Emory's Fall 3/23/02 - Kenny's Live
I know this isn't expository writing; however, the musical compositions that were created and developed with Emory's Fall were some of the best creative expressions of my life. Here is a link to one such performance: Emory's Fall 3/23/02 - Kenny's Live
The Ignorance of Mortality and Compression of Time in Beowulf
For thousands of years, man has been plagued by an inevitable reality, an inescapable fate, with an uncertain point in time. Through the ages, man has developed strategies for coping with mortality; e.g., religion has been an effective way for man to accept his eventual demise. Christianity and the literature of the Holy Bible offers man the ideas of salvation and eternal life with God in Heaven. However, the literature of Beowulf treats mortality a bit differently. The Beowulf poet compresses time to emphasize man’s ignorance of his own mortality.
The compression of time is an issue from the start of the epic poem. In "Prologue: The Rise of the Danish Nation," Beowulf depicts the blood line of kings and the family tree of Hrothgar. This section of the poem is a hurried glimpse through time; four generations of Spear-Danes are introduced within the course of about eighty lines of poetry. The purpose of this compression of time is to quickly establish Hrothgar's royal roots; Hrothgar is given little or no praise until the pace of the epic begins to slow-down around line sixty-four:
"The fortunes of war favored Hrothgar.
Friends and kinsmen flocked to his ranks,
young followers, a force that grew
to be a mighty army." (Beowulf, 35)
By lines 26-27, the compression of time and the idea of man's short lease on life (mortality) are important themes in Beowulf:
"Shield was still thriving when his time came
and he crossed over into the Lord's keeping." (Beowulf, 34)
The "Prologue" expands upon the theme of the ephemeral lease on life by discussing the legacies of kings. Shield Sheafson's token on lines 24-25 is his realization, "Behavior that's admired / is the path to power among people everywhere." (Beowulf, 34) Beo "was [merely] well regarded and ruled the Danes for a long time after" Shield died (Beowulf, 35). Halfdane perhaps leaves the greatest legacy of all--he fathers three sons and a daughter to carry on the royal blood line. Hrothgar chooses to alter his idea of a legacy; perhaps he is the first in his family to realize that the power to rule and the riches of war victories are both ephemeral. By lines 67-68 "his mind [turns] to hall-building." Hrothgar decides that the greatest legacy he can selflessly bequeath to the people of Heorot is a "great mead-hall ... to be a wonder of the world forever." (Beowulf, 35) Hrothgar is, at this point, the only Danish king to realize that man cannot take anything with him upon his death.
Beowulf "ruled [Geatland] well / for fifty winters." (Beowulf, 80) While many readers understand fifty years to be a long time, the Beowulf poet treats the Geat king's transitory rule with compressed time to emphasize how easily man (even the wisest of kings) ignores (or avoids) his own mortality. By line 2341 Beowulf still does not realize how fast his life is passing by, although "After many trials, / he was destined to face the end of days, / in this mortal world." (Beowulf, 83) Only as he takes twelve men "to come face to face with the dragon" that destroys "the throne-room of the Geats" does Beowulf sense that the speed of time is too fast. At line 2414:
"He was sad at heart,
unsettled yet ready, sensing his death.
His fate hovered near, unknowable but certain
it would soon claim his coffered soul,
part life from limb." (Beowulf, 85)
When King Beowulf receives news that his throne-room is burned to the ground by a fire-breathing dragon, he gives a long speech; he remembers "the death of King Hrethel and his sons, Herebeald and Haethcyn." (Beowulf, 85) As he speaks, Beowulf seems to comprehend Hrethel's own realization that "the wisdom of age is worthless" since every man's life must end (Beowulf, 85). According to Beowulf, time does not heal all wounds--the high price of vengeance and "the glory of winning" does (Beowulf, 86). Beowulf does think about the progression of time; i.e., as long as there is time to fight wars (as long as he still holds a lease on life); there is time to claim a victory.
With time comes great wisdom to King Hrothgar. This valuable knowledge influences Hrothgar to end a blood-feud between Danes and Wulfings "by paying ... a treasure-trove." (Beowulf, 43) Hrothgar learns that riches are able to satisfy men, but he also discovers that no treasure-trove can stifle the fury of Grendel's mother--perhaps this is why Hrothgar does not tell Beowulf about a second monster. Still, Hrothgar is wise to welcome Beowulf--the Geat is the only man who can save Heorot.
Time has had little effect on Hrothgar's understanding of the concept of a lease on life. When Beowulf defeats Grendel, Hrothgar tells him "you have made yourself immortal / by your glorious action." (Beowulf, 53) Hrothgar bestows a similar compliment upon Beowulf when Grendel's mother is killed, "Forever you will be / your people's mainstay and your own warriors' / helping hand." (Beowulf, 70) Overall, Hrothgar--as a main character--is a difficult, old man to understand; he teeters on any understanding of man's ephemeral mortality. He tells Beowulf that he has "wintered into wisdom", and he warns the Geat warrior that one day, he is going to die (Beowulf, 70). Like a father advises his son, Hrothgar says to Beowulf, that all the riches in the world cannot buy a king immortality--time moves so quickly, "illness and old age mean nothing." (Beowulf, 70) He goes on to warn Beowulf not to become like Heremond, do not "[ignore] the shape of things to come." (Beowulf, 71) It seems like Hrothgar makes a case for Beowulf to become Christian, asking him to "choose ... eternal rewards." (Beowulf, 71) All of this advice is part of an attempted transferal of Hrothgar's wisdom to Beowulf; he wants Beowulf to embrace his mortality and to know that "For a brief while [his] strength is in bloom /... [but] it fades quickly." (Beowulf, 71)
Like Hrothgar, Beowulf, ruler of the Geats, expresses an interest at ending blood-feuds. He tells Hygelac that he hopes the marriage of Hrothgar's daughter to the king of the Heatho-Bards "will heal old wounds / and grievous feuds." (Beowulf, 76) Beowulf is an intelligent man, and he is growing wiser with time; he sets up alliances with neighboring kingdoms for increased power. Beowulf must remember Hrothgar's tale of Heremond--he presents King Hygelac with gifts: "the battle-topping helmet, the mail-shirt gray as hoar-frost, / and the precious war-sword." (Beowulf, 79) Then he gives Hygelac "four bay steeds" and "he [presents] Hygd with a gorget, / the priceless torque that the prince's daughter, / Wealhtheow, had given him; and three horses." (Beowulf, 79) However, the Beowulf poet implies, despite all evidence to the contrary, that the ruler of the Geats does not follow all of Hrothgar's advice; time has slipped away, and Beowulf "grew old and wise," just like Hrothgar. (Beowulf, 80)
Once Beowulf finishes telling King Hygelac of his battles with Grendel and mother, the epic poem's narrative voice changes--the narrator continues the story, but switches from third-person to first person, and information is passed on (apparently) by hearsay:
"I heard four horses were handed over night." (Beowulf, 79)
The poet goes on to say:
"I heard he presented Hygd with a gorget,
the priceless torque that the prince's daughter,
Wealhtheow, had given him; and three horses,
supple creatures brilliantly saddled." (Beowulf, 79)
Although this shift may be a manuscript flaw, readers could speculate that the final pages of Beowulf are indeed penned by a different author. Footnotes in the Norton Anthology of English Literature indicate other sections "are so damaged that they defy guesswork to reconstruct them." (Beowulf, 81) However, this anthology indicates no cause for a change in narrative voice.
When the poet establishes Beowulf to be ruler of the Geats, he chooses to ignore more than just fifty years of his reign from the narrative. The compression of time--what the poet ignores--is treated as the most important theme in the epic to emphasize what Beowulf, himself, ignores--his mortality. It is only when faced with the total destruction of his homeland and people that time slows down for Beowulf, just long enough for "the war-king [to plan] and [plot] his revenge." (Beowulf, 83) This ploy for vengeance is too high priced for Beowulf.
The compression of time and the ephemeral rule of Beowulf (discounting Beowulf's fifty years as king) leaves a lasting impression on the other Geat warriors. Before he becomes king, Beowulf learns from Hrothgar about the importance of alliances and ending blood-feuds with other tribes, and he shares his wisdom with King Hygelac. Fifty years into his reign over the Geats, Beowulf's legacy continues with Wiglaf, and the victory over the dragon is "bought and paid for by Beowulf's death." (Beowulf, 93)
Time slows down for Wiglaf--it is as if he absorbs some of Beowulf's residual power--and he chastises the warriors who abandon Beowulf in his time of need. Wiglaf goes on to warn the men that when time allows rival tribes, like the "Franks and Frisians," to learn of Beowulf's death, "peace or pact-keeping of any sort" is gone (Beowulf, 94-95). In Beowulf, time slows down for rulers nearing the end of their lease on life. However, the slowing of time—the lack of compression—does not necessarily indicate an understanding or accepting of mortality on the part of the next Geat ruler (readers might infer that Wiglaf becomes the next Geat king, given his blood-relation to Beowulf and the coincidental slow-down of time). Perhaps Beowulf should be read as a companion to the Holy Bible (either Old or New Testaments), so that a different perspective on mortality can be made.
Works Cited
"Beowulf." The Norton Anthology of English Literature. Vol A. 8th Edition. Ed. Stephen Greenblatt. New York: Norton, 2006. 34-95. Print.
Sir Gawain’s Kryptonite Hypothesis
People of all ages have been thrilled and entertained by many types of superheroes--in film, television, comic books and other forms of literature--for many years. For so many American kids, imagining they're fighting crime in Gotham like Batman and Robin, defeating the evil Nazis like Captain America, or protecting the citizens of Metropolis like Superman, a true superhero, possesses a certain kind of righteousness. While feature films and TV use specific images and dramatic performances to tell the stories of 20th century comic book heroes, the Gawain poet plays on the medieval, chivalric code of the knights of 14th century England to tell his tale. Just as Superman's flaws are revealed when he is absent from or in the presence of green Kryptonite, so are Sir Gawain's weaknesses realized he comes into contact with the silken green garter belt in Sir Gawain and the Green Knight.
Why not just come right out and say the garter belt in Gawain is Sir Gawain's Kryptonite? For starters, let us compare the identities of Superman and Sir Gawain and their backgrounds, notwithstanding historical time periods. From the start of the Green Knight's game in Gawain, readers are introduced to the most polite and well-mannered knight of King Arthur’s Round Table. Sir Gawain is "the epitome of chivalry"--it is evident even before his connection to a royal bloodline reveals itself (Character). He is also quite humble, asking for the king's permission to rise up from his bench and take Arthur's place in the Green Knight's game:
"I am the weakest, well I know, and of wit feeblest; And the loss of my life would be least of any;
That I have you for uncle is my only praise;
My body, but for your blood, is barren of worth;
And for that this folly befits not a king;
And tis I that have asked it, it ought to be mine." (Sir Gawain, 169)
Gawain courageously takes the king's place in the deadly game, deciding his own fate, though not before standing idly by, as he watches the Green Knight ride unchallenged into Arthur's court. Insightful readers should begin to ask themselves, where's the chivalry?
The Gawain (G) poet writes Sir Gawain and the Green Knight to expose the lie of chivalry: behind the courageous facade of every perfect knight hides a flawed man. The most effective way to illustrate the point is to make an example of King Arthur's most perfect knight, and in doing so, the poet introduces readers to the idea that there are two sides to every story. This rationalization is close in comparison to the impetus behind the creation and development of Superman and his alternate identity, Clark Kent.
Created by Jerry Siegel and Joel Shuster just prior to World War II, Superman, the hero, was introduced in America during the same era that Sigmund Freud and W.E.B. DuBois published works "devoted to the duality of the self" (Barnes). Like Sir Gawain, with his willfulness to intervene on Arthur's behalf, Superman is "altruistic and fearless; ready to jump in the face of danger" (Barnes). However, Superman leaps into action after he changes from one costume into another, whereas Sir Gawain is a full-time knight who seems to hide behind a mythical word-of-mouth fame. It's ironic how Superman, in order to maintain a life as a true superhero, must hide behind "his facade of Clark Kent," i.e. he lives a lie in order to stand for truth, justice and the American way (Barnes).
At its most basic level, a comparison can be made between the physical attributes of the Arthurian superhero, Sir Gawain, and the American icon, Superman. True, underneath both the armor and chain-mail of Sir Gawain and the cape and costume of Superman there stands--what appears to be--a mortal man, but it's the meaning within each superheroes' wardrobe that is most significant to their character. This is not to say that Sir Gawain lacks an alternate identity (remember, the G poet makes it clear that Sir Gawain's fame is well-known, albeit he is truly a different knight outside the court of the Round Table). In the case of Superman, Clark Kent wears glasses "so that people will think he is quiet and reserved" (Barnes). The G poet's description of Sir Gawain's appearance--his armor and shield--carries very special meanings that are especially described to readers, so that if any flaw presents itself, it forever tarnishes his metal and mars the Arthurian knights' code of chivalry.
The most significant piece of armor carried by Sir Gawain is his shield. Keeping in mind the irony of the shield as a metaphor--the shield and its meanings are the facade by which Sir Gawain hides behind--Sir Gawain's shield is red and it bears a gold pentangle, "a token of truth" (Sir Gawain, 175). The design of the pentangle, or five-pointed star, is drawn in an "endless knot", and it is symbolic of Sir Gawain's honesty and his quality of being "faultless in his five senses" (Sir Gawain, 210). The number five continues to carry significance: Sir Gawain is described as being faithful to the "five wounds / That Christ got on the cross", and his strength originates with "the five joys" of the Virgin Mary (Sir Gawain, 175-176). There is also an image of the Virgin Mary on the inside of Sir Gawain's shield. However, once he sets down his shield, no longer behind its protection, the true Sir Gawain is exposed. Siegel and Shuster essentially make Clark Kent and Superman polar: without his facade, "the nerd [is] the most powerful man on Earth" (Barnes). Without his red shield (facade), Sir Gawain shows his alternate identity.
Humble. Honest. True. Sir Gawain admits these qualities of himself only as he unwittingly lies in bed next to Bercilak's wife. He appears to be quite the ladies' man, and like Superman, "he attracts women ... and he is the center of attention" (an argument could be made that Sir Gawain pushes himself into the center, e.g. when he asserts himself between the Green Knight and King Arthur) (Barnes). This may be where some Superman enthusiasts break from this kryptonite hypothesis: "Superman may never sully his virginity, even for true love," yet the G poet implies that Sir Gawain's will is permeable after multiple temptations by Bercilak's wife (Barnes). Herein lies the crux of the matter: it is not the temptation of Bercilak's wife (nor temptation of any woman) that is Sir Gawain's kryptonite--it is the silken garter belt she wears that reveals itself to be his "greatest weakness" (Superman, 13). Just as the near fatal "green K" drains Superman's powers and later allows him to become vulnerable to corruption, Sir Gawain is corrupted by the green belt and a promise of invincibility:
"If he bore it on his body, belted about,
There is no hand under heaven that could hew him down,
For he could not be killed by any craft on earth." (Sir Gawain, 200)
This offer--this temptation--might be one of the most difficult challenges for any superhero to overcome. King Arthur's most "loyal, honest and above all, courteous" knight is ultimately corrupted by a woman. This revelation, i.e. women are temptresses (devils) and should not be trusted by men, is indicative of how the G poet truly feels. However, when Sir Gawain accepts the belt, he does something more than just refuse sex with Bercilak's wife--he reaffirms his status as a superhero.
Once Sir Gawain is tricked into accepting the green garter (it is revealed to Sir Gawain that he is tricked into taking Arthur's place in the game), Sir Gawain drapes himself in a blue robe--he disguises himself in humility--(much like Superman's dominant costume color) and seeks reconciliation for his sins. Although he does not commit adultery (by means of sexual intercourse), he still seeks forgiveness of sins from God; Sir Gawain must be cleansed of sin to maintain his superhero status just as "Superman must maintain his hallowed virginity like a Saint" (Barnes). It is incomprehensible why after all of this, Sir Gawain "compromise[s] his own standards" and lies to the Green Knight (Character). Perhaps the lie is another damaging effect brought on by Sir Gawain's kryptonite, or maybe it signals the death of chivalry.
Both Superman and Sir Gawain are flawed superheroes, written at very different time periods by authors with the idea that men are easily corruptible no matter their planet of origin. With an emphasis on the fatal results of corruption--whether in the court of King Arthur or the courts of the American justice system--the Gawain poet and the creators of Superman had admirable intentions. They sought to warn their readers that no matter how powerful or perfect our heroes may seem, they are not incorruptible, and likewise readers must be mindful of their own temptations in life. In closing, readers should remember that the flaws of men are not so easily realized as in the case of the comic-book hero Superman and Arthurian knight Sir Gawain.
Works Cited
"A Character Analysis of Sir Gawain as Presented In Sir Gawain and the Green Knight." pace.edu. n.p., n.d. Web. 27 Mar. 2011.
Barnes, Erin, Wave Hendrick, and Chris Young. “Superman in Identity Crisis: The Many Faces of the Man of Steel.” virginia.edu n.d. Web. 23 Mar. 2011.
"Sir Gawain and the Green Knight." The Norton Anthology of English Literature. Vol A. 8th Edition. Ed. Stephen Greenblatt. New York: Norton, 2006. 160-213. Print.
Superman: Kryptonite Nevermore. New York: DC Comics, 2009. Print.
"Thirsty Girl" By C.F. Doell
From On Our Cisatlantic Shore
(A mash of Silverstein’s Lazy Girl with
Ferlinghetti’s poem 3 from A Coney Island of the Mind)
The thirsty girl lazily waiting
waits for a drink of the water
from the swiss mountain tops
with Yodelers yodeling their yodels
and secret springs of “Poland”
in bath tubs and plastic bottles
and the snow melts
or so I’ve heard about the Global warming
and Al Gore’s movie
but it’s inconvenient to recycle or go green
and adulterated rivers flow down
waiting streams
waiting mouths opened
cold refrigerators
open supermarkets
groceried livelihoods
of fly-by-night parenting
For no more time exists where just a little drink
could be waiting for her at the CVS
a Quik Chek or ATM stop is all
mom could get up off the couch
or I could keep lying here
on this floor on my back
and wait
for God to cry.
Asperger’s Syndrome and Literacy:
Asperger’s Syndrome and Literacy:
A Look At The Disorder And Instructional Approaches For Teachers
Asperger’s Syndrome (AS) was first described in the 1940’s as a new category of developmental disorder, yet only recently it is now recognized as a more commonly occurring condition. Children with AS are frequently blended with mainstream classrooms, and, to date, few comprehensive review articles of AS have been published in medical literature. Studies suggest AS is more common than Autism - Autism traditionally occurs in 4 of every 10,000 children, whereas Asperger’s syndrome affects 20-25 children of 10,000. However, some children with low AS impairment are misdiagnosed with either an emotional disturbance or Attention Deficit Disorder. Teachers in today’s classrooms, where cases of Asperger’s Syndrome are becoming more visible, need to know how to recognize signs of AS, how to teach AS students phonemic awareness, how to assess the learning development of these children, and how to choose effective approaches to contemporary classroom instruction.
To begin with, teachers need to understand what Asperger’s Syndrome is – an autistic spectrum disorder. “Asperger [Syndrome] is the term applied to the mildest and highest functioning end of what is known as the spectrum of pervasive developmental disorders. [AS] was ʻofficiallyʼ recognized in the Diagnostic and Statistical Manual of Mental Disorders for the first time in the fourth edition [DSM-4] published in 1994” (Bauer). AS affects three aspects of neurological development: “social relatedness and social skills, the use of language for communication purposes, and certain behavioral and stylistic characteristics involving repetitive or perseverative features and a limited but intense range of interests” (Bauer). Symptoms and characteristics of Asperger’s Syndrome change during stages of normal growth for children.
Students with Asperger’s Syndrome may experience dynamic variations in development. The New York University Child Study Center recommends regular speech and language evaluations for students, young and old, “to address unevenness of academic performance and to help develop important interventions to support ongoing academic progress” (What Does a Student).
Preschoolers with AS may show symptoms of delayed early language development and diminished level of comprehension, including inaccurate interpretations of explicit and implicit meanings “with rapid ʻcatch-upʼ between the ages of three and five years” (Bauer). At the elementary school level, “academic progress […] is an area of relative strength; for example, rote reading is usually good, and calculation skills may be similarly strong, although pencil skills are often considerably weaker” (Bauer). This poor handwriting problem is an issue that will stay with the AS child for life, along with clumsy motor skills, and hypersensitivity to auditory and physical pressure experiences. In high school, children with Asperger’s have “ongoing subtle tendencies to misinterpret information, particularly abstract or figurative/idiomatic language” (Bauer).
1. Case Studies
The challenges faced to families and educators of children with Asperger’s paint a dismal picture of the future. Most families that have tried school learning disabilities programs for their children with AS have had poor results. In a “population-based epidemiological study carried out by [Christopher] Gillberg’s group in Sweden […] nearly 0.7% of the children studied had a clinical either diagnostic of or suggestive of AS to some degree” (Bauer). Gillberg proposes only some speech and language difficulties, connected with literacy deficiency, are required criteria for a diagnosis of Asperger’s Syndrome. So far, the suggested connection between literacy deficiency and Asperger’s Syndrome is blurred.
In an 8-month case study of an eight year old child, clinically diagnosed with Asperger’s Syndrome, computer software, known as Hyperstudio*, was introduced. The purpose of the software was to facilitate the student to gain skill in the technology and to absorb some fundamental values of society. The subject of this case study was assessed using the Neale Analysis of Reading Ability-revised, after his first two years of schooling, and the assessment indicated that the child had no reading problems. Herein is the essence of why educators can dismiss the problems of AS children, why these students are misdiagnosed, and why teachers need to familiarize themselves with the signs of AS.
Teachers may find it difficult to assess the learning development of children with Asperger’s because the students exhibit a professional style of speech; they have a learning style that differs from other learners – they frequently learn by memorization, but lack the ability to produce and comprehend higher level language. Studies indicate that these children are showing signs of echolalia, the condition of repeating words and phrases that have been overheard in conversations, television, etc; often these expressions are used inappropriately. Thus, once teachers understand this feature of Asperger’s, they’ll be able to recognize children with AS “do not understand jokes, irony, or metaphors” (Forder).
But, like so many other case studies, the data obtained on children with Asperger’s is limited. “Most of the research on emergent literacy has been conducted with children from print-rich homes that identify with the dominant, school-oriented culture, where parent-child interactions provide experiences similar to classroom interactions” (Wilkinson). If proper evaluations and assessments are made on children with AS, the information provided will bring all educators and faculty involved with these students together to make a positive difference in their academic success.
2. Methods of Instruction
Traditional methods of teaching phonemic awareness to children with autism spectrum disorders do not work. “Students with moderate to severe autism […] have difficulty attending as well as understanding the parts-to-whole concept when breaking down words into phonemes” (Laz). One reason why these children have difficulty understanding this concept is because of their dependence on visual cues. This paper suggests that an effective method to teaching phonemic awareness to these children is incidental teaching. In this method, teachers focus on “direct teacher and student interaction using materials that are important to the student” (Laz). Emphasis is placed on “teaching in the moment with purpose and intent” (Laz). Other suggested methods for teachers include reintroducing visual cues, music, rhyming books, thinking-out-loud (different from reading aloud), modeling phonemes with musical instrument sounds (to break up the monotony of clapping-out sounds), and magnetic letters.
“Studies indicate that students with autism use typical phonological cues to read words” (Laz). Therefore students, with and without autism, use phonics similarly to decode words, but language difficulties may interrupt the learning process of autistic children. Neuropsychological evaluation and identification of specific needs with an IEP can lead to specified aid for these kids. One common feature among IEP’s for children with autism spectrum disorders is scaffolds.
“Used as a metaphor in pedagogical theory, a scaffold is an interactional mechanism for learning and development” (Wilkinson). This paper discusses two types of scaffolds, directive and supportive, identified in the article, Classroom Language and Literacy Learning. In as much as directive scaffolds are “the most formal organizational unit of classroom interaction”, supportive scaffolds represent a more flexible and effective approach to contemporary classroom instruction (Wilkinson). The NYU Child Study Center would side with the supportive scaffold approach since they promote the idea that children with Asperger’s need to be “provided with the proper level of support for success without placing them in unnecessarily restrictive environments” (What Does a Student). When compared to the rigidity of initiation-response-evaluation (IRE) of directive scaffolds, supportive scaffolds seem to be (almost) tailor-made for Asperger’s Syndrome children; this approach encourages students to express themselves in literate ways once they’ve acquired essential, cultural tools. Supportive scaffolds promote immediate evaluation by assessment, which allows for ʻon the spotʼ modifications while teaching, another must-have component in an IEP for Asperger’s students. This type of guided practice, when combined with the instructional support of graphic organizers, is also recommended in the text, Teaching Children to Read. (Reutzel)
Asperger’s Syndrome also functions as a stumbling block in the education process because it is known to hamper student participation in classroom activities, such as reading aloud and question-and-answer exchanges with teachers. Thus supportive scaffolds must be used to break up different reading assignments when AS students are blended with standard classrooms. Students with AS often have difficulty understanding certain aspects of figurative language, e.g. metaphor and idiomatic speech, that is prevalent in various works of fiction.
Teachers can follow a system for managing their classroom with a blend of Asperger’s Syndrome students by first realizing that a particular student has a developmental disorder. Next, the teacher must take an individualized approach; treating this student like everyone else will not work. Once an approach is developed, staff and parents must work together, they need to plan for the child, and teachers need to incorporate these idea exchanges into IEP’s (individual education plans) to monitor progress and keep consistent, structured and predictable classroom routines.
Rules should be applied carefully, AS students have a way of adhering to only the sets of rules given and ignoring rules that are normally implied for others, and with some flexibility. In his article, What Is Asperger’s Syndrome, Dr. Tony Attwood recommends teachers to incorporate visual aids whenever possible, such as schedules, charts, lists, and pictures. Attwood warns teachers to avoid using abstract language in their lessons. Such figurative, unrealistic wording may be misunderstood by AS children. Teachers should align learning activities in their daily lesson plans with the student’s special interests. “Teachers can creatively connect the child’s interest to the teaching process” (Attwood).
3. Summary
The common diagnostic mistake of attention deficit disorder (ADD) for students actually suffering from Asperger’s Syndrome makes teachers’ jobs even more challenging than previously expected. In today’s classrooms, it is not just a possibility for teachers to recognize signs of Asperger’s Syndrome - it is a necessity for effective classroom instruction. In summation, teachers can recognize a student’s need for individualized literacy instruction once that child exhibits qualitative impairments in social interaction, subtle communication skills, and restrictive interests.
Notes
* Hyperstudio is an interactive multimedia program designed for use by students, teachers, engineers, musicians, film makers, and others “to provide a completely up-to-date media-rich creative environment for presenting ideas, stories, and adventures” (Software).
Works Cited
Attwood, Dr. Tony. “What is Asperger Syndrome?” Oasis@MAAP. 2005. Web. 28 March 2010.
Bauer, Stephen, MD, MPH. “Asperger Syndrome”. Oasis@MAAP. Web. 28 March 2010.
Forder, Anthony R., Me.d. “Multimedia Connections: A Case Study of A Child With Asperger’s Syndrome.” Oasis@MAAP. 1997. Web. 29 March 2010.
Laz, Linda K. Teaching Emergent Literacy Skills to Students with Autism. Boise State University, May 2009. Web. 29 March 2010.
Reutzel, D. Ray, and Robert B. Cooter, Jr. Teaching Children to Read: The Teacher Makes the Difference. New Jersey: Pearson, 2008. Print.
“Software MacKiev and Roger Wagner Announce the Reintroduction of Hyperstudio®.” mackiev.com. 14 Nov. 2008, Web. 29 March 2010.
“What Does a Student With Asperger Syndrome Need in a School Program?” NYU Child Study Center. Web. 29 March 2010.
Wilkinson, Louise C., and Elaine R. Silliman. “Classroom Language and Literacy Learning.” Handbook of Reading Research: Vol III (2000): n. pag. Web. 30 March 2010. http://www.readingonline.org.
The Cycle of Violence in American History X
One of the topics discussed at length in the college course Human & Intercultural Relations at New Jersey City University is hate crime. A particularly fascinating group of racists, Neo-Nazi Skinheads, exemplify this type of criminal activity. Some of their despicable acts are vividly demonstrated in the motion picture, American History X. This movie sends a serious message – hate and violence is (presumably) a never-ending cycle throughout varying racial cliques.
American History X is narrated by the voice of Danny Vinyard, played by Edward Furlong. Danny is the younger brother of Derek Vinyard, played by Edward Norton, protégé of the leader of the Venice Beach Skinheads. Movie watchers discover that the narrator’s voice is actually that of a (now) deceased Danny Vinyard; he recounts the events leading up to his execution-style murder, inside the walls of his Venice Beach high school, by a Crips gang initiate.
During the opening scene of American History X, Danny is reprimanded by his black, high school principal, Dr. Robert Sweeney, played by Avery Brooks, for submission of his report entitled “My Mein Kampf”; it portrays Adolf Hitler as a hero for civil rights. Danny’s paper is assigned by his Jewish history teacher; students were asked to report “on any book that related to the struggle for civil rights” (American).
The main point of American History X is that hate begets hate, and this premise is emphasized best by the movie’s conclusion – Derek Vinyard reforms himself and his brother, although it is too late for Danny. The unfortunate irony of the movie is revealed – for every one or two people leaving the gang life, a new gangbanger is initiated.
American History X is actually the ordained title of Danny Vinyard’s revised report as assigned by Sweeney. The new title is the opposite of Danny’s original report on Hitler’s Mein Kampf, and its implementation accomplishes the greatest irony of X – i.e. Mein Kampf, emphasizing the advancement of the Aryan nation is a struggle and “means for improving a species' health and power of resistance and, therefore, a cause of its higher development” is opposite Malcolm X’s revelation that “the overwhelming spirit of true brotherhood … is practiced by people of all colors and races” (Adolf, Siddiqui) .
One of the enlightening discoveries of the movie is the origin of racism in tightly-knit families. The prejudices of Danny and Derek Vinyard are (apparently) inherited from their father, a firefighter killed while on duty in a section of Venice Beach, California, highly populated by gangbangers; he becomes a victim of gang violence. (American)
In an article taken from Race, Class, and Gender in the United States titled “On L.I., Raid Stirs Dispute Over Influx Of Immigrants” by Bruce Lambert, the after effects of a police raid on a Brookhaven, New York single family home – filled with (up to) 64 Mexican immigrants – and subsequent arrest of the building’s homeowner are discussed at length. (Rothenberg)
According to the president of the Greater Farmingville Community Association (the homeowner’s group that includes Brookhaven, New York), Ray Wysolmierski, the influx of Mexican immigrants “is an invasion and occupation” (Rothenberg, 312). An advocate for Illegal immigrants, Rev. Allan B. Ramirez, argues that the problem of overcrowding in Farmingville, New York homes “has reignited the whole issue of hatred for immigrants”. Wysolmierski’s sentiments are not all that dissimilar from the views of the Venice Beach Skinheads in American History X.
During one of many vile scenes, several unorganized skinheads unite under Derek Vinyard after a passionate anti-immigrant monologue. Vinyard attributes his home region’s immigration problem to a lax INS, Immigration and Naturalization Service, policy on criminal aliens and poor border security. (U.S.) Derek inspires this small, leaderless band of white-power racists to ransack a Korean owned grocery store for its recent firing of white American employees in favor of cheaper, Mexican “border jumpers” (American). Vinyard incites the young men and women of the group to join the “battlefield” instead of “[standing] on the sidelines”, and they vandalize Archie’s Ranch Market and victimize its workers.
One question that movie watchers may ask after experiencing American History X - where was the screening / security over the black kid who (seemingly undetected) carries a loaded weapon into his high school and shoots Danny Vinyard? Perhaps it is mere coincidence that no white-power violence is shown within the school (led by a black principal), yet Crips gangbangers have no trouble infiltrating school grounds. For whatever reason, director, Tony Kaye seemingly wants viewers to pay attention to the movie’s central message – hate is a vicious, never-ending cycle; the only way to stop hate (perhaps most difficult) is to prevent it from starting; the spread of hate is easy, and it is virtually done all on its own.
Works Cited
Adolf Hitler. Mein Kampf. Hanover College. Web. 10 December 2009. <http://history.hanover.edu/courses/excerpts/111hitler.html>.
American History X. Dir. Tony Kaye. Perf. Edward Norton, Edward Furlong. New Line Cinema, 1998. Film.
Rothenberg, Paula S.. Race, Class, and Gender in the United States. New York: Worth, 2007. Print.
Siddiqui, Yusuf. Colorado State University. Web. 10 December 2009. <http://www.colostate.edu/Orgs/MSA/find_more/m_x.html>.
U.S. Citizenship and Immigration Services. U.S. Department of Homeland Security, 09/12/2009. Web. 10 December 2009.
Does Race Still Matter?
There has been recent debate over whether or not Affirmative Action is still a necessary federal policy, and along with this debate the issue of reverse discrimination has resurfaced itself. With the recent election of President Barack Obama to the White House, some of us may be thinking (to ourselves) that everything is getting better with respect to the race thing. This essay compares recent income data changes and significant Affirmative Action and Equal Opportunity circumstances as they pertain to White and Black Americans, and it provides one (possible) answer to the question: does race still matter?
According to Professor Oscar Muscariello, “the predilection of race is based on minute differences of the human body … skin pigmentation, hair color, eye color … so minor in consideration of the entire human body. It doesn’t make sense” (Muscariello). When asked the question on whether or not race matters, and given the United States has overcome a color boundary with the election of President Barack Obama, Muscariello is (strangely) reminded of a quote from Benito Mussolini who said, “ʻI do not believe in race; race is only an ideaʼ”. But is his use of Mussolini’s quote (given Italy’s maligning with Nazi Germany) really all that strange?
“In 1933 and 1934, Mussolini had criticized Nazi racial policies and even earlier had condemned anti-Semitism” (Gallo, 98). However, Mussolini “had to eliminate any differences in policies of the two governments” to solidify an alliance with Hitler. Two of the ten points, highlighted in the 1938 publication, Manifesto of the Racial Scientists, significant in separating Mussolini from Nazi Germany and Adolf Hitler’s vision are:
“1. There are various human races.
2, The concept of race is purely biological.” (Gallo)
It is ironic that Professor Muscariello chooses to quote Mussolini – often he is associated with the racist concepts idolized by Nazis – when many times people (today) may be easily confused about which people are or are not racists.
“I don’t believe in race,” said Muscariello, and “I certainly disapprove of racial slurs”. The professor refers to the “sexual, racial, and national origin harassment” that M. Slavin & Sons, fishmongers from Brooklyn, New York, are being sued for by the U.S. Equal Employment Opportunity Commission (Marx). “I believe in opportunity by merit,” said Muscariello, putting aside the behaviors and attitudes of the racist fishmongers. (Muscariello)
According to Rebecca Marx of the Village Voice, “The number of sexual harassment complaints filed by males with the EEOC rose from 11.6 percent in 1997 to 15.9 percent in 2008” (Marx). Perhaps there is a trend with an increase of harassment reports – more minorities are choosing to file reports with law enforcement officials. There is a definite trend – from 1967 to 2008, the average median income of Blacks has increased from $24,377 - $34,345, for Whites from $41,985 - $52,312. (U.S. Census Bureau)
The income estimates reported in the “2009 Annual Social and Economic Supplement (ASEC) of the Current Population Survey (CPS)” indicates that households of each race category and those of Hispanic origin had declines in real median income between 2007 and 2008 (U.S. Census Bureau). The recent “real per capita income [decline] by 3.1 percent for the total population between 2007 and 2008” is influenced (most heavily) by the most recent economic recession. “Per capita income declined by 2.9 percent for non-Hispanic Whites, 3.8 percent for Blacks, and 3.3 percent for Hispanics”. Since 1999, the average per capita income of blacks has remained in mid-$35,000 area – this is impressive, considering the overall effect of 9-11. “In comparison to the respective income peaks before the 2001 recession, 2008 household income was 4.3 percent lower for all races combined (from $52,587 in 1999), 2.7 percent lower for non-Hispanic Whites (from $57,059 in 1999), 7.8 percent lower for Blacks (from $37,093 in 2000), 5.8 percent lower for Asians (from $69,713 in 2000), and 8.6 percent lower for Hispanics (from $41,470 in 2000)” (U.S. Census Bureau).
Since the application of Affirmative Action on American businesses, there has been debate over the necessity of the law. There are those who question whether the law does more harm than good and whether or not we need Affirmative Action any more, now that income gaps are closing. One big concern from the white working class has been the idea of reverse discrimination. In the United States Supreme Court case United Steel Workers of America v Weber (1979), a class action lawsuit was filed against Kaiser Aluminum Chemical Corp. citing that “white employees had been discriminated against in violation of the provisions of §§ 703(a) and(d) of Title VII of the Civil Rights Act of 1964 that make it unlawful to "discriminate . . . because [p194] of . . . race" in hiring and in the selection of apprentices for training programs” (United Steelworkers). This was a case against reverse discrimination. Justice William Rehnquist “reasoned that as ʻthe evil inherent in discrimination against Negroesʼ is its grounding in an ʻimmutable characteristic, utterly irrelevant to employment decisions,ʼ discrimination is ʻno less evilʼ if it offers preferential treatment to blacks” (Katznelson, 150-151). The white union won the decision of the court, and proved that the idea of reverse discrimination is more than just an idea – it is real.
Racism exists regardless of what we believe or how tolerant we are of each other. With regard to M. Slavin & Sons and Kaiser, businesses need to be especially cautious when dealing with every employee, regardless of race and/or ethnicity, and laws are not meant to be bent nor broken, even when language used seems justifiable. I tend to agree with Professor Muscariello’s point of view with addendums – there is one identifiable race on earth, the human race, and this concept is mutually exclusive with the superiority of a race or ethnicity. Does race still matter? I believe race does still matter – it matters if you’re a white cop assigned to a low-income, black neighborhood; it matters if you’re an innocent black man at the scene of a crime; it matters if you’re a Hispanic man or woman in a shopping mall with a baggy North Face coat; and it matters when you become a victim – what is the first thing that comes to our minds when we see the face of our assailant?
Works Cited
Gallo, Patrick J.. Enemies: Mussolini and the Antifascists. Xlibris, 2002. Print.
Muscariello, Prof. Oscar. Personal interview. 10 Dec. 2009.
"U.S. Census Bureau table on Income and Earnings Summary Measures by Selected Characteristics: 2007 and 2008." Census.gov. 18 Nov. 2009. Web. 19 Dec. 2009.
"United Steelworkers of America, AFL-CIO-CLC v. Weber (No. 78-432)." law.cornell.edu. law.cornell, n.d. Supreme Court Collection. Web. 19 Dec. 2009.
Katznelson, Ira. When Affirmative Action Was White: An Untold History of Racial Inequality in Twentieth-Century America. W.W. Norton & Company: New York. Print.
Marx, Rebecca. “Fishmonger M. Slavin & Sons Sued for Sexual and Racial Harrassment." The Village Voice: New York Food Blog, 8 Dec 2009. Web. 19 Dec 2009.
French Loanwords of Middle English (1100-1500)
As English speakers, we often associate many of our words with having some foreign origin; some of our words sound like they are originating, or borrowed from outside nations – this notion of English words being borrowed did happen and is still happening today. Of course once a language borrows words, the words are never returned, so the adopting of loanwords and process of borrowing are simply metaphors; there is no actual process of lending happening. The purpose of this essay is to define and identify French loanwords – how and when they entered into English, their categories, and any changes in meaning and morphology.
“Loanwords are words adopted by the speakers of one language from a different language (the source language)” (Kemmer). Typically, the source community (or invader) “has some advantage of power, prestige and/or wealth that makes the objects and ideas it brings desirable and useful to the borrowing language community”. In the case of French loanwords, when bilingual speakers made a complete shift to English, they felt the need to retain the specialized terms they were used to within law, government and literature, so they “brought them over from French” (Barber, 156). And, many of the Anglo-Saxon words of the early eleventh century died out (e.g., words like genēa / ǣhte, þēow, and onƒēng) after the Norman Conquest, replaced by “approached, servant, [and] received” (Barber, 36).
The bulk of French loanwords, entering Middle English from 1100-1500, spread its way into various categories. However, there was a “direct infusion of Norman French into the English court, law, and manners (Loanwords). French became the official language of law in England; all documents and proceedings were in French. Borrowed words for law and government included accuse, attorney, bailiff, chancellor, chattel, country, court, crime, defendant, evidence, government, jail, judge, jury, justice, larceny, noble, parliament, plaintiff, plea, prison, punish, revenue, sentence, state, tax, and verdict. (Barber; Kemmer)
The meaning of these types of words has not changed very much. For example, the French term crime passionnel literally means “a crime, especially murder, committed in the heat of passion” (Loanwords). And, in the law courts or Parliament, judges and lawyers had the position of noblesse de robe, meaning “nobility of the gown”. So, there really are not significant differences in meaning from English crime and nobility. Spellings, though, have changed a bit.
A large number of French loanwords in Middle English end with “age, -ance/-ence, -ant/-ent, -ity, -ment, -tion” and begin “con-, de-, and pre-“ (Kemmer). However, many of the borrowing entererd English from prestige without change (no pun intended), e.g., words like “adventure, change, charge, chart, courage, devout, dignity, enamor, feign, fruit, letter, literature, magic, male, female, mirror, pilgrimage, proud, question, regard, [and] special” (Kemmer). In general, the French provided some of the largest contributions to Western culture – “in lifestyle, fine and applied arts, cookery, wine, literature, [and] fashion” (Loanwords). Perhaps the most appetizing loanwords arrived via kitchen and chef.
Some of our most delicious terms in cooking are borrowed from French, e.g. “beef, boil, broil, butcher, dine, fry, mutton, pork, poultry, roast, salmon, stew, [and] veal” (Kemmer). Cooking words provide us with an exemplar of morphological differences between French and English words, i.e. spelling changes occurred, yet meaning remained unchanged. For example, English beef from French boeuf (English roast beef phonologically differs due to the lack of a French /t/ in rosbif and English beefsteak to French bifteck from lack of a /s/); English pork from French porc (/-k/ replaces /-c/); English poultry from French poulet; English beef from French bif; English salmon from French saumon (/-u/ replaces /-l/). (Loanwords)
The first French loanwords “appeared most densely around London, the centre of fashion and administration, and spread northwards and westwards from there; by the fourteenth century, they were being used freely all over the country” (Barber, 150). Among the words borrowed from French culture – “art, bracelet, claret, clarinet, dance, diamond, fashion, fur, jewel, oboe, painting, pendant, satin, ruby, [and] sculpture” (Kemmer).
Despite the power and prestige of the new source language, English retained many of its native nobility words over French loans (e.g., “king, queen, earl, lord, lady, knight, kingly, [and] queenly” all maintained). However, English adopted “baron, baroness; count, countess; duke, duchess; marquis, marquess; prince, princess; viscount, viscountess; noble, royal” (Kemmer).
French loanwords for upper-class objects are used over the English common names; English home and house are replaced by French manor and palace; child, daughter and son become heir and nurse; maid, man, woman become servant and butler; English calf, ox, sheep and swine are then French veal, beef, mutton and pork. (Barber)
Norman conquerors contributed military loanwords to English; e.g., “army, artillery, battle, captain, company, corporal, defense, enemy, marine, navy, sergeant, soldier, [and] volunteer” are all French (Kemmer).
Christianity also brought forth a significant number of French loanwords into English. The church contributed “abbot, chaplain, chapter, clergy, friar, prayer, preach, priest, religion, sacrament, saint, [and] sermon” (Kemmer). English preach is similar to French précis, meaning “a summary or abstract”, and prie dieu, “a kneeling stand, for use during prayer” (Loanwords). The first morpheme in sacrament is French sacré, meaning “sacred; holy” or “damned; cursed”; it is used in popular expressions such as sacré blue, meaning “curse it! damn it!” (Loanwords). The English saint is widely known today for its applications in Christianity – i.e., the Catholic rite of Transfiguration – the moment during Catholic mass when the blood of Jesus Christ becomes wine – corresponds with the use of saint and French wines (e.g., Saint-Emilion and Saint-Julien, red wines from Bordeaux).
Sometimes, foreign words – borrowers use new words and phrases with (only) source language speakers – become conventionalized as part of the English language. These “foreign words are incorporated into [the] language, on the basis of phonological similarity, between” phonemic source and borrower language categories by bilingual speakers (McNabb). Thus, some (not all) foreign words become loanwords unless “they fall out of use before they become widespread” (Kemmer). “Generally, the longer a borrowed word has been in a language, and the more frequently it is used, the more it resembles the native words of the language” Despite their use in English, many French loanwords still seem or feel foreign. This is not to say that there are no changes heard in pronunciation of the latter. (Loanwords)
Some French loanwords (literally) reversed the minimization of effort present in Early Middle English (e.g., ea was replaced with river). The bulk of borrowed words were sired by Central French dialect during the thirteenth and fourteenth centuries, and there were (inevitable) Middle English discrepancies caused by dialectal variations in Old French – the Normans spoke a dialect of Northern French. Changes in borrowing are sometimes heard between English and French due to pronunciation changes in both languages that have been occurring since the medieval period (e.g., English pronunciation of age [dʒ] compared with Modern French [Ʒ]). Borrowers of a language are often bilingual in the source language, and they may pronounce loanwords similar to the source language (e.g., the loanword garage was first pronounced closer to its French pronunciation than it is today). (Barber; Kemmer)
Modern English (1650-present) is continuing to evolve with the passage of time. The many changes occurring in Western civilization are affecting the English language constantly. The major changes happening in history affecting Modern English include the seventeenth century colonization of North America (America has close ties with France in the history of the development of the North American continent), industrial and technology revolution, and an immigration surge into America. During this period many more cultural and military terms have made their way into English including “ballet, bouillabaisse, cabernet, cachet, chaise lounge, champagne, chic, cognac, corsage, faux pas, nom de plume, quiche, rouge, roulette, sachet, salon, saloon, sang froid, savoir faire” and “brigade, battalion, cavalry, grenade, infantry, [palisade], rebuff, [and] bayonet”. Other loanwords we use include “bigot, chassis, clique, denim, garage, grotesque, jean(s), niche, [and] shock” (Kemmer).
English is certain to continue borrowing words from many non-invading nations for centuries to come. In America, generations of immigrants are constantly incorporating aspects of their traditions into everyday life, e.g., clothing, holidays, songs, art and music. In The history of the English Language course at New Jersey City University, African-American Vernacular, although lax in prestige and power when compared to Norman French, has already fed English with a stratum of new loanwords. Whatever direction English takes from the current status quo, French loanwords will herein continue to thrive.
Works Cited
Barber, Charles, Joan C. Beal and Philip A. Shaw. The English Language: A Historical Introduction. 2nd ed. New York: Cambridge University Press, 2009. Print.
Kemmer, Prof. Suzanne. Major Periods of Borrowing in the History of English. Rice University, 22 Sep 2009. Web. 15 Dec 2009. www.ruf.rice.edu/~kemmer/Words/loanwords.html.
"Loanwords Dictionary: A Lexicon of More Than 6,500 Words and Phrases Encountered in English Contexts That Are Not Fully Assimilated into English and Retain a Measure of Their Foreign Orthography, Pronunciation, or Flavor." 1st ed. 1988. Print.
McNabb, Yaron. “Apparent Pharyngealization in French Loanwords in Moroccan Arabic”.
LSA Annual Meeting. University of Chicago. Baltimore, MD. January 2010. Abstract. http://home.uchicago.edu/~ymcnabb/Presentations_files/MAloan_LSA_abstract.pdf
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