Essay on Differences in Men and Women in Story of an Hour

The Story of an Hour - Differences in Men and Women Kate Chopin's "The Story of an Hour" appears merely to explore a woman's unpredictable reaction to her husband's assumed death and reappearance, but actually Chopin offers Mrs. Mallard's bizarre story to reveal problems that are inherent in the institution of marriage. By offering this depiction of a marriage that stifles the woman to the point that she celebrates the death of her kind and loving husband. Chopin challenges her readers to examine their own views of marriage and relationships between men and women. Each reader's judgment of Mrs. Mallard and her behavior inevitably stems from his or her own personal feelings about marriage and the influences of societal expectations. Readers of differing genders, ages, and marital experiences are, therefore, likely to react differently to Chopin's startling portrayal of the Mallards' marriage, and that certainly is true of my response to the story compared to my father's and grandmother's responses. Marriage often establishes boundaries between people that make them unable to communicate with each other. The Mallards' marriage was evidently crippled by both their inability to talk to one another and Mrs. Mallard's conviction that her marriage was defined by a "powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature." Yet she does not recognize that it is not just men who impose their will upon women and that the problems inherent in marriage affect men and women equally. To me, Mrs. Mallard is a somewhat sympathetic character, and I appreciate her longing to live ou... ...o relate more easily to her predicament and are quicker to exonerate her any of responsibility for her unhappy situation. Conversely, male readers are more likely to feel compassion for Mr. Mallard, who loses his wife for reasons that will always remain entirely unknown to him. Older readers probably understand more readily the strength of social forces and the difficulty of trying to deny societal expectations concerning gender roles in general and marriage in particular. Younger readers seem to feel that Mrs. Mallard is too passive and that she could have improved her domestic life immeasurably if she had taken the initiative to either improve or end her relationship with her husband. Ultimately, how each individual reader responds to Mrs. Mallard's story reveals his or her own ideas about marriage, society, and how men and women communicate with each other

Audio Visual Technology Essay

When it comes to distance education in middle school, some may think that it is irrelevant for children to learn outside of the classroom. Personally, I believe that distance education is important at every level of school. In middle school, it would be appropriate for students to experience distance education, by requiring your class to log into a class chat room on the weekend, or at a particular time after the normal class hours and discussing the lesson for the day or the week. Also, as the instructor, you can post a topic on a personalized blog, and open it to your student to leave their opinion, or answer certain questions on the blog. These methods, in my opinion, are beneficial for students to explore the many different technologies readily available to them. With every benefit, there can be some limitations. One limitation concerning distance learning is the fact that if a problem was to arise or occur, the teacher would not physically be there to assist and guide the student. A situation like this could result in the student missing out on the assignment or lecture and possibly earning a failing grade. I believe that distance learning is appropriate for middle school students because it teaches them the importance of responsibility. It allows children to think responsibly and complete work on their own without the direct guidance of their teacher. Question 2. The message is the information, attitude, skill, or strategy that we deliver to the students in the classroom. The medium is the tool used in communicating information to the students in your classroom. The method is the way of getting the message across to the students. The message is what is given by the instructor, for someone else, typically the students in your classroom to learn. This message can include words, actions, and in many cases, signals. The message is important in the learning environment because it is what needs to be taught to your students. Teachers must make sure that the message is refined, focusing and compelling to the different types of learners in the classroom. Also, the message must be appropriate for the specific age group of students in your classroom. Using multimedia in your classroom in beneficial because it keeps the interest of the students in your class, as well as it motivates them to become discovery learners. When a teacher uses different types of multimedia in the classroom, it helps to reach the different types of learners that may be in the class. In order for the students to truly understand the information that is being relayed, the method in which it is delivered must be engaging and needs to revolve around the way that the students learn best. For example, some of the students in your classroom may be visual learner, while others may be auditory learners. In order for you to effectively get your message across for the lesson that you are teaching, you may want to present the class with a power point presentation which also has voices and sounds incorporated. Also, another way may be to present the class with an instructional video in order to get the message across. The 3M’s are very important when instructing your class because it ensures that your students are effectively gaining and understanding the knowledge that you are communication to them. Question 3. In today’s society, technology and the different types of media are forever evolving. The incorporation of technology is very important in education, in my opinion, because it motivates students to learn, and engages the student with the lesson that is being taught. Technology and media can be a resource to facilitate instructional strategies in many different ways. For example, a teacher may require her students to use a computer to browse the internet for research on a class project. Another way that technology and media can be used to facilitate instructional strategies is by allowing the student to take notes from a presentation through power point, instead of traditionally taking notes from the black board. Some instructors may have their class view a video on YouTube, in order to give the class a better understanding of a particular subject. These different ways of facilitating instructional strategies are important, in my opinion because they will help students in the classroom with different learning styles to fully understand the information and instruction that is being delivered by the teacher. Question 6. An instructional setting in which I would implement the use of multimedia would be inside of my kindergarten classroom. In order to get my class prepared for a very special trip to the National Aquarium in Downtown Baltimore, MD, I would, first create a weekly lesson plan for my five and six year old students. The daily lesson plans would review the different wild life that could be found at the aquarium. I would allow the students to view videos online of the different habitats the animals and mammals live in. This will give my students the understanding that the animals are not originally from the aquarium, but in fact from different wild life around the world. Also, I would allow the student so play different computer games which would help them to gain better knowledge of the animals they will view at the aquarium. By playing different computer game, the student will learning about different animals and mammals while having fun playing computer games that they are familiar with. Another form of technology that I would implement in my kindergarten class would be different interactive transparencies, in which the class as a whole can view, identify, and label together. For example, the instruction might include the student matching the correct mammal with the correct habitat. Before the actual trip would have even taken place, the students in my kindergarten class would have met the initial objective, which in this case, would be the understanding and the gaining of knowledge of the different animals and mammals in different habitats around the world. My reason for choosing the types of media list is easily accessible by me the teacher, and it is already familiar to the student in my kindergarten class.

Karyo- or Caryo- Biology Prefixes and Suffixes

The prefix (karyo- or caryo-) means nut or kernel and also refers to the nucleus of a cell. Examples Caryopsis (cary-opsis): fruit of grasses and grains that consists of a single-celled, seed-like fruit. Karyocyte (karyo-cyte): a cell that contains a nucleus. Karyochrome (karyo-chrome): a type of nerve cell in which the nucleus stains easily with dyes. Karyogamy (karyo-gamy): uniting of cell nuclei, as in fertilization. Karyokinesis (karyo-kinesis): division of the nucleus that occurs during the cell cycle phases of mitosis and meiosis. Karyology (karyo-logy): the study of the structure and function of the cell nucleus. Karyolymph (karyo-lymph): the aqueous component of the nucleus in which the chromatin and other nuclear components are suspended. Karyolysis (karyo-lysis): the dissolution of the nucleus that occurs during cell death. Karyomegaly (karyo-mega-ly): abnormal enlargement of the cell nucleus. Karyomere (karyo-mere): a vesicle containing a small portion of the nucleus, typically following abnormal cell division. Karyomitome (karyo-mitome): chromatin network within the cell nucleus. Karyon (karyon): the cell nucleus. Karyophage (karyo-phage): a parasite that engulfs and destroys the nucleus of a cell. Karyoplasm (karyo-plasm): the protoplasm of the nucleus of a cell; also known as nucleoplasm. Karyopyknosis (karyo-pyk-nosis): shrinkage of the cell nucleus that is accompanied by the condensation of chromatin during apoptosis. Karyorrhexis (karyo-rrhexis): stage of cell death in which the nucleus ruptures and disperses its chromatin throughout the cytoplasm. Karyosome (karyo-some): dense mass of chromatin in the nucleus of a non-dividing cell. Karyostasis (karyo-stasis): stage of the cell cycle, also known as interphase, where the cell undergoes a period of growth in preparation for cell division. This stage occurs between two successive divisions of the cell nucleus. Karyotheca (karyo-theca): double membrane that encloses the contents of the nucleus, also known as the nuclear envelope. Its outer portion is continuous with the endoplasmic reticulum. Karyotype (karyo-type): an organized visual representation of the chromosomes in the cell nucleus arranged according to characteristics such as number, size, and shape.