Dreams in Of Mice and Men Essay Example

Dreams in Of Mice and Men Essay Dreams are like goals we want to reach. In John Steinbeck’s novel Of Mice and Menthe characters Lennie, Candy, and Curley’s wife have dreams that didnt come true. Of Mice and Men is about two best friends Lennie and George. They work on the ranch where all the trouble starts. They have a dream that they will have a piece of land that has animals. The characters of Lennie, Candy, and Curley’s Wife had dreams that have motivated them to work hard. Lennie’s dream motivated him. Lennie is a large man who is mentally challenged. George repeats his and Lennie’s dream when he says â€Å"Someday we’re gonna get the jack together and we’re gonna have a little house and a couple of acres an a cow and some pigs† (pg 14). This is important because Lennie stays out of trouble and makes him happy. This quote makes me think that Lennie is feeling excited and happy because he gets to take care of the rabbits. George tells Lennie â€Å"When we get a coupla of acres i can let you tend the rabbitis all right. (pg 15). This is important because George is giving Lennie responsibilities and he likes soft things. Lennie’s dream is similar to Candy’s dream because they want a better life. Lennie’s dream is different to Candy’s dream because he doesnt want to tend the rabbits. Lennie’s dream is similar to Curley’s Wife because they want a better life. Lennie’s dream is different to Curley’s Wife dream because she want to be a actress. In the next paragraph will discuss Candy’s dream. Candy’s dream gave him motivation and hope. Candy is a lonely swamper with a crippled hand. Candy’s feeling useless working at the ranch â€Å"s’oose i went in with you guys. Tha’s three hundred and fifty bucks i’d put in† (pg 59). This is important because Candy wants a gobetter life and wants to join the dream. This quote makes me think Candy is hopeful because he wants to join Lennie and George. Knowing that he is crippled Candy says â€Å"i We will write a custom essay sample on Dreams in Of Mice and Men specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Dreams in Of Mice and Men specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Dreams in Of Mice and Men specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Unit 3 Discussion Example

Unit 3 Discussion Example Unit 3 Discussion – Coursework Example Cisco Powered Network Discussion The Cisco networking system, also commonly referred to as the IOS controls various Cisco switchesand routers as well as providing an interface for the configuration of the Cisco devices. The Cisco Security personnel provide its users regularly with safety guidelines and measure to counter the daily threats. The IOS also comes up with various network management models functions which may include; Fault, security, configuration and performance management. Under fault management any faults detected are isolated from the network; security management provides access only to authorized people to access the network and other corporate resources (Liu, 2009). The configuration team is in charge of managing configuration files, inventories as well as software and finally the performance team monitors the overall performance and ensures it is maintained at a high level.The other best practices that can be put across in administering a Cisco powered network incl ude: Coming up with a telnet password. This can be arrived at by: router (config) #line vty con 0 router (config-line) #log in. router (config-line) #password Cisco. This telnet protocol will connect several devices to the internet and get access to various resources. It will also provide a command line interface. It is also necessary to enable the interface so as to provide the administrators with a flexible ground for accessing other physical networks. It can be enabled through router (config-if) # no shutdown, at the same time it can be controled by disabling it through router (config-if) # shut down. The flexibility may at times add complexity to the task of the administrators. Finally, it is important for the administrators to consider setting or coming up with a secret password (Tetz, 2011). This practice will always enable them override the enabling password feature and help them encrypt it within the config file. This will be arrived at by router (config) enable secret (desi red name one wishes to use as a secret password).ReferencesLiu, D. 2009.  Cisco router and switch forensics: Investigating and analyzing malicious network activity. Burlington, MA: Syngress.Tetz, E. 2011.  Cisco ® networking all-in-one for dummies ®. Hoboken, NJ: John Wiley & Sons, Inc.

Alexander Fleming Essay Example | Topics and Well Written Essays - 1000 words

Alexander Fleming - Essay Example In fact, the advancement of penicillin was a critical occasion in the fight against infectious sicknesses, and the person who uncovered it, Sir Alexander Fleming, remains an important individual in the chronicles of medicinal history. Sir Alexander Fleming was born at Lochfield near Darvel in Ayrshire, Scotland on August 6th, 1881. He went to Louden Moor School, Darvel School, and Kilmarnock Academy before moving to London where he went to the Polytechnic. He spent four years of his early life in a transportation office before attending St. Marys Medical School, London University (Maurois, 1959). Fleming passed with distinction in 1906 and started research at St. Marys under the guidance of Sir Almroth Wright, a pioneer in vaccination. At St Marys Hospital Medical School, he exceeded expectations, rapidly demonstrating his manual expertise and creativeness; to such an extent that for some time it looked as though a future in surgery beckoned until he was attracted to the microorganisms hunting and helpful sleuthing. He finished his degrees at the University of London in 1908, and stayed on at the prestigious Inoculation Laboratory of Almroth Wright. He got M.B., B.S., (London), with Gold Medal in 1908 and turned into a lecturer at St. Marys till 1914. He served all around World War I as a commander in the Army Medical Corps and in 1918 he came back to St.Marys. He was chosen Professor of the School in 1928 and Emeritus Professor of Bacteriology, University of London in 1948. He was chosen Fellow of the Royal Society in 1943 and knighted in 1944 (Maurois, 1959).   In 1915, Fleming got married with Sarah Marion McElroy of Killala, Ireland, who in 1949 died. Their son became a general medical practitioner. In 1953 Fleming got married again; Dr. Amalia Koutsouri-Voureka was his wife, a colleague at St. Marys

In the Lake of the Woods Essay Example | Topics and Well Written Essays - 250 words

In the Lake of the Woods - Essay Example In the hypotheses chapters O’Brian has presented quotes from real books and reports (The My Lai court martials, histories, psychological books political biographies) and fictional sources (characters in the novel). As I see, the main aspect of the novel that grabs the readers and doesn’t let them go without completing it is its POV (Point of view). Usually authors use ‘one’ point of view as a tool to convey the mood and outlook they want to portray through their writing. However, a writer can even use first, second and third point of views together to diversify his storyline, which is what O’Brian has done in the discoursed novel. The element that gives this novel the feel of a first person narrative, despite of the fact that it is written in the third person is the ‘footnotes’. These are the footnotes that are included in the chapters and in which the narrator identifies himself and discusses his reasons for writing the story. Also he tells the problems he has encountered while writing it as the narrator has selected and organized the evidences to reveal thematic links between individual pieces of evidence, the main narrative, and his theories. Conseque ntly, the unique blend of two different points of views is the essential of â€Å"In the Lake of the

Water Chemistry Essay Example | Topics and Well Written Essays - 250 words

Water Chemistry - Essay Example Solutions Polysaccharide- these are polymers that are made of several chains of either monosaccharide units or disaccharide units Glucose- this is an example of a monosaccharide. It is a simple sugar consisting of a hydroxyl group (OH) in the structure. Glucose structure Amino acids- organic compounds with an amino group (NH2) and a carboxyl group (COOH). Fats- organic compounds with carbon, hydrogen and oxygen present in their structure. Fats contain glycerol which houses hydroxyl (OH) group and fatty acids which houses carboxyl (COOH) group. Proteins- Contain carbon, hydrogen and oxygen in their structure. Proteins consist of both amine (NH2) and carboxyl (COOH) groups. #2 Solutions (a) Entropy- this is a measure of how much a system is disordered. Denoted by S. (b) Enthalpy- this is the product of pressure of a system and volume of a system added to the internal energy of a system. (c) Gibbs Free Energy- this is the product of entropy and absolute temperature subtracted from the e nthalpy of a system. (d) Exothermic reaction- this is a chemical reaction in which energy is released in the form of either light or heat. Endothermic reaction- this is a chemical reaction where energy is absorbed from the surrounding. The energy can be in form of heat but not in all cases.

A Critical Evaluation Of Selected Teaching Materials English Language Essay

A Critical Evaluation Of Selected Teaching Materials English Language Essay This assignment is aimed at providing a critical evaluation of one of the modules (units) in the textbook New Cutting Edge, Pre-intermediate level in a relevant context for its possibly best use. This is an internal evaluation of a unit, in McDonough and Shaws (1993) terms, rather than just an external evaluation based on the statements of the publishers. It is well known that no textbook can be so generic to function in an ideal manner in all specific contexts, but if chosen with tact, textbooks can provide a general framework for an optimal use of time and resources at the hand of teachers and learners. The lack of an objective standard to evaluate textbooks should not bring this significant investigation to a halt because in the long run nothing can replace the care and discretion in selection of the best available resource. Experience together with skill in this area would definitely serve learning. Introduction There are different views on the use of textbook, from those who put it at the heart of English language programmes (Sheldon 1988: 237) to those who consider their use as problematic (Swales 1980). A reasonable stance is a halfway between a long standing and extreme arguments on whether textbook makes all the difference or makes no difference whatsoever. Despite being far from perfect, textbooks remain the most suitable means of providing structure (Hutchinson and Torres 1994) and they currently are regarded as an inevitable resource for language learning with its capacity and relative effect depending on context and the situations (Cunningsworth 1979, McGrath, 2002). Reasons for evaluation of textbooks A general perception is formed, as Sheldon (1988) have noted, that regards coursebooks as temporary goods for profit rather than treating educational quality. McGrath (2002) relates the utility as a direct function of informed judgement of a teacher on the appropriateness of a particular textbook for a given classroom. Selection, rejection, addition and modification are four processes that teachers can use to adapt coursebooks to their needs (McGrath, 2002: 59). Richards (2001: 260) contends that because most teachers are not material writers themselves, they should adapt already available textbooks to fit students needs and seek ever opportunity to be creative and supplement the textbook exercises or activities whenever necessary. a teacher will find the need to modify, or expand some parts while omitting other parts, or reorganising the content in textbook as appropriate, a fact which is also very true for Cutting Edge. It should also be noted that book may be perfectly suitable for one situation but short of most parameters of a fair selection in another situation. Thus, its evaluation in isolation is impossible. Thats why Richards (2001: 256-257) explains that studying the role of textbook, teachers and learners in the curriculum takes precedence over textbook evaluation. Methods for evaluation There are various methods and several perspectives for implementing evaluation. One perspective to textbook evaluation is what Hutchinson and Waters (1987) present simply as an analytical matching process to available solutions, but a generally agreed upon criteria for evaluation can be summarised as the focus on design, linguistic content, topic, and logistics (McGrath, 2002). Evaluation an also be done internally or externally. The fundamental methods to evaluate a textbook are listed by McGrath (2002) as the impressionistic, the checklist, and the in-depth methods. Evaluation using impressionstic method Cunningsworth (1995) holds that impressions are useful as a general introduction and a quick overview which helps choosing the coursebook. The coursebooks title New Cutting Edge may not be very revealing but it is exciting combined with its cover images. The size is convenient and the representations look multicultural. Following Cunningsworths checklist (1995), the topic of the module, important firsts, is a key point to consider whether the as it suggests variety and raises real interest, and enables learners to expand their cultural awareness. It provides great potential for student interaction. Tomlinson (2003) argues that graphic details such as opening pictures have a great impact on learners. In module 2, the photo of women in very chic dresses is not readily connecting to the topic or the other one near that, too. Images with more motion could disclose the energy of the topic. The photos in the first two pages are not the units strongest point since they are culturally loaded or at best unfamiliar to foreign language learner but photos in page 3 and onward are very engaging, funny and expressive. Another good point is the balanced focus on form and meaning which go side by side, and column by column. Following is an adapted evaluation checklist (drawn from McGrath 2002). It provides a brief overview of appearance and physical details based on an impressionistic method. Practical considerations affordable Yes weight (for transportation purposes) Yes Support for teaching and learning Teachers book available? Yes Cassettes/CD-Rom available? Yes Suitable for self-study? Yes Context Relevance Suitable for length of course? No Suitable for aims of course? Yes Suitable for learners level? Suitable for learners cultural background? Suitable for teachers? Required resources available? Likely appeal to learners Layout Visuals Topics Yes Yes (partially) Yes Yes Yes Yes Yes (partially) The impressions may be more accurate for experienced teachers but they are often very subjective and simplistic. The in-depth methods, on the other hand, deserve such a space which is beyond the confines of this paper. The practicality of checklist method is highlighted in Cunningsworth (1995: 2). Therefore, several methods and perspectives including checklist methods worth consideration in this paper. To evaluate the book part I selected which is followed by an evaluation from external and internal perspectives as well as a micro analysis. Evaluation through Checklists Cunningsworth (1995) developed a checklist which is widely used for evaluation of textbooks. This is one the first checklists that gives a broad analysis (Tomlinson 2003). It should be noted that any checklist has its own advantages and disadvantages and they should be adapted to meet the needs of a specific context (McGrath, 2002: 27). Cunningsworths checklist (1995) is powerful in addressing language content, skills, topics as well as methods but ignores the role of culture and institution. McGrath (2002) pinpoints the principles underlying the design of materials. Checklist is adaptable such as the questionnaire Rahman and Sinha (2010) used. It is given to both teacher and students after background information, to elicit their appraisal of the textbook via several items assessing its layout and physical make up, subject matter, vocabulary and structure, exercises and activities. The questionnaire given to teachers has an extra section on their evaluation of aims and goals and has more items on each of the above mentioned sections. Almost any quality that teachers and language teaching methodology would deem essential for textbooks can be evaluated through a checklist. For instance, learner-centeredness is a quality that can be fostered in a textbook in a form of gradual independence from teacher and developing students self confidence in using English (Cunningsworth, 1995). Jun, Hua and Huiru used an evaluation questionnaire to this effect from which applying a gist would be useful. Firstly, communication skills are developed fairly well through the New Cutting Edge since we have two speaking task about important firsts through both an open-ended personal and a picture-aided controlled activity. A scaffold for doing this task is in the 3rd page where a sentence completion task required pair work and comparison activity about personal information an earlier in the module. Most other tasks are fill-in-gap grammar, vocabulary and writing exercises as well as pronunciation practice. Pair work encourages cooperativ e learning and pronunciation practice leads to an awareness of linguistic skills. The topic important first can relate very well to students lives, views and feelings and offers options to cater for learner differences. Answer key on page 158 is a helpful reference material, but there is little sign of indexing and internet technology that enhance independent language learning. External Evaluation The publishes claims that New Cutting Edge follows a Communicative Language Approach to teaching English which supports learners all-inclusive development in their language by incorporating all language skills. Students are promised to see improvement in their functional English and their ability to communicate on a daily basis. It is also said that the contents hold the interest and respond to the needs of students at this level. Topics are wide-ranging, attractive and up-to-date and designs and images are so vivid that makes this book superior to other coursebooks. The activities in each unit are described as so engaging that can lead students to a comfortable use of English outside classroom in real life situations and that exercises both focus on essential grammatical points and help learners to communicate spontaneously enriched by an authentic sample of reading, listening, writing, speaking, listening and pronunciation activities. Units of  New Cutting Edge  correspond to the Common European Framework which allows students and teachers to simply check the learning outcomes against a generally recognised standard. The coursebook also boasts of a very clear and cumulative structure in consecutive modules that gradually build on each other to improve grammatical points, key vocabulary, and various skills as well as revision and practice opportunities. The supplementary materials for New Cutting Edge are in sufficient, supply which is deemed as suitable because of its interactive nature  and its various features which contains class/ student audio cassettes and CDs, a workbook with key, as well as teachers books, tests, videos, mini dictionary and links to other companion websites. (www.longman.com/cuttingedge) Internal evaluation The New Cutting Edge series have the characteristics of modern textbooks Haines (1996) lists such as being multi-componential (grammar, vocabulary, reading, speaking, writing and a study tip in one module), commercialised, and culturally sensitive as well as having a rich design which consist of lively pictures, visual aids and diagrams, indentations, word clouds, bullets and numbering. The first page begins with a catchy headline and itemised summary besides pictures at the top. Even in grammar section simple pictures and design are intended to help learning while in vocabulary section, more expressive images are used (human faces for words of feeling). The visually attractive cover of this book is a plus like Headway series because as McGrath (2002) claims, the cover, title or sizes of a book are important factors in motivating learners. Evaluation of textbook with micro-analysis of the chosen module (unit) New Cutting Edge, Pre-intermediate by Cunnigham and Moor taps several language skills and subskills. It is a textbook intended for teaching English as a Foreign Language. The New in title suggest maturation from an earlier version besides having a tricky commercial effect. The authors claim that it just got sharper and fresher and easier to use (New Cutting Edge, Pre-intermediate Students Book, back cover). The book is composed of fifteen modules, each containing eight pages, with additional resources such as tapescripts, mini-dictionary and consolidation material. Auxiliary matter consists of a teachers resource book, workbook with and without key editions, CDs and audio cassettes for students use and a separate cassette for classroom use as well as an accompanying website, tests and videos. The book under review is in general support of an integrated skills approach and this second unit has a particular emphasis on pronunciation. Texts for reading are kept short. Writing is practiced at the end of module after speaking tasks. This means productive skills are last in order of presentation. The colourful layout and reasonable placing of items makes it look smart but the photographs are not of highest quality but the illustrations are and cartoons are lively. Closer scrutiny follows in a tabulated form. Topic: Important Firsts. Potential to enhance speculation, but may be too short. Language Focus: Past Simple and Time Phrases A good continue to a tense in previous module (unit). Timely to introduce time phrases (matching with topic) Vocabulary and Wordspot Thematic presentation of new vocabulary with visuals is very engaging. Diagrams in wordspot can consolidate that but it may be difficult for learners at this level. Speaking The first task with questions which makes learners to talk about generally activates the outgoing and breaks the ice for other students who seem to be clueless. The second task is aided with pictures and scaffolds the shy to talk about other people. Pronunciation There are three areas in this unit to deal with pronunciation of past tense regular and stress, a bit above the right size, relatively. Listening There are 11 parts for which there is need to listening and tape, which is relatively high. They address not only the listening part itself but also pronunciation and stress practice as well as checking answers to vocabulary and grammatical exercises. Reading Reading parts are short which may be good at this stage of course if it helps fast pace. May be a supplementary reading is required for faster students. Writing The writing practice comes at the end and reading writing integrated activity. Review In the practice section, grammar and vocabulary exercises dominate and there is no pronunciation exercise despite the weight it has throughout the unit. i: Sequencing ii: Methodology i: Sequencing of skills is generally good with some skills practice between. An exception should perhaps be made for writing: it should not be the last or the least or seem so. Because of its learning potential for foreign language learners that often go unrealised. ii: it follows a task based syllabus and a mixture of communicative approach to language teaching with form-focused instruction as it brings language focus into attention. Conclusion This evaluation once again confirm the point that a quest to find a perfect coursebook maybe unrealistic, but there will be a best book for any situation (Grant 1987). The organization of the material in this units as a sample of the book in question, suggests ways that language can be integrated in the diverse aspects of life.  However, students with more enthusiasm can be given an opportunity to produce more output. My recommendation is to supplement the material with more tasks requiring productive language use such as writing and speaking and that there be more room for discussion and illustrations or examples. They can be set as homework, or if time allows, at the end of session. In all, I found this book very inspiring and highly recommend it for use in an appropriate level and context.

John Steinbeck’s Of Mice and Men Essay -- Literary Criticism

Abstract: When Of Mice and Men is read between the lines, it is easy to discover Steinbeck’s objective. Men are destined to be alone, despite their hardships, despite their connections. In order to establish these ideas Steinbeck develops his characters, the relationships they share, and their interactions. Of Mice and Men is considered a classic novel for a reason. Steinbeck does an excellent job of establishing powerful themes while using unparalleled writing techniques. Steinbeck was able to take his upbringing as the common man and turn it into inspiration for novels. At the mention of the name, â€Å"John Steinbeck,† many associations can be made to the classic works produced by the man. However, he did not begin his life as a successful writer. Growing up in Salinas, California, Steinbeck lived the life of a common man, working to survive in the Land of Promise. He began to develop a taste for writing; however, he studied marine biology while he attended Stanford University. Without graduating with a degree, Steinbeck began working as a laborer and reporter for the American in New York City. After realizing that he was not meeting his goals, or at least coming close to them, Steinbeck moved back to California where he continued to work in various odd jobs while he pursuing his career as a professional writer. In the early 1930’s Steinbeck met Edwards Ricketts, a marine biologist who later became a major influence on his works. Steinbeck enjoyed listening to Ricketts’s views on the interdependence of life. Steinbeck became i ntrigued by these concepts and began applying these themes to all of his developing works. His first two publications were undeveloped and deemed failures, but with the production of Of Mice and Men, Steinbeck was introduced to the world of literary acceptance.   Ã‚  Ã‚  Ã‚  Ã‚  Of Mice and Men is considered an American classic that is taught by almost every high school and featured on most â€Å"must read† booklists. The reason for such appraise can be found in the themes lying within the book. Steinbeck establishes the concepts of man’s destiny by developing his characters, the relationships they share, and their interactions and using them to reinforce underlying themes. The relationship between Lennie and George opens many types of interpretation for critics of the novel. Some wonder whether George cares for Lennie and a person, or maybe Geo... ...e alone, despite their hardships, despite their connections. In order to establish these ideas Steinbeck develops his characters, the relationships they share, and their interactions. Of Mice and Men is considered a classic novel for a reason. Steinbeck does an excellent job of establishing powerful themes while using unparalleled writing techniques. Steinbeck was able to take his upbringing as the common man and turn it into inspiration for novels. WORKS CITED Attell, Kevin. Novels for Students: Man and Animal. Stanford University Press: Stanford California, 2004. Folsom, James K.. Critical Survey of Short Fiction. Salem Press: Englewood Cliffs, NJ, 1981. French, Warren. Reference Guide to American Literature. Harmony Books: New York, 1987 Goldhurst, William. Of Mice and Men: John Steinbeck’s Parable of the Curse of Cain. Western American Literature: New York, 1971. Levant, Howard. The Novels of John Steinbeck: A Critical Study. Columbia, Mo.: University of Missouri Press, 1974. Lisca, Peter. John Steinbeck, Nature and Myth. New York: Thomas Y. Crowell, 1978. Paul, Louis. Contemporary Literary Criticism. William Beneton: Detroit, Michigan, 1982.