Lizardo versus Denny Inc Research Paper Example | Topics and Well Written Essays - 750 words

Lizardo versus Denny Inc - Research Paper Example In addition, the café staff permitted him to come back to the eatery. Despite the fact that it is incomprehensible for the court to discover whether the individual displayed problematic direct inside the eatery as there is no protest from the café director, unmistakably after the fight the administration had no issue permitting him to enter the café despite the fact that the white benefactor had attempted to get the security officer’s weapon.  Admittedly, the job of security watch had an incredible impact for the situation. Above all else, security successfully demonstrated the nonappearance of racial segregation by not partaking in the fight outside the eatery and calling 911. Besides, it is basic for security watchmen to accompany individuals out. In this way, Lizardo, clearly alcoholic, lost the option to guarantee racial separation as it was finished by the security and as it was done inside the eatery. Thirdly, the nearness of police and the non-obstruction of the café security was adequate to demonstrate that the offended parties were in an intoxicated condition and incredibly vicious to permit section into the eatery.  Evidently, the choice by the court was acceptable thinking about the nonappearance of strong proof for race segregation. Above all else, however the respondents neglected to welcome the offended parties on their coming, that proof isn't adequate ground to demonstrate that the aim was racial segregation. Besides, it was acknowledged that there were other Asian Americans and African Americans getting served in the eatery. Once more, the offended parties lose the opportunity to show that there was separation dependent on race.  Furthermore, it is obvious that the café staff was not engaged with the fight outside the eatery.

WomenS Lib Arguments Against Female Inferiority In Diane WakoskiS B E

Women'S Lib: Arguments Against Female Inferiority In Diane Wakoski'S Belly Dancer In Belly Dancer, Diane Wakoski is underwriting the Women's Liberation Movement with an end goal to awaken quelled ladies into supporting the Movement. The Women's Lib makes progress toward equivalent rights and female opportunity (Vanauken). The tummy artist in her sonnet is an individual from the development and looks for the enlivening of the controlled ladies who have been raised as appropriate ladies. Wakoski parodies the ladies who don't bolster the development by depicting them as anxious and oblivious individuals. She can't help contradicting their conclusions and way of life yet realizes that the ladies could be proficient individuals in a progressively libertarian culture. In the principal verse of the sonnet the writer underlines the word development by rehashing its root word, move, twice. The word development infers the Women's Liberation Movement, and that it moves itself is her explanation that the procedure is common and anticipated, the following consistent advance in the public arena. It puts the development out of her hands as only an artist and gives it a more profound force, as though it was a thing itself with a requirement for headway. The meager green silk that is worn by the gut artist is sexy picture and is charming as silk sticks to the skin and is regularly amazingly sheer. The green is the shade of jealousy, which might be felt on an inner mind level by the ladies seeing the beauty and sex intrigue of the artist. Additionally it is the shade of nature, again proposing that the wearer is just playing out a characteristic demonstration. In the finish of the refrain the artist communicates her conviction that ladies feel a characteristi c sexiness and accordingly any lady wearing such textures/would move her body just to feel them contacting all aspects of her. The subsequent verse has the ladies in the crowd showing their appall with the paunch artist, as they attempt to conceal and they act erroneously, not seeing what the entertainer is doing, for that would be beneath them. The dread they show is of being enticed away from their flawlessness, which is one they have made dependent on Victorian convictions. The way of the gut artist, joyful and sure, is an outsider standard to certain ladies in the sixties. The clinicians that these ladies would have seen would more likely than not be male and the some way or another (line 8) would speak to Diane Wakoski's conviction that a male in all probability would be not able to grasp the Women's Liberation Movement. The enlivening (line 9) in themselves that the ladies dread is recommended by Wakoski that all ladies have an inherent want that can possibly be amazingly incredible. The way that the men would be inadequate is a solid proclamation that she is making against the mediocrity of ladies. Th e ladies have sexual repressed vitality since they are controlled by their convictions in Sigmund Freud's off base decisions about ladies' sexuality. Freud expressed that ladies have two kinds of climaxes, terrible juvenile clitoral climaxes and great develop vaginal climaxes. This expressed a female was absolutely reliant on the penis to encounter typical joy (Freeman). In verse three Wakoski emphatically ridicules the ladies not supporting the development by depicting them as unsettled, hardhearted and feeble. She says that the ladies dread freedom, and not being quelled, so they ensure themselves by taking cover behind their garments and show no skin or sexuality. The structure (line 12) that they expectation will bolster them is an arrangement of society set up before, one that places ladies in a second rate position. They trust they won't feel the entirety of the feelings that they know the tummy artist feels, out of dread that they will lose their cherished poise. The fourth refrain takes note of the enticement felt by the ladies in the crowd. This is portrayed as a snake, which is a scriptural reference speaking to enticement. The snake tricked Eve into wrongdoing and brought it upon Adam too. The snake enticed Eve into eating an apple from the Garden of Eden without wanting to, and her activities brought about the expulsion of mankind from heaven. The corresponding to this sonnet is that ladies

Tips For Grading and Writing That Save Time And Increase Impact

Tips For Grading and Writing That Save Time And Increase Impact TeacherVision Advisory Board Member, Jeanne, draws on her extensive teaching experience to share creative ideas for solving your grading challenges. Her post is full of resources, tips, and strategies that will make grading more meaningful and less time-consuming. by Jeanne Wolz After teaching Writing for five  years with a student load of 130, I’ve learned some tricks to addressing some of the most common challenges in providing meaningful writing feedback. Hint: it doesn’t have to take up all your nights and weekends to be effective; nor do you have to be part of every step of the way. Let’s break down some challenges and jump into some of the most creative ideas to solve them. Check out our grading and assessment workbook for strategies and tips that will save you time.   Challenges with Writing ou can spend grading. Let’s do the math: if you have 120 students, every minute you spend on each paper will end up costing two hours of your life. I decided that every minute I spend on a student’s paper must be worth two hours of my time. We’ll talk about some strategies for maximizing your grading time below. Students don’t always read what you write Maddening, but true. One major, simple factor that determines the effectiveness of my feedback is if students actually read it--which unfortunately, as most writing teachers can attest, doesn’t always happen. In fact, Kristy Louden of Louden Clear in Education published an entire post on Cult of Pedagogy about what she did when she noticed that students were consistently ignoring her feedback. We’ll talk about some of her strategies below. Whoever is doing the work is doing the learning If you’re spending 20 hours grading and correcting something that only took students 20 minutes to do, guess who’s learning the most from that activity? You.  This is something that always bothered me as I graded--that after the 10th hour of grading the same assignment, I could do the assignment in my sleep. But my students? Not so much. You find yourself writing the same thing...over and over again Not only can grading be time-consuming, but it can get extremely repetitive. And anytime something seems redundant...it probably is. Ideas and Tips for Grading Writing Have students annotate their papers as they self-grade. Like Kristy noticed with students ignoring comments on their papers, I noticed pretty quickly that students also tend to ignore the rubric. To solve this, I began requiring students to annotate their writing to show where they accomplished each part of the rubric. This worked wonders. I knew I was on the right track when a student turned to me during class and complained that it was so time-consuming to find proof of their mastery of each part of the rubric. Ahhh, how the tables had turned so deliciously. I just turned to him and said, “Yes, yes it is.” Having students grade themselves and  annotate not just increases their understanding of the skills and their progress towards them, but saves you boat loads  of time. Because that student was right, it is time-consuming to check for mastery, but this way, the onus is on the student. Have students grade themselves throughout the unit As you can imagine, as students graded and annotated their papers, they tended to have lightbulb moments of what they needed to revise. The most effective self-grading, therefore, is self-grading that happens throughout the unit so that students have time to digest the rubric and work towards it as they revise their papers. You can do this in a variety of ways. I like to cut out just one skill of a rubric on the day we talk about that skill, and have students grade and annotate themselves on that day. You can also have students grade their pre-assessments with the rubric, or just have them check in periodically during the unit. Model quality peer and self-evaluations Providing quality peer-feedback or reflecting deeply on your own writing is a skill, though often we assume that students should just know how to do it. If you want self- and peer-evaluations to be fruitful (not to mention save you time grading), it pays off to do a bit of modeling and teaching before students begin. Hold a fishbowl session with another student, or simply demonstrate yourself. You can find an example of one of my own lessons for teaching peer feedback along with an organizer to help guide students here. Instead of providing similar feedback on all papers individually, list the most common issues you found, re-teach them, and then have students revise their papers. This was an idea I got from this Medium article by Arthur Chiaravalli and absolutely love: instead of providing feedback on all papers individually, list the most common issues you found, re-teach them, and then have students apply it to their papers on their own. This promotes student-ownership of their revisions, streamlines your feedback process, and provides opportunity for needed re-teaching. You could even expand this method by creating small group conferences according to individual student needs. Either way, it places the bulk of the time you’re providing feedback into the actual class period where you have the best chance of capturing student attention. When providing individual, written feedback, copy and paste from a common-comment sheet I learned this technique from Angela Watson, and she even has some pre-written lists of comments that you can use to copy and paste. This can save you tons of time in providing individualized feedback should you choose to provide it. Provide audio or video comments As student writing moves increasingly off paper and onto computers, the options for providing feedback increase significantly. Some teachers provide audio comments, like this teacher who provides a “podcast” recording for each of her students, or even video comments. While still more time-consuming than providing whole-class feedback, many teachers find that recording themselves can significantly speed up the process of individualized feedback. While traditional-style of grading 120 individual papers has robbed teachers of sleep and personal time for decades, it doesn’t have to continue to be that way. With some prioritizing, strategic teaching, use of technology, and involvement of students, teachers have the power to transform their grading practices to be meaningful educational tools (that take a fraction of the time).   For additional resources on grading, check out How To Grade With A Growth Mindset  and Make These Shifts For A More Student-Centered Classroom.   What are your creative solutions for grading problems? Share with us on Instagram, Facebook, Twitter, and Pinterest. Jeanne Wolz taught middle school Writing and AVID in Illinois for four years in addition to serving as the English Department Chair. She holds a bachelor’s in English and Secondary Education and a master’s in Curriculum and Instruction. Currently, she teaches ESL, develops curriculum, and coaches new teachers. You can find more of her resources at www.teacheroffduty.com and follow her on Instagram, Facebook, Twitter, or Pinterest.