Leaving the Cocoon :: Example Personal Narratives

Leaving the Cocoon I wasn't quite sure how to react. I had never been called a "white boy" before, especially by someone I hardly knew. As I turned my head not knowing what to expect, I found myself face to face with a grinning boy, whose crooked smile gave him an almost devilish appearance. This was my first encounter with Oscar Jovel, an El Salvadorian student on our trip to Thailand over the summer. You could imagine my delight when I heard that we would be living together with a Thai family and sharing the same bed for six straight weeks. During the next couple of days I was faint with apprehension. The first thing both of our eyes fell on when we arrived at our tiny Thai house was the five by four foot bed we would share. It was extremely small, in respect to both length and width, with a bright pink mosquito net hanging around it. That first night, we often woke up, cramped and hot, to discover ourselves literally on top of each other. Although initially embarrassing, we began to find the situation more and more comical. To our surprise and delight, we discovered that we had the same sense of humor. From then on, we discussed our sleeping habits openly and complained about the other's loud snoring. We began to stay up late into the night discussing our lives and the difficult issues we each had to deal with. One night we talked into the early hours of the morning about his life in San Francisco. I could only listen wide-eyed and in disbelief as he talked about how close he had been to joining an El Salvadorian gang. I watched him with intense curiosity as he slowly told his story. I noticed how he would almost squeeze his eyes closed with his large cheeks when he was remembering something that made him angry, or thrust his chin out in a clumsy manner when he was excited. He told me of how he had been ready to be beaten into the gang. When I asked him why he would be willing to do that, he responded by describing how vicious his world was, and then explained that the initiation was a tiny price for the protection he would get from the gang in return. My respect for him only increased when I sat silently as he told me of his best friend who had been shot in the head in a drive-by shooting.

Anotated Bibliography No Child Left Behind Essay

What the paper â€Å"What’s Missing from No Child Left Behind? A Policy Analysis from a Social Work Perspective.† argues is that the No Child Left Behind bill might not be accomplishing its purpose. Moreover, the paper sheds light on the social and emotional risk factors that prevent students from succeeding in school. In the end, the article suggests that school social workers are capable of eliminating these barriers by applying in school interventions to address the psychosocial factors that highlight the difference in achievement at school. School social workers are also capable of advocating for an education policy change that looks beyond test scores and help at risk students succeed in school. Works Cited Lagana-Riordan, Christine, and Jemel P. Aguilar. â€Å"What’s Missing From No Child Left Behind? A Policy Analysis From A Social Work Perspective.† Children & Schools 31.3 (2009): 135-144. Academic Search Complete. Web. 25 Mar. 2012. This article reports the results found by a national survey taken by the state, about the national impact of the No Child Left Behind bill. Results indicate that in between 2001 and 2005 statewide assessment of science and writing increased but it decreased in the social studies, arts, humanities, and computers. The research teams found that there are few themes that come up at almost every school. The first, which is an obvious one, is that for subjects that are not tested for under the No Child Left Behind bill, the schools reduced their resources and the effort that the school puts into these areas dropped. Second, is an interesting method because they take material away from tested subjects and integrating them into the classes that are not tested for. Just so the teachers that are going to be tested have more time to focus on the testing material. The last theme is that there is no change observed, everything seems to be the same as before the No Child Left Behind bill. Works Cited Pederson, Patricia Velde. â€Å"What Is Measured Is Treasured: The Impact Of The No Child Left Behind Act On Nonassessed Subjects.† Clearing House 80.6 (2007): 287-291. Academic Search Complete. Web. 25 Mar. 2012. The article discusses how teachers are discovering that the No Child Left Behind idea is flawed, developmentally unfitting, lacking funding, and leaving more students, educators, and schools behind before the bill was passed. Later the article presents a short history about educational testing, investigates the argument of teaching to the test, and focuses on subgroups of school populations that are negatively affected by No Child Left Behind bill, distinctively students from low socioeconomic backgrounds, minorities, second-language learners, and students with special needs. Works Cited Smyth, Theoni Soublis. â€Å"Who Is No Child Left Behind Leaving Behind?.† Clearing House 81.3 (2008): 133-137. Academic Search Complete. Web. 25 Mar. 2012. This article in the Times newspaper, points out problems and flaws with the 2002 U.S. No Child Left Behind educational legislation, which was designed to improve education in the U.S. Topics that are discussed include, teachers complaints that No Child Left Behind policy sets impossible standards and forces teachers to teach based on the test material, and how the bill originally came to life by the proposal of former U.S. president George W. Bush. The other topic discussed is how originally neither the Democratic or Republican political parties were in favor of the legislation. Furthermore article explains that No Child Left Behind bill has publicized gaps between students but it did not fixed them. Works Cited Webley, Kayla. â€Å"Why It’s Time To Replace No Child Left Behind.† Time 179.3 (2012): 40-44. Academic Search Complete. Web. 25 Mar. 2012. The goals of this article are to raise awareness about the challenges educators and school mental health professionals face throughout the semester as a result of the implementation of No Child Left Behind bill. The most important part about this article is that its purpose is not just to point out the flaws caused by the No Child Left Behind bill, but to enhance the bill’s ideas and provide less interference between the bill and school mental health by coming up with ideas and solutions for the problems that they are facing. Works Cited Weist, D. Mark et al. â€Å"Enhancing No Child Left Behind–School Mental Health Connections.† Journal Of School Health 76.9 (2006): 446-451. Academic Search Complete. Web. 25 Mar. 2012.

Essay on Emily Brontes Wuthering Heights - A Truly...

Wuthering Heights - A Truly Romantic Novel Wuthering Heights embodies the idea of a classical Romantic novel. Written at a time when the novel was just becoming a popular form of entertainment/writing Wuthering Heights employs many of the typical elements of the Romantic writers. There are elements of innovative experimentation in subject, form, and style, a mixing of genres, use of powerful emotions, and several traits that could also classify Wuthering Heights as a Dark Romantic piece. The Dark Romanticism is revealed within the strange/ non-normative story, super-natural elements, and the Gothic setting. When originally printed the author of WH (Emily Bronte under the pseudonym Ellis Bell) was†¦show more content†¦The plot twists and changing narrative voices proved simple to comprehend because of masterful artistry on the part of the authoress, but should not be looked at as trivial given how daringly innovative they were at the time. I think one of the most powerful Romantic elements WH possesses is the gripping emotional element and the use of nature to convey that emotion. The love bond between Heathcliff and Catherine is such that despite their reprehensible actions readers still find their hearts being torn in two when it becomes apparent that the two lovers are doomed to live their lives forever dissected from its twin soul. Readers are made to despise and yet simultaneously grieve for the condemned lovers. Bronte is a master at so twisting the emotions of her readers that few opinions remain the same through the course of the reading; it is at best difficult to choose the good guy and bad guy in this work. Nature plays a very strong role in conveying emotion in Emily Brontes work. The book starts with a storm and that theme is carried through the entire plot. Heathcliffs arrival is hailed by a storm, Catherines divulgence of her dilemma between Heathcliff and Edgar comes in a storm scene, Cathys bir th and Catherines death is in the midst of a storm, and Heathcliffs departure from this world is also greeted by ill weather. All key points and major plot twists are preceded or accompanied by a storm of some kind. This elementShow MoreRelatedEmily Brontes Wuthering Heights: Mental Illness and Feminism1663 Words   |  7 Pages Novels are often taken by the reader at face value, and are never looked into on a deeper level. It is important to search for more than what is seen in a literary work. Wuthering Heights is a great example of a book with its own hidden secrets that can surface with a little research. Emily Bronte’s Wuthering Heights depicts the oppression of women from mentally unstable individuals. Overview of Author Emily Bronte was born in Yorkshire, England on July 30, 1818 (â€Å"Emily Jane Bronte 1), to a familyRead MoreMystery and Suspense in Gothic Novels758 Words   |  3 Pagesthe Romantic Writers Movement. Gothic novels share common characteristics that contribute to the overall feeling of the novel. Most Gothic novels involve a setting that typically added mystery and suspense. The novel usually took place in a castle-like structure that was dark, scary, and isolated (Examine). In addition, the story enveloped omens or visions, supernatural or inexplicable events, overwrought emotion, women in distress, and a tyrannical male (Elements). Both Charlotte and Emily BronteRead MorePride and Prejudice vs Wuthering Heights3113 Words   |  13 Pagesvs. WUTHERING HEIGHTS About structure and mood There are a number of differences. First of all, the narrative structure is very different. Pride and Prejudice is chronological, told by a limited 3rd person narrator. Wuthering Heights begins at present, and then is told as a series of flashbacks, sometimes through letters, but with two different first-person narrators. Pride and Prejudice reads chronologically, with someone telling you about the characters. Wuthering HeightsRead MoreTheme Of Love In Wuthering Heights922 Words   |  4 Pagesnatural, pure way. In contrast, Emily Bronte’s Wuthering Heights takes a far darker, more intense yet somewhat sinister twist when exploring the themes of love, passion and cruelty. One of the greatest love stories in English literature, the love-hate passionate relationship between Cathy and Heathcliff ignites the question of what love really is: â€Å"A bond between them, which interweaves itself with the very nature of their existence† (Beversluis, p.77). The idea of romantic or ‘eternal’ love is a prominentRead MoreWuthering Heights A New Gothic875 Words   |  4 PagesWuthering Heights A New Gothic Wuthering Heights is considered one of the greatest Gothic novels written by Emily Bronte, the only novel published under the name Ellis Bell. It is a tragic love story that presents the consuming passion between Heathcliff and Catherine. These two characters live under the pressures of social class and gender inequality. One of the classic features of Gothic literature is the supernatural. Bronte succeeds in combing the Gothic elements with romantic themes andRead MorePride and Prejudice by Jane Austin Vs. Wuthering Heights by Emily Bronte902 Words   |  4 Pagesfrom Pride Prejudice by Jane Austin, can be seen as a different role model when compared to Heathcliff in Wuthering Heights by Emily Bronte. Both novels have a similar background but with a different twist. Austin’s description of writing is seen to be related to a more realistic and satire approach, whereas Bronte’s style seems to be a bit gothic. Furthermore, both novels have a romantic presentation of two very unique genders that fall deeply in love with one another. Pride Prejudice startsRead MoreConventions Of Realism And Romance : Emily Bronte s Wuthering Heights 1528 Words   |  7 PagesRelationships: Wuthering Heights Emily Bronte’s Wuthering Heights is regarded as one of the most iconic pieces of Gothic romance in English literature. Published in 1847, this novel was at the crossroads of the ending of the era of romanticism, and the beginning of the era of realism. Romanticism was brought about as a response to the neoclassical movement and the age of enlightenment, which spanned from the 17th to the 19th centuries. In addition to the rampant popularization of romantic heroes, theRead MoreEmily Brontà «Ã¢â‚¬â„¢s Wuthering Heights: An Important Literary Work Essay2506 Words   |  11 Pagesbeing broke may mean they don’t have the money for food, clothes, or shelter. However, Emily Bronte does affect her readers ‘precisely as she wishes’ in her novel, Wuthering Heights, and she affects her readers through the literary devices she employees: setting, theme, and mood. But first, before looking at her devices, one should have a brief overview of her novel (Bronte). Emily Brontà «Ã¢â‚¬â„¢s Wuthering Heights was published in December 1847. It is a story of unchecked desires, voracious love,Read MoreEmily Bronte s Wuthering Heights1878 Words   |  8 PagesAt the center of Wuthering Heights lies a tragic vision of decay and detachment which depends completely on the severances Emily Bronte has created between characters, estates, and social statuses. Bronte reveals societal flaws that had never before been recognized during her time and creates a raw vision of Victorian life; one in which the differences between characters and their social standings outweigh their true beliefs and desires when it comes to who they choose to be, who they choose to surroundRead MoreSocial Class And Its Effect On Love : Wuthering Heights1980 Words   |  8 PagesAnna Seweryniak Mr. Rossi AP English III 2 March, 2015 A Fear of Heights Social Class and its Effect on Love: Wuthering Heights At the center of Wuthering Heights lies a tragic vision of decay and detachment which depends completely on the severances Emily Bronte has created between characters, estates, and social statuses. Bronte reveals societal flaws that had never before been recognized during her time and creates a raw vision of Victorian life; one in which the differences between characters