The Wife of Bath’s Faithfulness Essay Example for Free

The Wife of Bath’s Faithfulness Essay In The Canterbury Tales, Geoffrey Chaucer reveals the characteristics of the Wife of Bath through her tale and background. Chaucer portrays the Wife of Bath as a woman of faith through her religious actions and beliefs despite her human faults. Chaucer states in the General Prologue that â€Å"not a dame dared stir/ [t]owards the altar steps in front of her,† meaning that no one stepped in front of her to receive communion (GP ll. 459-460). If one did go ahead of her, â€Å"so wrath was she/ [a]s to be quite put out of charity† (GP ll. 461-462). Chaucer depicts the Wife of Bath as eager to receive the Sunday communion. By displaying her eagerness to receive communion, Chaucer explains that she has compassion for the Church. Furthermore, the Wife of Bath displays her respect for the church by dressing in her best outfits such as â€Å"hose [that] were of the finest scarlet red† (GP l. 466). Also, Chaucer states that the Wife of Bath â€Å"had five husbands, [but she had them] all at the church door† (GP l. 470). In the eyes of the church getting married at the church door is a sign of her faith. In her tale, the Wife of Bath expresses a dislike for the â€Å"holy friars,† whom she describes as having â€Å"seem[ed] to have purged the air† (W l. 10). Purging the air in this case refers to the friars raping the fairies. The Wife of Bath conveys loyalty to the church by expressing concern that the â€Å"holy friars† would commit the terrible sin of rape, considering their position in the church. Also in her story, she tells of a knight who raped a maiden (W l. 34). The king was to â€Å"condemn [] the knight to lose his head/ [b]y course of law,† but the queen begged the king to let her impose the sentence (W ll. 37-38). As a result, the king gave her the authority to decide the fate of the knight. The queen summoned the knight to ask him the question, â€Å"what is the thing that women most desire?† (W l. 51). If he answered the question correctly within a year and a day, then he could keep his life (W l. 50). With the help of the Wife of Bath, the knight returned with the right answer and his life was saved (W l. 191), and then kept his pledge to marry her (W 1. 201). She makes the pledge to the knight to be a faithful and fair wife (W 1. 387). The Wife of Bath reveals her own faithfulness through the knight’s integrity to return to the queen with an answer. Through her tale and her own actions, the Wife of Bath presents herself as a woman of faith.

Immortal Life vs. Immortal Name: Gilgamesh and Beowulf Essay -- Englis

Immortal Life vs. Immortal Name: Gilgamesh and Beowulf Death. Fate. Immortality. Destiny. All are subjects that we tend to avoid. While most of us hope for life after death, we tend not to dwell on this subject because we are uncomfortable with the unknown. On those rare occasions when we allow ourselves to think about the fact that our days are numbered, we wonder if death can be cheated and immortality gained. Some have suggested that being remembered is just as enduring as living forever. Thoughts of destiny and the here after are not new. They have engaged the hearts and minds of men for ages. Two ancient stories that deal with this subject matter are The Epic of Gilgamesh and Beowulf. In these texts, the main characters, Gilgamesh and Beowulf, are obsessed with their fate. To the degree that these epics accurately reflect the society and culture of their own eras, one can see that men of these ancient times were as concerned about their ultimate destiny as we are. The epic stories of Gilgamesh and Beowulf illustrate that men and wom en throughout the ages have been keenly aware of their own mortality and that they long to live on eternally, if only in the memory of others. In the beginning of The Epic of Gilgamesh, Gilgamesh, the ruler of ancient Uruk, is blessed with the gift of foresight. He has numerous dreams about his destiny and is very accepting of the fate that the gods have given him. The gods give Gilgamesh a dream and Enkidu interprets Gilgamesh’s vision concerning his fate. Enkidu says that Enlil, father of the gods â€Å"has given you kingship, such is your destiny, everlasting life is not your destiny† (Sandars 70). With this revelation Gilgamesh knows his destiny very early in his journey. Rather than becoming angry at the gods, Gilgamesh accepts the gods’ choice to not give him eternal life. Instead, Gilgamesh wants to â€Å"set up his name in the place where the names of famous men are written, and where no man’s name is written yet he will raise a monument to the gods† (70-1). Gilgamesh succeeds in his plan for making himself famous by first defeating the guardian of the forest, Humbaba, and shortly after, the bull of heaven. During these battles Gilgamesh declares that there is â€Å"nothing to fear! †¦ if I fall I leave behind me a name that endures† (71). Having reconciled himself to the fact that fate has indeed determined when he will die, h... ...O, Gilgamesh†¦great is thy praise† (119). The narrator is saying that the admiration of others is and will be great. This clearly shows that the people of Uruk will keep Gilgamesh alive in their minds. Beowulf will at some level attain everlasting life through the memory of his people as well. In Beowulf and Gilgamesh, both heroes desire to gain everlasting life. At one point, Gilgamesh believes that he can actually gain eternal life and change his destiny. Beowulf, and eventually Gilgamesh, end up gaining everlasting life through their monuments and the good deeds that their people will remember them by. The ancient societies depicted in The Epic of Gilgamesh and Beowulf are no doubt representative of the actual societies that existed during those time periods. These ancient people were greatly concerned with issues such as death, fate, and destiny. People of ancient times and modern realize that even though one cannot escape death, one can to some degree achieve immortality, if only in the memories of those left behind. Works Cited Liuzza, Roy M., trans. Beowulf. Peterborough, ON: Broadview, 1999. Sandars, N. K., trans. The Epic of Gilgamesh. New York: Penguin, 1972.

Bal-A-Vis-X

Trying to minimize which program is the most effective lies in the opinion and experience of the teacher under the policies of each school district. Currently, my professional peers use Brain Gym, Go Noodle, Move It or some form of a self-designed kinesthetic curriculum in their classroom as a management technique to reduce or minimize undesirable behaviors and create healthy environments. Another reason to incorporate movement is to engage multiple areas of the brain and to use both sides of the brain. Exercise increases blood flow and oxygen to the brain resulting in improve academic performance. There is a plethora of programs designed to accomplish this concept with integrating kinesthetic lessons into education.It has been proven and evidence supports that movement using multi-sensory techniques increases cognitive functions of the brain. Ultimately, this is the desired outcome or goal for the educator and student.Hubert, Bill.  Cues for Learning and Teaching in Flow. Wichita, KS: Bal-A-Vis-X, 2014. Print.   Bal-A-Vis-X was developed by a teacher in Wichita, Kansas named Bill Hubert. Bill Hubert uses cognitive exercises which encompass the integration of balance, auditory, and vision exercises using racquetballs, balance boards, hand-sized sandbags and various complexity of rhythmic exercises. The exercises focus on rhythm, patterning, balance and visual teaming. The combination of 300 various exercises increase in complexity as the student masters the fundamental skills. The exercises can be reduced to accommodate the student with varying disabilities. The program is designed to help individuals who struggle with academics, post-traumatic stress, physical and social impairments. (Hubert, 2007)Bill Hubert suggest the lack of flow within a person can trigger the stressful occurrences which may cause the cognitive debilitation of an individual. (Hubert, 2007). He further explains what he believes are the series of physical and developmental movement which occur and how this movement contributes to the cognitive aspects of the individual to perform a required task.In Bill Hubert's book Bal-A-Vis-X Rhythmic Balance/Auditory/Vision/eXercises for Brain and Brain-Body Integration, he mentions neurophysiologist Carla Hannaford. She wrote an excerpt about how the brain and body worked which inspired him: A most fundamental and mysterious aspect of the mind, thought, creativity and intelligence are not processes of the brain alone, but the whole body. Sensations, moments, emotions, and brain integrative functions are grounded in the body. The human qualities we associate with the mind can never exists separate from the body, it is our movements that express knowledge and facilitate greater cognitive function as they increase in complexity. (Hubert 2014) The principals of the program are to introduce midline crossings in three dimensions which are designed to follow steady rhythm using the whole mind-body system creating the flow with in the student aligning the mind with the body. The idea is to listen to the rhythm of the sound of the balls bouncing or the sandbags being passed while simultaneously integrating patterned movement involving the whole body.†Making an Intervention Report.†Ã‚  WWC | Find What Works!  US Department of Education, n.d. Web. 14 Mar. 2018. One reliable intervention resource for Special Education teachers is the website, What Works Clearinghouse created by the Department of Education. The information presented on this website shares interventions which are research based with data which has been proven to be effective and reliable across multiple categories. Another resource is the National Intervention Institute in Florida. They have collected and presented a multitude of research supporting the Response to Intervention tiered System academically and behaviorally. I did not find any data on either of these websites for Bal-A-Vis-X. Searching for data and information seemed to come from the founder himself, testimonials of educators and parents, and other graduate students conducting their own research. I felt the information could be bias and not authentic or reliable. I questioned if Bal-A-Vis-X was possibly just another product to entice the movement program generation to incorporate it in their interventions in schools, nursing homes, care facilities and physical therapy centers. Several of the testimonials were extremely emotional and supportive that Bal-A-Vis-X is remarkable in its entirety. Web. 14 Mar. 2018.  Norsworthy, Francis, and Bill Hubert. The Illustrated Bal-A-Vis-X: Rhythmic Balance/auditory/vision Exercises for Brain and Brain-body Integration. Wichita, Kan.: Bal-A-Vis-X, 2009. Print.  The founder, Bill Hubert claims it takes approximately three years to master all the skills of the program. (Hubert, 2007) I started my project first with viewing the first disc in the series of three. Each disc is a video recording of the founder Bill Hubert and his students demonstrating the first foundational exercises. He demonstrates the target skill precisely. He then demonstrates variations of the skill with modifications to accommodate students who struggle with the skill. Bill Hubert strives for three main goals with the program First, it is important to test a student for visual tracking. This is very important for a student to be able to visually track. Starting from the beginning basic skills visual tracking is essential for the student to be able to follow with their eyes the direction of the bean bags or balls while engaging their body in various other movements simultaneously in multiple directions and abilities. The next goal is to have discipline parameters. Classroom management is necessary. Students must be paying attention to the instructor and responding to exactly what is being demonstrated exactly the way it is intended. The student must be able to hear the rhythm of the bean bags slapping, the balls bouncing, and feel the flow from all of the components of the program working together with the student similar to pendulum swinging. When mind and body are working together harmony will occur in the body and mind to create a sense overall balance. In conclusion of training elementary students in the basic skill activities of Bal-A-Vis-X, I have discovered intensive individualized instruction is needed for optimal results. My fidelity of the training was challenged in the setting I provided for the instruction to the participating students. The parameters of what was needed was comprised by instructing in a group setting for the initial training. In addition, I was unaware at first that I would be losing one training a week per grade level due to Keyboarding class at the same time. I had originally planned on the group training two days a week, for sixteen weeks, for fifteen minutes prior to their physical education class. In the beginning I randomly drew from a jar which had each student's name printed on it from the targeted grade level fourth, fifth and sixth grades. One group would participate and one group would not participate in Bal-A-Vis-X skills. I administered all students an assessment an oral reading fluency probe and a silent reading comprehension probe. There were no significant positive results from the reading data which validated that Bal-A-Vis-X improved the students reading skills comparing from the beginning to end reading skills assessments. There were no significant differences comparing the Bal-A-Vis-X group to the non-Bal-A-Vis-X group either. Even though I did not get the intended results I was hoping for with this intervention program for reading, I did observe other positive outcomes. These observations were my personal observations from watching the students perform the skills. One observation example was a sixth grade girl with Autism. She is high functioning but just rebuts physical activity. She continually argued how all the skills were stupid or hard. I put her on the end to practice by herself or where I could be her partner. She repetitively could not perform the tasks asked without restarting several times, dropping of the beanbags or balls. She couldn't balance herself on the board and refused to even try. Each time I worked with her I broke the task down in smaller increments of movements. Eventually, the complaining decreased and she willing participated. One day at recess, which she stands and typically watches her peers play a popular competitive speed basketball game of shooting hoops, she stepped forward and joined. Remarkably, she hit the hoop every time she attempted to hit the hoop. This was a very first for her. She was so excited and her peers even noticed and were awed by her success. This was the first time I saw her happy and excited to engage with her peers in a physical activity. There were a few other coordination observations I made during the sixteen weeks. In knowledge I have obtained from the results first hand from this program, I have decided to peruse professional development of this program so I can teach it more reliably next year. I would like to teach it one on one to my special needs students. Many of the skills taught on the CD disc I personally struggled with performing them myself. I received as much satisfaction from inter personal learning as I did from learning from the students as they were performing the skills. Over all, I cannot say at this time in my personal opinion, observation, and results from reading assessments that Bal-A-Vis-X will improve a student's reading performance. However, I have not determined that it is not effective either. I will need more time and specific measurable obtainable data implementing the program in a individualized specialized setting for the best results.

CCNY, The City College of New York Acceptance Rate, SAT/ACT Scores, GPA

The City College of New York, CCNY, is a  public university  with an acceptance rate of 48%. Established in 1847, The City College of New York is a senior college in the City University of New York (CUNY) network. The colleges strengths in the liberal arts and sciences earned it a chapter of  Phi Beta Kappa Honor Society. High achieving students might consider the Macaulay Honors College which offers free tuition and other perks to admitted students. In athletics, the CCNY Beavers compete in the NCAA, within the Division III City University of New York Athletic Conference. Considering applying to The City College of New York? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, The City College of New York had an acceptance rate of 48%. This means that for every 100 students who applied, 48 students were admitted, making CCNYs admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 21,982 Percent Admitted 48% Percent Admitted Who Enrolled (Yield) 17% SAT and ACT Scores and Requirements The City College of New York requires that all applicants submit either SAT or ACT scores. Most students submit SAT scores, and CCNY does not provide statistics for applicants ACT scores. During the 2017-18 admissions cycle, 87% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 510 620 Math 530 650 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of City College of New Yorks admitted students fall within the  top 35% nationally  on the SAT. For the evidence-based reading and writing section, 50% of students admitted to CCNY scored between 510 and 620, while 25% scored below 510 and 25% scored above 620. On the math section, 50% of admitted students scored between 530 and 650, while 25% scored below 530 and 25% scored above 650. Applicants with a composite SAT score of 1270 or higher will have particularly competitive chances at City College of New York. Requirements City College of New York does not require the SAT writing section or SAT Subject tests. Note that CCNY requires applicants to submit all SAT scores, but will consider your highest score from each individual section across all SAT test dates. GPA In 2019, the average high school GPA of City College of New Yorks incoming freshmen class was 89.4. This data suggests that most successful applicants to City College of New York have primarily high B grades. Self-Reported  GPA/SAT/ACT Graph CUNY City College Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to The City College of New York. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances The City College of New York, which accepts fewer than half of applicants, has a competitive admissions pool. Applicants must apply using the CUNY application. CUNY City College wants to see high grades in  rigorous courses  and strong test scores. However, CCNY has a  holistic admissions  process involving other factors beyond your grades and test scores. You can improve your chances of acceptance by submitting an optional  letters of recommendation and a resume of  extracurricular activities. Note that some majors and programs at CCNY have additional admission requirements. In the graph above, the blue and green dots represent students accepted to City College of New York. Most admitted students had a high school average of B or better, a combined SAT score of 1000 or higher (ERWM), and an ACT composite score of 20 or higher. Grades and test scores above these lower ranges will increase your chance of acceptance. If You Like The City College of New York, You May Also Like These Schools Binghamton UniversityUniversity at AlbanyHofstra UniversityBaruch CollegeCUNY Brooklyn CollegeStony Brook UniversitySt. Johns UniversityFordham UniversityPace University All admissions data has been sourced from the National Center for Education Statistics and City College of New York Undergraduate Admissions Office. CCNY, The City College of New York Acceptance Rate, SAT/ACT Scores, GPA The City College of New York, CCNY, is a  public university  with an acceptance rate of 48%. Established in 1847, The City College of New York is a senior college in the City University of New York (CUNY) network. The colleges strengths in the liberal arts and sciences earned it a chapter of  Phi Beta Kappa Honor Society. High achieving students might consider the Macaulay Honors College which offers free tuition and other perks to admitted students. In athletics, the CCNY Beavers compete in the NCAA, within the Division III City University of New York Athletic Conference. Considering applying to The City College of New York? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, The City College of New York had an acceptance rate of 48%. This means that for every 100 students who applied, 48 students were admitted, making CCNYs admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 21,982 Percent Admitted 48% Percent Admitted Who Enrolled (Yield) 17% SAT and ACT Scores and Requirements The City College of New York requires that all applicants submit either SAT or ACT scores. Most students submit SAT scores, and CCNY does not provide statistics for applicants ACT scores. During the 2017-18 admissions cycle, 87% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 510 620 Math 530 650 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of City College of New Yorks admitted students fall within the  top 35% nationally  on the SAT. For the evidence-based reading and writing section, 50% of students admitted to CCNY scored between 510 and 620, while 25% scored below 510 and 25% scored above 620. On the math section, 50% of admitted students scored between 530 and 650, while 25% scored below 530 and 25% scored above 650. Applicants with a composite SAT score of 1270 or higher will have particularly competitive chances at City College of New York. Requirements City College of New York does not require the SAT writing section or SAT Subject tests. Note that CCNY requires applicants to submit all SAT scores, but will consider your highest score from each individual section across all SAT test dates. GPA In 2019, the average high school GPA of City College of New Yorks incoming freshmen class was 89.4. This data suggests that most successful applicants to City College of New York have primarily high B grades. Self-Reported  GPA/SAT/ACT Graph CUNY City College Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to The City College of New York. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances The City College of New York, which accepts fewer than half of applicants, has a competitive admissions pool. Applicants must apply using the CUNY application. CUNY City College wants to see high grades in  rigorous courses  and strong test scores. However, CCNY has a  holistic admissions  process involving other factors beyond your grades and test scores. You can improve your chances of acceptance by submitting an optional  letters of recommendation and a resume of  extracurricular activities. Note that some majors and programs at CCNY have additional admission requirements. In the graph above, the blue and green dots represent students accepted to City College of New York. Most admitted students had a high school average of B or better, a combined SAT score of 1000 or higher (ERWM), and an ACT composite score of 20 or higher. Grades and test scores above these lower ranges will increase your chance of acceptance. If You Like The City College of New York, You May Also Like These Schools Binghamton UniversityUniversity at AlbanyHofstra UniversityBaruch CollegeCUNY Brooklyn CollegeStony Brook UniversitySt. Johns UniversityFordham UniversityPace University All admissions data has been sourced from the National Center for Education Statistics and City College of New York Undergraduate Admissions Office.