Allegory Definition and Examples

An allegory is the rhetorical strategy of extending a metaphor through an entire narrative. Thus, its a longer description, illustration, analogy, or comparison than a simile or a metaphor would be. In an allegory, any objects, persons, and actions in the text are a part of that large metaphor and equate to meanings that lie outside the text. Allegories contain a lot of symbolism.   Key Takeaways: Allegory Allegories are extended metaphors throughout a text, making every character, scene, and symbol part of a larger whole.Symbolism is key in allegories; the stories are rich with symbols supporting the larger message.Allegories in a parable can serve as teaching tools about spiritual concepts.For an author, using the literary device of an allegory can present his or her views on a large topic or theme in a less didactic way than just spelling them out. The use of the allegorical literary form extends back to ancient times and the oral tradition, even before stories started being written down. One of the most famous allegories in English is John Bunyans Pilgrims Progress (1678), a tale of Christian salvation (the lead character is even named Christian, so theres no real mystery as to what the story is about).   The technique is also known as  inversio, permutatio, and false semblant. The words etymology comes from the Greek word  allegoria, which means, description of one thing under the image of another.  Its adjective form is  allegorical.   Allegory Examples Platos Allegory of the Cave In the Allegory of the Cave, Plato describes the difference between enlightened people and those who dont see true reality, in The Republic. He portrays the unenlightened as those chained up in a cave watching shadows, like the screen which marionette players have in front of them, over which they show the puppets, unaware that what they see in front of them isnt how the world really is. They know nothing of so many other aspects in the world, not even grass or sky. George Orwells Animal Farm George Orwells famous allegorical novel Animal Farm (that has even been portrayed as a cartoon) is on the surface about a farm, with the animals as characters. On a deeper level, the plot and characters represent the rise of the Communist Party in Russia in the early 20th century. The storys events correlate with historical events. It could also be seen as a commentary on how totalitarianism arises in a more general sense too. One problem with  allegories  is, in fact, the difficulty of determining what counts as  source  and what as  target. For instance,  Animal Farm  is a text about a farm, which may be taken as an explicit model for thinking about a more abstract, implicit target that has to do with totalitarian politics. Or is  Ã¢â‚¬â€¹Animal Farm  a text about a farm which, as an explicit target, is structured by our knowledge of a prior cultural text about totalitarian politics which acts as an implicit source?...It  is precisely one of the distinguishing characteristics of allegory that the direction of the relation between the  domains  may be read in two ways. (Gerard Steen, Finding Metaphor in Grammar and Usage: A Methodological Analysis of Theory and Research. John Benjamins, 2007) Fables and Parables Literary forms that are related to allegory include  fables  and  parables. Fables often use animals to tell a story that teaches a lesson or make a commentary on a larger concept (such as peoples behavior). For example, in the Aesop fable The Ant  and the Grasshopper, the grasshopper learns a lesson about thinking ahead and working hard, like the busy ants whove stored up food, while the grasshopper has none come fall because he just played music all summer. The Tortoise and the Hare contains several lessons about life: Through persistence and determination, you can do things you didnt know you were capable of. You should never underestimate the  underdogs  or your opponent. Dont get overconfident in your skills or lazy—or take those skills for granted.   Parables also are teaching tools, though the characters are people. The Christian Bible is full of them in the New Testament, where Jesus uses the form to teach people about abstract spiritual concepts. For example, the story of the prodigal son can be seen as an allegory for the message that God forgives peoples sins when they turn to him.   Movies In The Wizard of Oz, the lion is an allegory of cowardice and the scarecrow for acting without thinking, for example. The Seventh Seal is an allegory about faith, doubt, and death. About Avatar, Entertainment Weekly writer  Owen Gleiberman noted,  There are obvious layers of  allegory. The Pandora woods is a lot like the Amazon rainforest (the movie stops in its tracks for a heavy ecological speech or two), and the attempt to get the Navi to cooperate carries overtones of the U.S. involvement in Iraq and Afghanistan (Dec. 30, 2009). In  The Lord of the Flies, the two main characters represent the conflict between civilization and savagery and asks the question through the work as to whether people are innately good or evil—what is our default as human beings? Sources David Mikics,  A New Handbook of Literary Terms. Yale University Press, 2007. Plato, Allegory of the Cave from Book Seven of The Republic. Brenda Machosky, Thinking Allegory Otherwise. Stanford University Press, 2010.

The Flaws Of State Led Humanitarianism - 1143 Words

Since the turn of the century, the world has experienced various events that have rendered millions homeless, starving or even without a country. Such events may range from merciless persecution by a ruthless dictator to a furious tsunami that leaves destruction in its wake. In such incidents, it is human nature to help those affected rebuild their lives and find comfort again. As a result, governments spend billions on foreign aid projects aimed at helping populations rebuild themselves after a tragic event. Despite the funding and resources spent on these projects, their success rate is dismal. Coyne’s book explains the flaws of state-led humanitarianism. Using case studies that range from Afghanistan to Haiti, Coyne successfully argues against state aid proving that continuing with that approach is likely to remain unsuccessful. He further demonstrates that state aid fails to fulfill its mandate because the parties involved are either too arrogant or ignorant to acknowledge fundamental flaws of state-led aid. He says that the influence of agenda driven opinions of blurs the objectives of financial assistance from the beginning. Since governments focus on what they should, rather than what they can do, the goals of the most aid-funded projects in affected nations remain unrealized. In my opinion, Coyne’s work is very convincing because it methodically shows how aid moves from a state agency to the project in question and the various parties in the middle that take awayShow MoreRelatedThe American War Of 18981372 Words   |  6 Pagesthe United States was destined to stretch from coast to coast. Individuals began to migrate west in droves, rapidly expanding the United States until they reached the Pacific. 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A) nonexistent demand B) latent demand C) full demand D) unwholesome demand E) overfull demand Answer: E Page Ref: 8 Objective: 2 AACSB: Analytic skills Difficulty: Moderate 12) Sales of woollen clothing

Reading and Students with Mental Retardation Free Essays

Reading proficiency is considered a top priority in education, and a skill with myriad implications for learning and achievement in other areas. Yet in the past, literacy rarely has been emphasized for students with mental retardation. With interventions that recognize the importance of literacy for all students, students with mental retardation can build reading skills that can lead to new interests, increased competencies, and greater independence. We will write a custom essay sample on Reading and Students with Mental Retardation or any similar topic only for you Order Now Understanding the characteristics of students with mental retardation is an important step toward the development of effective instruction and appropriate assessment. This paper is intended to begin a discussion of the issues surrounding reading and students with mental retardation; it is not intended to be a comprehensive research review. The paper provides: (1) an overview of the characteristics of students with mental retardation, (2) a description of common approaches to reading instruction, and (3) assessment approaches and issues that surround the assessment of reading for students with mental retardation. The paper is one of several brief papers developed to contribute to the process of conducting research and developing accessible reading assessments for students with disabilities. Creating accessible reading assessments based on accepted definitions of reading and proficiencies of reading requires knowledge of the issues specific to each disability and how they affect reading and the assessment of reading. The information in these papers was obtained through a broad review of literature and Web sites of national agencies and organizations, along with input and feedback from professionals in the disability areas. Each paper is intended as a first step to facilitate discussions that include individuals who do not know the disability, in this case mental retardation, and those who may know the disability but have not considered the interaction of the disability with reading or the assessment of reading through statewide testing. Students with Mental Retardation More than 600,000 students 6-21 years of age in the United States received special education services for mental retardation during the 2000-2001 school year, comprising about 11% of all students with disabilities in U. S. schools (U. S. Department of Education, 2002). The causes of mental retardation in children vary widely, including fetal alcohol syndrome, genetic disorders like Down syndrome and fragile X syndrome, environmental factors like lead poisoning, or diseases such as meningitis. The American Association on Mental Retardation (2002) defines mental retardation as a â€Å"disability characterized by significant limitations bo th in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. For many years students with mental retardation were identified solely using intelligence testing. IQ levels among students labeled as mentally retarded can vary from 20-25 (profound mental retardation) to 50-75 (mild mental retardation); according to the DSM-IV-TR (American Psychiatric Association, 2000), 85 percent of individuals with mental retardation have mild mental retardation. It has been estimated that 28,056 K-12 English language learners (ELLs) received special education services for mental retardation in 2001-2002. Thus, approximately 7. % of school-age ELLs with disabilities were identified with mental retardation (Zehler, Fleischman, Hopstock, Pendzick, Stephenson, 2003). The challenge of learning English and having a disability adds another level of complexity to learning to read and demonstrate reading achievement (Mueller Markowitz, 2004). Similar to other special education categories, but perhaps more unexpectedly, the criteria for students to be eligible for the mental retardation label varies from state to state (Beirne-Smith, Ittenbach, Patton, 1998). The Twenty-Fourth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA) reported that poor students were 1. 5 times more likely to be referred to special education; it noted significantly lower cognitive development and lower achievement among this population than among non-poor students. The report speculated on causes from lead poisoning to parent education level, but some advocates have argued that poor students, and particularly poor minority students, have been over-identified in the mild mental retardation category and misplaced in special education classrooms (Losen, 2002). The term â€Å"mental retardation† is widely used and coded into federal law, but the term remains the subject of considerable controversy. Some advocacy groups and professional associations argue that the negative stigma of the term mental retardation could be avoided by using less loaded language. The ARC of the United States, one of the country’s largest advocacy organizations for people with mental retardation, eschews the term mental retardation in its mission statement (The ARC, 2004) in favor of â€Å"cognitive, intellectual, and developmental disabilities. In 2004, Special Olympics updated its terminology from â€Å"mental retardation† to â€Å"intellectual disabilities† (see the Language Guide under â€Å"About Us,† then â€Å"Information about Intellectual Disabilities† at www. specialolympics. org). In this paper we use the term â€Å"mental retardation† as a legal term defined by IDEA, while cognizant of this significant s hift in terminology. Characteristics of students with mental retardation vary widely. Students with mental retardation may have difficulty with expressive language, poor short-term memory, low level meta-cognition skills, and poor use of logic and organization. Some students who are labeled as mentally retarded also have motor difficulties that can affect their handwriting or their ability to hold reading material steadily (Rizopoulos Wolpert, 2004). Students with mental retardation, like all students, demonstrate wide variation in strengths, weaknesses, interests, and motivation, all of which should be reflected in each student’s Individualized Education Program (IEP). Traditionally, special educators have de-emphasized literacy, particularly for students with moderate to severe mental retardation, in favor of functional, social, or motor skills (Kliewer Biklen, 2001). Many people with mental retardation read below their projected capabilities, and both general and special education teacher education textbooks are marked by a scarcity of information on academic characteristics, assessment procedures, and instruction in literacy for students with mental retardation. Only recently have educators begun to recognize the value of reading and writing skills for all students, including those with severe mental retardation (Katims, 2000). Since school systems have begun to include students with moderate to severe mental retardation in assessments (IDEA, 1997, 2004) and accountability (NCLB, 2001), and thus also included in more academic instruction, these students have been achieving at much higher and more complex levels than researchers, practitioners, and even advocates expected (see Moore-Lamminen Olsen, 2005). This powerful evidence has forced educational professionals to revisit long-held assumptions about the benefits of academic instruction for all children, and is generating provocative reading research on new, rigorous approaches to reading instruction for students with mental retardation (e. g. , Reading, Writing, Math, and Science for Students with Significant Cognitive Disabilities, Diane Browder, PI). Instruction for Students with Mental Retardation The focus in education for students with mental retardation has shifted from an emphasis on providing services related to placement, such as disability specific classrooms or special schools, to providing individualized supports to help every student access the general curriculum in an inclusive classroom setting. American Association on Mental Retardation (AAMR), a lead advocate of the â€Å"supports model,† emphasized in its 2002 definition of mental retardation that the effects of mental retardation can be ameliorated with personalized supports. This shift in thinking correlates with an increased emphasis on inclusionary and mainstream education for students with mental retardation, giving these students access to a challenging and interesting general curriculum and an integrated social environment. IDEA 1997 emphasized that students with disabilities must have access to the same challenging content taught to all students; this was reiterated and strengthened in IDEA 2004. Many special education researchers and advocates argue that holding students with disabilities, including mental retardation, to the same high expectations as all students will improve learning and educational outcomes for these students (McGrew Evans, 2004). Approaches to teaching reading to students with mental retardation fall broadly into two categories. One broad category is the traditional or direct instruction approach, which teaches reading as distinct subsets of skills such as phonics and sight word recognition (Rizopoulos Wolpert, 2004). The traditional approach is based on a behaviorist model, emphasizing drill and practice of a linear set of literacy skills. The second approach is a progressive, holistic approach that teaches comprehension and critical thinking along with phonological awareness, decoding, vocabulary, and reading for enjoyment (Katims, 2000). Each of these approaches has had support with some students with mental retardation and for various purposes (Browder Xin, 1998; Cunningham, 1999; Driscoll Kemp, 1996; Hendricks, Katims, Carr, 1999; Joseph McCachran, 2003; Katims, 2000; Moni Jobling, 2000). Assistive technology and technology increasingly have become important supports for reading-related instruction and reading for students with mental retardation. For example, Erickson and Koppenhaver (1995) found that computer and light technology can give students with severe mental retardation the supports they need to build communication skills. Continued interest in the literacy outcomes of students with mental retardation and supporting research has blossomed in the past few years, and is most likely to be a productive area for the reading futures of students with mental retardation (Beukelman Mirenda, 2005; Erickson, Clendon, Abraham, Roy, Van de Karr, 2005; Sturm, Erickson, Yoder, 2003). In their review of literacy approaches for adolescents with developmental delays, Rizopoulos and Wolpert (2004) suggested that both traditional and progressive approaches to literacy instruction can be appropriate for certain students. Recent research by Diane Browder looks closely at the assumption that students with the most severe mental retardation benefit only from functional approaches to literacy. Browder and Algozzine argue more research is needed to understand how students with severe mental retardation might benefit from explicit instruction in decoding and comprehension skills (Browder Algozzine, draft). Assessment of Students with Mental Retardation Most students with mental retardation participate in the same large-scale reading assessments as all students. While not all students with mental retardation will require supports or accommodations on large-scale assessments, these students have access to the same accommodations that other students with disabilities receive. Whether a student will require extra time on tests, large print, read-aloud directions, alternative setting accommodations, or other supports to demonstrate maximum proficiency depends on the individual strengths and weaknesses of each student. The most common accommodations used for students with mental retardation include breaking tasks into smaller steps, providing read aloud directions or questions, and visual cues (such as arrows, stickers, or stop signs, highlighting of key words or verbs, or supplementing text with pictures). Other accommodations range from encouraging students to stay on task and oral directions accompanied by written directions, to noise buffers and adaptive furniture (Clapper, Morse, Lazarus, Thompson, Thurlow, 2005). Some students with the most significant cognitive disabilities who are unable to participate in large-scale assessments even with accommodations are eligible to take alternate assessments. All alternate assessments are aligned to grade-level academic content standards, but they can be based on either grade level achievement standards or alternate achievement standards. The students who may participate in alternate assessments on grade level achievement standards may need accommodations not available on general assessments or need different formats or contexts to demonstrate grade-level proficiency (National Center on Educational Outcomes Web site, 2005). Students with the most significant cognitive disabilities can demonstrate proficiency on an alternate achievement standard. Alternate assessments should promote access to the general curriculum and reflect professional judgment of the highest achievement standard possible for each individual student. Summary The intent of this brief paper is to highlight issues surrounding reading and students with mental retardation. While not a comprehensive review, it is intended to give enough of a sense of the characteristics of the students, general instructional approaches used with them, and assessment approaches and issues to generate discussion about the possible ways in which more accessible assessments can be designed for those students who are proficient readers given their diagnosis of mental retardation. This paper is part of the background for research on accessible reading assessments conducted by the Partnership for Accessible Reading Assessments, and for discussions among collaborators on the National Accessible Reading Assessment Projects (NARAP). How to cite Reading and Students with Mental Retardation, Essays

Making Grape as an ink free essay sample

Grape is a fruiting berry of the deciduous woody vines of the botanical genus Vitis. Grapes can be eaten raw or they can be used for making wine, jam, juice, jelly, grape seed extract, raisins, vinegar, and grape seed oil. Grapes are a non-climacteric type of fruit, generally occurring in clusters. The combination of unique texture and sweet, tart flavor has made grapes an ever popular between-meal snack as well as a refreshing addition to both fruit and vegetable salads. Grapes are a type of fruit that grow in clusters of 15 to 300, and can be crimson, black, dark blue, yellow, green, orange and pink. White grapes are actually green in color, and are evolutionarily derived from the purple grape. Mutations in two regulatory genes of white grapes turn off production of anthocyanins, which are responsible for the color of purple grapes. [6] Anthocyanins and other pigment chemicals of the larger family of polyphenols in purple grapes are responsible for the varying shades of purple in red wines. [7][8] Grapes are typically an ellipsoid shape resembling a prolate spheroid. Most grapes come from cultivars of Vitis vinifera, the European grapevine native to the Mediterranean and Central Asia. The potential of black grape, as an ink, is the anthocyanins in its content. Ink is a liquid or paste that contains pigments or dyes and is used to color a surface to produce an image, text, or design. Ink can be a complex medium, composed of solvents, pigments, dyes, resins, lubricants, solubilizers, surfactants, particulate matter, fluorescers, and other materials. The components of inks serve many purposes; the ink’s carrier, colorants, and other additives affect the flow and thickness of the ink and its appearance when dry. B. Statement of the Problem Inks today have many artificial chemicals that could harm one’s health. Some commercials would say that their ink is non-toxic but it doesn’t mean that it can’t harm our environments. Because of these, an alternative for this problems is by using black grape’s juice as ink. C. Objectives of the Study General Objectives: †¢This investigatory project aims to find out if black grape juice can be used to create an ink.. Specific Objectives: †¢To determine if vinegar can strengthen the color of the product. †¢To determine if cornstarch can contribute to achieving the right consistency of the black grape ink. D. Significance of the Study This investigatory project will benefit people by producing alternative ink. Even though grapes are expensive, it is harmless compared to commercially produced inks that have dangerous chemicals. Black grapes are less expensive when it comes to health compared to commercially produced ink because when swallowed, it needs medical attention because of its possible side effects. E. Scope and Limitations of the Study The researchers will not discuss any far-off topics that will confuse the readers. The researchers will not cover further research like health benefits of grapes like astringent, anti-inflammatory antioxidant, anti-carcinogenic agent, anti-tumor agent other species of grapes, and other products related to ink, uses in printers, copiers and ball pens. The research is only limited in producing ink from black grapes. F. Definition of Terms Ink Ink is a liquid or paste that contains pigments or dyes and is used to color a surface to produce an image, text, or design. Anthocyanins – are water-soluble vacuolar pigments that may appear red, purple, or blue depending on the pH. Cornstarch or maize starch is the starch derived from the corn (maize) grain. The starch is obtained from the endosperm of the corn kernel. Vinegar is a liquid that is produced from the fermentation of ethanol into acetic acid. The fermentation is carried out by bacteria. Chapter II Review of Related Literature Grape(Vitis vinifera) Grapes are said to be the oldest cultivated fruit. Grapes were found in Egyptian tombs and in the tombs of pre-Christ era as well. This proves the popularity of this fruit. Grapes are natives of Western Asia and Central Europe. From there, grapes have made a long journey to reach all across the globe. South America and North Eastern America are the places of origin for other species, known as the New World species. (Source: http://en. wikipedia. org/wiki/Grape) Several recent studies on grape extract intake by animals, as well as grape juice intake by humans, suggest that grapes may provide us with some important cognitive benefits. Grapes have shown to contain hormone and antioxidant melatonin as well as unique oligopeptides (small protein-like molecules) that have anti-bacterial and other properties. With their overwhelming number of health-supportive phytonutrients, it is not surprising that grapes have been shown to provide many of our body systems with predictable benefits. Areas of benefit in grape include the cardiovascular system, respiratory system, immune system, inflammatory system, blood sugar regulating system, and nervous system. Another area of special benefit is cancer prevention, with risk of breast, prostate, and colon cancer emerging as the most likely areas of grape anti-cancer benefits. ( Source: http://www. whfoods. com/genpage. php? tname=foodspicedbid=40#healthbenefits) Anthocyanins Anthocyanins are found in the cell vacuole, mostly in flowers and fruits but also in leaves, stems, and roots. In these parts, they are found predominantly in outer cell layers such as the epidermis and peripheral mesophyll cells. Anthocyanins are considered secondary metabolites as a food additive with E number E163 (INS number 163); they are approved for use as a food additive in the EU, Australia and New Zealand. Although anthocyanins are powerful antioxidants in vitro, this antioxidant property is unlikely to be conserved after the plant is consumed. As interpreted by the Linus Pauling Institute and European Food Safety Authority, dietary anthocyanins and other flavonoids have little or no direct antioxidant food value following digestion. Unlike controlled test-tube conditions, the fate of anthocyanins in vivo shows they are poorly conserved (less than 5%), with most of what is absorbed existing as chemically modified metabolites that are rapidly excreted. (Source: http://en. wikipedia. org/wiki/Anthocyanin) Cornstarch Corn starch is used as a thickening agent in liquid-based foods (e. g. , soup, sauces, gravies, custard); it is mixed-in with a lower-temperature liquid to form a paste or a slurry. This white powdery substance is used for many culinary, household, and industrial purposes. Corn starch is comprised of long chains of starch molecules, which when heated in the presence of moisture, will unravel and swell. This swelling action, or gelatinization, is what causes the thickening to occur. Corn starch is mainly composed of the amylase and amylopectine molecules. When mixed with water, starch readily becomes a suspension. Depending on the amount of starch that is added into the water, the suspension can either have the same texture as honey or glue. (Sources: http://www. ask. com/question/properties-of-cornstarch, http://en. wikipedia. org/wiki/Corn_starch,http://foodreference. about. com/od/Food-Additives/a/What-Is-Corn-Starch. htm) Vinegar Vinegar consists of acetic acid (CH3COOH), water and trace amounts of other chemicals, which may include flavorings. The concentration of the acetic acid is variable. Distilled vinegar contains 5-8% acetic acid. Spirit of vinegar is a stronger form of vinegar that contains 5-20% acetic acid. Commercial vinegar is produced either by fast or slow fermentation processes. In general, slow methods are used with traditional vinegars, and fermentation proceeds slowly over the course of months or a year. The longer fermentation period allows for the accumulation of a nontoxic slime composed of acetic acid bacteria. (Sources:http://chemistry. about. com/od/chemicalcomposition/f/What-Is-The-Chemical-Composition-Of-Vinegar. htm, http://en. wikipedia. org/wiki/Vinegar) Chapter III Methodology A. Materials 1/2 of black grapes 6 tbsp of vinegar 6 tbsp of cornstarch Bowl Measuring cups Electric Juicer Sauce Pan B. Procedures 1. Remove the grapes from their stems and wash it. 2. Put the grapes in the electric juicer and fill up the measuring cup up to 300 ml of grape juice. 3. Put the grape juice in a sauce pan and mix with 6 tbsp of cornstarch or desired consistency and mix until the cornstarch is dissolved. Heat the grape juice and stir. 4. When the grape juice boiled, pour 6 tbsp of vinegar while stirring and remove the sauce pan from heat. Pour the grape juice into a bowl and let it cool down. 5. Use paint brush to test if the grape juice is compatible as an ink. Outcome of the ink Chapter IV Results and Discussion, Conclusion, Recommendation A. Results and Discussion The vinegar and cornstarch used in making an ink results to a thick consistency and consistent colour which is good for the usage of the ink. The researcher’s observations prove that adding vinegar to the mixture can be made into an ink because without the vinegar there would be no consistency on the mixture and it will be less seen. The colour of the black grape ink in the paper turned into brown like colour after it dries up. B. Conclusion Black grapes can be used as an ink.. Cornstarch is an efficient additive to have the right consistency of the product. Also vinegar is also efficient, though there is no obvious change in colour, it was seen that it gave the ink a consistent colour. The researchers recommended boiling the black grape juice in medium heat to avoid staining the base inside the sauce pan which affects the colour of the juice. Also, find out how long is the lifespan of the black grape ink to know how many black grapes to buy to avoid wasting too much grapes. C. Recommendation The researchers would want to recommend to the other researchers who would pursue the study to find out the lifespan of black grape ink and compare the differences with other fruit inks to find out which is more suitable to be used as ink. Budget Estimate Print and photocopies Php Folders Php 45. 00 Grapes Php 245. 00 Cornstarch Php 25. 30 Vinegar Php 2. 00 Total Php 317. 30