets for learners to achieve by a certain time. Learners can access Pro-Monitor and input individual targets they wish to achieve, it can also show them graphs and visual aids on how much of their qualification they have achieved, this is brilliant for more visual learners who may find written feedback harder to understand. These different ways of recording assessment information are vital in enabling tutors to identify when students are falling behind and planning for future development, a side effect of not using these implements could be learners nearing the end of their course without completing assessments that are mandatory. References Reece, I. and Walker, S. (2007) Teaching, Training and Learning- a Practical Guide. 6th ed. Sunderland: Business Edition Publishers, p.321. Coursework 3 – Evaluation of Assessment Activities Assessment is defined by Gravells and Simpson as ‘a measure of learning, at a given point in time. Relevant skills, knowledge and/or attitudes can be measured towards a subject or qualification.’ (Gravells and Simpson, 2008). There are three main types of assessment; initial, formative and summative; these types of assessment can then be informal in the way of crosswords, gapped hand-outs, quizzes, discussions and journals or they can be formal in the way of exams, assignments, tests and observations. Formative assessment, used properly, is such an integral part of the teaching and learning process that it could be argued that it shouldn’t even be called assessment. When we consider teaching and learning methods, many of them – questioning, case studies, and projects – are also assessment methods used as learning checks. Scales states ‘Assessment for learning is based on the belief that everyone can learn and formative assessment is a key strat egy to help learners improve and develop’ (Scales, 2010) With this in mind the first assessment activity to be evaluated is a crossword used as an informal summative assessment. Crosswords are a simple and easy way of assessing learner’s knowledge during a unit. Crosswords can be uploaded to the college interactive website ‘cloud’, learners can then download the activity as a form of homework or as an extension task during directed studies. These can then be handed in to the tutor for marking. A more effective method is to use a crossword as learning check during a lesson; once the learners have completed the crossword they can then discuss as a group the answers. The tutor can also use extended questioning, asking more able learners to explain in more depth an answer to help aid differentiation. Feedback from learners suggests that crosswords are a challenging way of testing knowledge and encourages the learners to look at subject matter in different ways without having to sit tests all the time, which can be very daunting for certain learners. Something gained from feedback from a group of level 1’s, is that because a majority of the learners have learning needs which affects their literacy; they find the crossword in itself challenging to complete. To overcome this it has been noted that providing learners with a word bank of key words for each unit has helped in completing such tasks as  crosswords, as the learner still needs to know which word they are looking for but aids in developing their spelling for the future. Feedback is the most important part of formative assessment; research suggests that immediate oral feedback is the most effective, whether this is done by one on ones or as a group discussion. The feedback provided should be developmental and make the learners extend their thinking and learning to a higher level and should also focus on positive points first before moving onto more ‘developmental’ area’s for the learner to consider. By conducting formative assessment it can ensure that the teacher gains a full understanding of the learners existing capabilities so that realistic goals can then be set and additional support if needed can be organised. With this feedback individual targets can then be created for each learner and placed on the college Pro-Monitor system where the learners can access their targets as and when needed to see how they are developing in the course. Learners are also encouraged to create their own personal targets on Pro-Monitor, using feedback from formative assessments it allows learners to realise key strengths and weaknesses to help in creating these targets. The use of this feedback is very much like the idea of ‘scaffolding’, Bruner (Wood et al., 1976) coined this term in the 1950’s and believed using a more knowledgeable other to challenge the learner to achieve more by providing ‘scaffolding’ to help them climb to higher levels. Learners in dialogue with teachers can see where they want to reach but initially may need help in the form of questions, prompts and pointers to get there. Summative assessment is the assessment of learning and it leads to the gaining of qualifications and grades. Weeden suggests ‘Summative assessment is a snapshot judgement that records what a learner can do at a particular time.’ (Weeden et al., 2002, p.19) This process of qualification is important for learners and it is good to keep in mind the emotional aspects and design of assessment in relation to validity and reliability. With this in mind the second assessment activity to be evaluated is a practical observation used as a formal summative assessment. Practical observations are used throughout all 3 NVQ levels in beauty therapy as the subject is extremely vocationally based. Beauty therapy NVQ’s are broken down into units, for each unit there will be practical assessments that have to be completed at the end of the unit, where the learner is observed and assessed by the teacher. VTCT are  the awarding body for the beauty therapy NVQ’s and they set out the practical assessment criteria for each unit, this criteria is printed in the learners logbooks which is where each assessment is signed off if a pass has been achieved. To aid the reliability of the practical assessments all beauty lecturers at the college come together at standardisation meetings where the criteria is discussed in detail and a learner marking sheet is created which includes each of the areas the learner has to meet to gain a pass in the assessment. If this was not done each teacher could interpret the assessment criteria in different ways therefore learners would not be assessed fairly and reliably. Petty states ‘the same examiner should give the same mark if they unknowingly mark a script twice on different days’ (Petty, 2009), using standardisation this means that even with practical based assessments the results should always be the same. To help learners during practical assessments learning outcomes are written on the whiteboard to highlight key points they will need to show competency in or do to achieve a pass in the assessment. During the observation the teacher will also ask questions to the learners to help achieve the unit criteria, this is also where differentiation of the learners can take place as more able learners will be asked more open-ended and higher order questions then less able learners who will be asked standard criteria questions. The use of cameras in practical assessments is something that is still fairly new and is being experimented with but does seem to show some success. As part of the observation learners have to keep their working area clean and tidy and show due regard for health and safety, the teacher can now take pictures of each learners working area before the assessment takes place and then at the commencement of the assessment. With regards to practical assessments like nail art, make-up and face painting the finished article can also be documented by a photo that the learner can then be used in their own portfolio to be sent to the awarding body. From these pictures the teacher can then feedback to the learner at the end of the assessment any positive points of the practical and also any areas that the learner would need to further develop, the learner can then have these pictures as a visual aid to understand how they can improve for the next assessment and also works as a good revision aid for the future. Another approach to embrace ICT in assessments is to video learners assessments so they can themselves evaluate  and feedback on client care and professionalism during their observation. It has been noted that using cameras in practical observations has been received well by the learners, they have commented that it brings a new dimension to receiving feedback and allows them to visualise areas they need to focus on improving and reinforces the assessment criteria for them too. Feedback from practical observation is given individually immediately after the learners assessment, feedback is given verbally with key points both positive and ones for development are written on the bottom of the consultation form the learner completed during the assessment (these consultation forms also go into the learners portfolio). Practical assessments can leave a lot to interpretation by the teacher so it is important the practical marking sheet is filled in during the observations and a pass or fail is determined by how many of the boxes the learner showed competence in, depending on which level the learner is currently studying determines the number of criteria they need to meet. Learners can feel very nervous and daunted by practical assessments at the beginning of the year as it the proverbial ‘unknown’, formative practical assessments do help to calm learners worries as they are a ‘trial run’ of the summative assessment, also setting out some time to explain and discuss the unit assessment criteria and what will be expected of them from this. During the practical observations themselves the use of cameras also seems to help learners forget the formalness of the observation and relax into the assessment. In conclusion all assessment methods should be a positive contribution to learning and good assessment activities are important to aiding teaching. However assessments are only worthwhile if they assist the learner and teacher to move through the learning outcomes of the unit, otherwise it is irrelevant. Designing assessment activities which stretch the learner’s abilities and promotes their development is a skill that comes with experience and understanding of the current learners on your course and it is definitely something that will always be tweaked and changed throughout your career. Word Count: 1,594 References Gravells, A. and Simpson, S. (2008) Planning and enabling Learning in the Lifelonf Learning Sector. Exeter: Learning matters, p.50. Petty, G. (2009) Teaching Today – A practical guide. 4th ed. Cheltenham: Nelson Thornes. Scales, P. (2010) Teaching in the Lifelong Learning Sector. Berkshire: McGraw-Hill Education, p.180. Weeden, P., Winter, J. and Broadfoot, P. (2002) Assessment: What’s in it for schools?. London: Routledge Falmer, p.19. Wood, D., Bruner, J. and Ross, G. (1976) The role of tutoring in problem solving. In: Journal of child psychology and psychiatry., pp.89-100.

The feud between East and West Coast Hip Hop Culture.

The feud between East and West Coast Hip Hop Culture. Hip-Hop's Greatest RivalryHip-hop is a term recognized by many, but understood by few. To mainstream audiences today, the term has become a synonym for rap music; however, hip-hop in actuality is a relatively new cultural movement that "began amongst urban (primarily, but not entirely, African American) youth in New York [City]" ("Hip-Hop"). Soon after the birth of hip-hop in the mid 1970s, the cultural movement quickly spread throughout the United States and today has come to be known to the entire world. Hip-hop is constantly changing and although it has mainly appealed to the youth, its audience is continually growing. Hip-hop culture has four elements - graffiti art, breakdancing, DJing, and MCing/rapping (Ayazi-Hashjin 6,7). A main cause of the birth of hip-hop was the civil rights movement in the United States.Black consciousness and pride swept the streets among African Americans, especially those living in cities after the start of the civil rights movement.English: Photo of the front of 1520 Sedgwick Avenu...Prior to the birth of hip-hop, the Black Panthers were a powerful group, and The Nation of Islam was beginning to organize. Black culture was becoming better known through outlets such as magazines and jazz. As Black Americans were identifying with each other more and more, many other closely-knit black communities were forming, especially in New York City. An important consequence of this was the formation of gang culture (Ogg 23). In the 70s, street gangs became very popular among the Black American youth. Gangs became a way of representing Black pride for many. Young Black Americans looked to join gangs because of the kinship they could form with others who lived in a similar lifestyle. As the number of gangs grew, however, gang rivalry intensified to violence. The Bronx area of New York City in 1970s was thought of to be one of the...

Show Tables Command in SQL

Show Tables Command in SQL MySQL is open-source relational database management software that website owners and others use to organize and retrieve data from databases. A database consists of one or more tables with several columns, each containing information. In relational databases, the tables can cross-reference one another. If you run a website and use MySQL, you may need to view a complete list of tables in the database. Using the MySQL Command Line Client Connect to your web server and log in to your database. Pick the database you want to use if you have more than one. In this example, the database is named Pizza Store. $ mysql -u root -pmysql USE pizza_store; Now use the MySQL SHOW TABLES command to list the tables in the chosen database. mysql SHOW TABLES; This command returns a list of all the tables in the chosen database. MySQL Tips Every MySQL command ends with a semicolon. If it is missing, the command does not execute.The MySQL command line is not case sensitive, but commands are usually written in uppercase, while  tables, databases, usernames, and text are usually in lowercase to make them easier to identify. When to Use a Database A database is a structured collection of data. Occasions when a database  might come in handy when you are working on your website include: If you have an online store, a database stores the products you sell, the customer information, and the orders.A database for an online forum stores member names, forums, topics, and posts.A blog uses a database to store blog posts, categories, comments, and tags. WhyUse MySQL Because it is open-source software, it is free to everybody.MySQL can be installed on lots of different platforms.MySQL is usually included in most web-hosting packages.Its easy to use.It works well with PHP to add functionality to your website.

June Themes and Activities for Elementary Students

June Themes and Activities for Elementary Students If youre still in the classroom when summer starts,  use these ideas for inspiration to create your own lessons and activities or use the ideas provided. Here is a list of June themes, events, and holidays with correlating activities to go with them.   Celebrate Month-Long June Themes and Events National Safety Month - Celebrate safety by teaching your students tips about fire safety, how to avoid strangers, or other safety topics. National Fresh Fruit and Vegetable Month - Celebrate National Fruits and Vegetable month by teaching your students about the importance of nutrition. Dairy Month - This is the time of the month when we are all reminded of the great importance of everything dairy. During this month try this milk paint recipe with your students. Great Outdoors Month - June is a special time to celebrate the great outdoors! Plan a field trip with your class and dont forget to set the rules for a successful trip! Zoo and Aquarium Month - Teach students about the zoo with a few animal crafts, and all about the aquarium by having students create an ecosystem. June Holidays and Events June 1st Donut Day - Whats a better way to celebrate Donut Day than to eat them! But, before you do that, first have students use a plastic knife to try and cut the donut into different sections to reinforce fraction skills.Flip a Coin Day - Sounds like a silly day to celebrate, but there are endless opportunities for students to learn from just flipping a coin! Students can learn probability, or you can have a coin toss challenge. The ideas are endless.Oscar the Grouchs Birthday - Kindergarten classes will love celebrating Oscar the Grouchs birthday! Celebrate by having students make birthday cards and sing Sesame Street songs.Stand for Children Day - Honor Stand for Children Day by making sure they will be college ready. June 3rd First U.S. Spacewalk - Celebrate Ed Whites spacewalk by having students participate in space-related activities.Egg Day - National Egg Day is a fun day to promote eggs. Use this day as an opportunity to teach your students the importance of eggs. Egg carton crafts would also go perfectly on World Egg Day!Repeat Day - Repeat Day can be a fun opportunity for students to review what they have learned. On this day have students repeat everything they did the day before. From wearing the same clothes to eating the same lunch, and learning the same things. June 4th Aesops Birthday - This is a day for students to discover all about Aesop by reading his famous fables.Cheese Day - Celebrate Cheese Day by having students bring in different cheese snacks and singing the Cheese song.First Ford Made - In 1896 Henry Ford made his first operational car. On this day have students discuss what life would be like if we didnt have cars. Then have students write a story about their ideas. Use an essay rubric to assess their work. June 5th First Hot Air Balloon Flight - In 1783 Montgolfier brothers were the first to take a hot air balloon flight. Celebrate the Montgolfier brothers great accomplishment by teaching students the history of balloons.National Gingerbread Day - Celebrate this yummy food by having students create gingerbread crafts.Richard Scarrys Birthday - Richard Scarry, born in 1919 is a famous author of childrens books. Celebrate this magnificent author by reading his book, The Best Christmas Book Ever.World Environment Day - Celebrate World Environment Day by learning unique ways for reusing and recycling items in your classroom. Plus, teach your students about how to take care of our earth with these activities. June 6th D-Day - Discuss the history and show pictures, as well as read some personal stories about that day.National Yo-Yo Day - Buy enough Yo-Yos for students to have a contest. The first person to keep it going the longest wins! June 7th National Chocolate Ice Cream Day - Celebrate this fun day by eating ice cream during snack time. June 8th   Frank Lloyd Wrights Birthday - Celebrate this special birthday by having students make an airplane craft.World Oceans Day - Take a field trip to your local Aquarium to celebrate this day. June 10th Judy Garlands Birthday - Judy Garland was a singer and actress who starred in the Wizard of Oz. Honor her great accomplishments by viewing the movie she was best known for.Ballpoint Pen Day - This may sound like a silly day to celebrate, but students will love being able to write with different color pens throughout the day instead of the same old boring pencil. June 12th Anne Franks Birthday - Born in 1929 in Frankfurt am Main, Germany, Anne Frank was a true inspiration to all. Honor this beautiful girls heroism, by reading the book Anne Franks Story: Her Life Retold for Children.The Baseball Was Invented - What is a better way to celebrate the day the baseball was invented then by having students participate in a class baseball game! June 14th   Caldecott Medal First Awarded - In 1937 the Caldecott Medal was first awarded. Honor the winners of this award by reading your students the books that won.Flag Day - Celebrate this day with Flag Day activities. June 15th Fly a Kite Day - This is a special day to celebrate with your students because it is the anniversary of Ben Franklins Kite Experiment in 1752. Celebrate this day by making a kite with your students. June 16th Fathers Day- Every third Sunday of June we celebrate Fathers Day. On this day have students write a poem, make him a craft, or write a card and tell him how special he is. June 17th Eat Your Vegetables Day - Its important to eat healthily. On this day have students bring in a healthy snack, and discuss the importance of healthy eating and getting enough sleep. June 18th International Picnic Day - Have a class picnic to celebrate International Picnic Day! June 19th Juneteenth - A day to celebrate the commemoration of the ending of slavery in the United States. Discuss famous women in history, and slavery statistics. June 21st First Day of Summer - If you are still in school you can celebrate the end of school with fun Summer activities.World Handshake Day - Have students describe their ideal world and draw a picture of their interpretation of World Handshake Day.United Nations Public Service Day - Help students recognize the importance of giving back by taking a field trip to your local food shelter or hospital. June 24th International Fairy Day - Have students write a fairy tale to honor this special day. June 25th Eric Carles Birthday - This beloved author should be celebrated every day. Honor Eric Carles birthday by reading some of his famous stories. June 26th Bicycle Patented - Where would our world be if we didnt have the bicycle? Use that question as a writing prompt for your students. June 27th Helen Kellers Birthday- Born in 1880, Helen Keller was deaf and blind but still seemed to accomplish a great deal. Read a collection of inspiring quotes by Helen Keller while teaching your students her back-story.Melody for Happy Birthday Song - Have students use the melody of the Happy Birthday song to re-write their own version of the famous song. June 28th Paul Bunyan Day - Celebrate this fun-loving giant lumberjack by reading the story The Tall Tale of Paul Bunyan. June 29th Camera Day - On Camera Day have students take turns taking photographs of each other and turn their photos into a class book. June 30th Meteor Day - Show students how a meteor shower  actually works.

American Cultural Mythologies Essay Example | Topics and Well Written Essays - 1250 words

American Cultural Mythologies - Essay Example Rhetorical strategies majorly take the form of questions. Their speeches entailed logos, ethos and pathos in their rhetorical techniques. Rhetorical questions do not necessarily require an answer from the audience. They just offer a platform of sharpening and cognitive reflections of the audience. Audiences ponder on the implications of the questions and detect the bias presented by the author or presenter. Therefore, the answers of the questions are already disseminated by the course of the speech. The stand of the author or presenter produces the answer to a rhetorical question. This is an apparent implication that the answers of the questions are already set by the authors and presenters of the speech. This is an evident phenomenon in the speeches by Frederick, Truth and Jefferson. Regardless of the position of the audience, the answer of the rhetorical question remains static during the speech. Therefore, this appeals to the wits of the audience and it possesses a substantial con vincing power. Audiences mostly take the positions of the author or presenter due to the conveyance of the bias through the rhetorical strategies. In this case, authors and presenters have the liberty of capitalize on rhetorical strategies to convey a message to the audience. Rhetorical strategies have a basic role of persuading the audience. ... In this case, his speech starts with a rhetorical question. A rhetorical question is a strategy that has an immense contribution to the persuasive power of the speech. His speech has the title â€Å"What to the Slave is the 4th of July?† Definitely, this qualifies to be a rhetorical question. It does not require an immediate answer from the audience. It also spells the stand of the author or presenter vividly. Therefore, the answer for this question is already set. It spells a definite feeling within the slaves upon the existence of the 4th July date. Ideal expectations of the slaves are major consequences of this day’s existence (Douglass, 7). Frederick appeals to the cognitive reflections of his audience during his presentation of the speech. Ethos is an evident rhetorical strategy in this speech. This speech entails a substantial ethical appeal towards the audience. Through the ethical appeal, Frederick gains a convincing capacity to the audience of his speech. Socie ty has a high tendency to listen and adopt ideas from trustworthy icons. In this case, Frederick’s speech gains much persuasion to the audience due to the ethos technique. Pathos is a rhetorical technique that appeals to emotions of the audience. Frederick uses this rhetorical technique to facilitate his persuasive capacity to his audience. The title of the speech appeals to the emotions of the audience (Douglass, 4). All rhetorical questions also have a substantial emotional appeal, and therefore they facilitate the persuasiveness of the speech. Frederick appeals to the emotions of the audience through the exploration of historical experiences of America’s forefathers (Douglass, 7). By revealing their painful encounters, he convinces his audience to retain their historical glory. Logos