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| discussion questions for rip van winkle: Rip Van Winkle and The Legend of Sleepy Hollow Washington Irving, 1893 |
| discussion questions for rip van winkle: Assumption-Based Planning James A. Dewar, 2002-10-17 Table of contents |
| discussion questions for rip van winkle: Standards-Based Lesson Plans for the Busy Elementary School Librarian Joyce Keeling, 2017-04-17 This helpful resource provides all-new tested, standard-based lessons accompanied by reproducible handouts and easy-to-follow directions. A new book by Joyce Keeling, an elementary librarian and teacher with more than two decades' experience, Standards-Based Lesson Plans for the Busy Elementary School Librarian presents many integrated lesson plans for students in each of the elementary grades, kindergarten through 5th grade. All lessons have been tested and refined in a school setting, and they are specifically written to match the AASL Information Literacy Standards, the McREL Compendium of Standards and Benchmarks, and the Common Core State Standards. In addition to the reproducible lesson plan worksheets, the book offers in-depth discussion of how best to collaborate to teach information literacy within the scope of common elementary school curricula. |
| discussion questions for rip van winkle: Sketch Book of Geoffrey Crayon, Gent Washington Irving, 1865 |
| discussion questions for rip van winkle: Straight Answers to 21 Honest Questions about Prayer Charles Simpson, 2013-09-01 Answers to Your Most Puzzling Questions about Prayer In a world where problems grow more and more complex and desperate, the need for prayer is rising. Yet critical needs will go unmet until we have a proper understanding of effective prayer and how it works. Here, in this easy-to-understand guidebook, veteran prayer warrior Charles Simpson answers 21 of your most-asked questions about prayer, including: · Who am I actually talking to? · Do some prayers always work? · How important is faith when I pray? · What if my prayers aren't answered? · How does God want me to pray? · How can I pray more effectively? Written in an accessible question-and-answer format, these pages are filled with warmth, candor and personal illustrations that will boost you out of frustration and into times of effective prayer. Here is the hope and help you need to see the results and answers you long for. |
| discussion questions for rip van winkle: NCERT English Practice Book 5 Devika Kumar, The S. Chand NCERT Companion Series is a set of Practice Books designed to provide additional practice to the users of the NCERT textbooks. The NCERT English Practice Books 1-8 serve as companions to NCERT's English Textbooks: Marigold (classes1-5), Honeysuckle, Honeycomb and Honeydew textbooks (classes 6, 7 and 8 respectively).The practice material has been placed in the form of worksheets. These worksheets are designed to provide ample opportunities to the learner to think, analyze and appreciate the English language independently. |
| discussion questions for rip van winkle: Time, Measurement, and Money Lea Rangel-Ribeiro, 1995-08 |
| discussion questions for rip van winkle: Rip Van Winkle Washington Irving, 1896 |
| discussion questions for rip van winkle: If You Don't Feed the Students, They Starve Neila A. Connors, 2020-01-22 Award-winning teacher Neila A. Connors shares her secrets for creating positive classroom relationships From the author of the best-selling If You Don't Feed the Teachers, They Eat the Students, comes an innovative resource for all who work with pre-K through 12th grade students. Neila Connors presents a wealth of strategies and techniques to help teachers develop, maintain, and sustain positive student relationships. If You Don't Feed the Students offers practical, commonsense methods for improving classroom performance, served up in an engaging and entertaining manner. Unique, classroom tested strategies for validating all students to help them succeed in the classroom Proven approaches that will benefit teachers, student teachers, and school administrators alike In this fun, must-have resource, Connors reveals how empowering students creates a climate of care and compassion and improves everyone's attitudes and achievement. |
| discussion questions for rip van winkle: Your country Wilfred Eberhart, 1950 |
| discussion questions for rip van winkle: Rip Van Winkle's Neighbors Thomas S. Wermuth, 2001-10-05 Explores the social and economic transformations of the mid-Hudson River Valley during the key expansionist period in American history. |
| discussion questions for rip van winkle: Approaches to Teaching the Works of Ralph Waldo Emerson Mark C. Long, Sean Ross Meehan, 2018-08-01 A leader of the transcendentalist movement and one of the country's first public intellectuals, Ralph Waldo Emerson has been a long-standing presence in American literature courses. Today he is remembered for his essays, but in the nineteenth century he was also known as a poet and orator who engaged with issues such as religion, nature, education, and abolition. This volume presents strategies for placing Emerson in the context of his time, for illuminating his rhetorical techniques, and for tracing his influence into the present day and around the world. Part 1, Materials, offers guidance for selecting classroom editions and information on Emerson's life, contexts, and reception. Part 2, Approaches, provides suggestions for teaching Emerson's works in a variety of courses, not only literature but also creative writing, religion, digital humanities, media studies, and environmental studies. The essays in this section address Emerson's most frequently anthologized works, such as Nature and Self-Reliance, along with other texts including sermons, lectures, journals, and poems. |
| discussion questions for rip van winkle: The Farmer's Magazine , 1877 |
| discussion questions for rip van winkle: A Study Guide for Marcel Moring's "In Babylon" Gale, Cengage Learning, 2016-06-29 A Study Guide for Marcel Moring's In Babylon, excerpted from Gale's acclaimed Novels for Students. This concise study guide includes plot summary; character analysis; author biography; study questions; historical context; suggestions for further reading; and much more. For any literature project, trust Novels for Students for all of your research needs. |
| discussion questions for rip van winkle: Forum , 1988 |
| discussion questions for rip van winkle: The Study of Natural History John Arthur Thomson, 1899 |
| discussion questions for rip van winkle: Interdisciplinary Instruction Karlyn E. Wood, 2015-03-23 The fifth edition of this practical guide to interdisciplinary instruction focuses on the thinking and reasoning skills mandated by the Common Core State Standards and the content-learning standards required by an increasing number of states. The author provides an easy-to-follow, step-by-step guide to designing, creating, and implementing unit and lesson plans for all learners. Both pre-service and in-service elementary and middle-school teachers will find Wood’s approach to be comprehensive, with a strong theoretical foundation. Using Wiggins and McTighe’s backward design process, Wood offers specific protocols for creating unit and lesson plans at the elementary and middle-school levels. By emphasizing differential instruction, constructivist educational philosophy, application of skills in meaningful context, and the art of engaging student interest, he demonstrates how diverse student populations can benefit from the interdisciplinary approach. Prospective teachers will learn to create interdisciplinary and multidisciplinary plans that promote problem solving, creativity, and social interaction. Examples abound, with an appendix of sample unit plan designs filled with ideas for lessons and activities. |
| discussion questions for rip van winkle: At Home in the World Donald Capps, 2013-01-28 The emotional separation of boys from their mothers in early childhood enables them to connect with their fathers and their fathers' world. But this separation also produces a melancholic reaction of sadness and sense of loss. Certain religious sensibilities develop out of this melancholic reaction, including a sense of honor, a sense of hope, and a sense of humor. Realizing that they cannot return to their original maternal environment, men, whether knowingly or not, embark on a lifelong search for a sense of being at home in the world. At Home in the World focuses on works of art as a means to explore the formation and continuing expression of men's melancholy selves and their religious sensibilities. These explorations include such topics as male viewers' mixed feelings toward the maternal figure, physical settings that offer alternatives to the maternal environment, and the maternal resonances of the world of nature. By presenting images of the natural world as the locus of peace and contentment, At Home in the World especially reflects of the religious sensibility of hope. |
| discussion questions for rip van winkle: The Saturday Review of Politics, Literature, Science and Art , 1877 |
| discussion questions for rip van winkle: Teaching First-Year College Students Bette LaSere Erickson, Calvin B. Peters, Diane Weltner Strommer, 2009-11-24 Teaching First-Year College Students is a thoroughly expanded and updated edition of Teaching College Freshmen, which has become a classic in the field since it was published in 1991. The book offers concrete suggestions about specific strategies and approaches for faculty who teach first-year courses. The new edition is based on the most current research on teaching and learning and incorporates information about the demographic changes that have occurred in student populations since the first edition was published. The updated strategies are designed to help first-year students adjust effectively to both the academic and nonacademic pressures of college. The authors also help faculty understand first-year students and show how their experiences in high school have prepared3⁄4or not prepared3⁄4them for the world of higher education. |
| discussion questions for rip van winkle: Elson Grammar School Literature (Book Four) William H. Elson, 2024-10-21 Explore the timeless beauty of literature with William H. Elson’s Elson Grammar School Literature (Book Four). This anthology is a carefully curated collection of classic literary works designed to inspire young minds and nurture a love for reading. What makes these selections so special? They are more than just stories—they are windows into the human experience, offering lessons in character, empathy, and imagination.But here’s the magic that makes this book stand out: Each piece, whether poetry or prose, has been chosen to engage and challenge students, encouraging them to think critically about the world around them. With every turn of the page, readers are invited to connect with enduring themes that resonate across time. Elson’s collection provides a bridge between education and inspiration, making literature accessible while maintaining its richness. It’s the perfect tool for building a strong foundation in literary appreciation and critical thinking. Will you unlock the treasures of literature and pass on the love of reading to the next generation?This book is more than an educational resource—it’s a gateway to the classics that will ignite a lifelong passion for the written word. Equip your students or yourself with the gift of literary exploration. Order Elson Grammar School Literature (Book Four) today and open the door to the world of timeless stories. |
| discussion questions for rip van winkle: Study Guide to My Antonia and Other Works by Willa Cather Intelligent Education, 2020-06-28 A comprehensive study guide offering in-depth explanation, essay, and test prep for selected works by Willa Cather, who received a Pulitzer Prize in 1923. Titles in this study guide include My Antonia, O Pioneers!, The Song of the Lark, One Of Ours, and Death Comes for the Archbishop. As an author of twentieth-century literature, Cather wrote about pioneer farming and post World War I pessimism. Moreover, her work had a characteristic style and contained themes like idealism and closeness to nature. This Bright Notes Study Guide explores the context and history of Cather’s classic work, helping students to thoroughly explore the reasons they have stood the literary test of time. Each Bright Notes Study Guide contains: - Introductions to the Author and the Work - Character Summaries - Plot Guides - Section and Chapter Overviews - Test Essay and Study Q&As The Bright Notes Study Guide series offers an in-depth tour of more than 275 classic works of literature, exploring characters, critical commentary, historical background, plots, and themes. This set of study guides encourages readers to dig deeper in their understanding by including essay questions and answers as well as topics for further research. |
| discussion questions for rip van winkle: The Life of George Washington Washington Irving, 2015-01-08 Washington Irving's Life of George Washington (published in five volumes in 1856-59) was the product of his last years and remains his most personal work. Christened with the name of the great general, Irving was blessed by Washington while still a boy of seven, and later came to know many of the prominent figures of the Revolution. In these pages he describes them using firsthand source material and observation. The result is a book which is fascinating not only for its subject (the American Revolution), but also for how it reveals in illuminating detail the personality and humanity of a now remote, towering icon. Here is an intimate portrait of Washington the man, from Virginia youth to colonial commander to commander-in-chief of the patriot army to first president and great guiding force of the American federation. But one cannot read Irving's Life without marveling at the supreme art behind it, for his biography is foremost a work of literature. |
| discussion questions for rip van winkle: Congressional Record United States. Congress, 1977 The Congressional Record is the official record of the proceedings and debates of the United States Congress. It is published daily when Congress is in session. The Congressional Record began publication in 1873. Debates for sessions prior to 1873 are recorded in The Debates and Proceedings in the Congress of the United States (1789-1824), the Register of Debates in Congress (1824-1837), and the Congressional Globe (1833-1873) |
| discussion questions for rip van winkle: Story of a Soul : Study Edition Saint Thérèse of Lisieux, Marc Foley, OCD, 2005 This study edition is designed to assist contemporary readers to apply the spiritual insights of Story of a Soul to their lives. It provides introductions, reflections and discussion questions for each chapter of the text. More Information Shortly before she died, Thérèse Martin predicted that her “Little Way” to holiness would be an inspiration for countless people. Time has proved Thérèse’s prediction to be true. Since its publication, Story of a Soul has been translated into over fifty languages. It is acknowledged to be one of the great spiritual testimonies of all times and has inspired millions of readers from all walks of life. Father John Clarke’s acclaimed translation, first published in 1975 and now accepted as the standard throughout the English-speaking world, is a faithful and unaffected rendering of Thérèse’s own words from the original manuscripts. |
| discussion questions for rip van winkle: The Study of Nonprofit Enterprise Helmut K. Anheier, Avner Ben-Ner, 2012-12-06 This volume addresses the need to revisit the economic theories from the last two decades that have contributed to the development of a concentrated research agenda on nonprofit organizations. Long neglected as a topic of theorizing and empirical investigation by mainstream economics in particular, these initial theories of nonprofit organizations from the late 1970s and early 1980s continue to shape theoretical and conceptual efforts. Importantly, their influence extends beyond economics and informs sociological and politics science approaches to the set of organizations and institutions located between the market firm and the state agency as well. While the theoretical map of nonprofit research has expanded beyond these early attempts and now include several other major theories such as stakeholder approaches, supply-side or entrepreneurial theories, institutional theories and comparative approaches. This work suggests that it is time to take stock and reexamine some of the basics from which these economic theories operate. |
| discussion questions for rip van winkle: Wherefrom Does History Emerge? Tilo Schabert, John von Heyking, 2020-10-26 Powers of chaos accompany any order of the human world, being the force against which this order is set. Human experience of history is two-fold. There is history ruled by chaos and history ruled by order. History occurs in a continuous flow of both histories. The dialectics of life unto nothingness/creation, struggles for order/order achieved is unceasingly actual. In exploring it, within a wide interdisciplinary and transcultural range, this book reaches beyond a conventional philosophy of history. It deals with the chaotic as well as the cosmic part of the human historical experience. It stages this drama through the tales that religious, mythical, literary, philosophical, folkloristic, and historiographical sources tell and which are retold and interpreted here. From early on humans wished to know where, why, and wherefore all started and took place. Couldn’t the dialectics between chaos and order be meaningful? Couldn’t they assume a productive role as to the world’s precarious event? Power, strife, guilt, divine grace and revelation, literary symbolization, as well as storytelling are discussed in this book. Philosophy, political theory, theology, religious studies, and literary studies will greatly benefit from its width and density. |
| discussion questions for rip van winkle: Treasury, Postal Service, and General Government Appropriations for Fiscal Year 1998 United States. Congress. House. Committee on Appropriations. Subcommittee on the Treasury, Postal Service, and General Government Appropriations, 1997 |
| discussion questions for rip van winkle: Treasury, Postal Service, and General Government Appropriations for Fiscal Year 1998: GAOinvestigation of the White House United States. Congress. House. Committee on Appropriations. Subcommittee on the Treasury, Postal Service, and General Government Appropriations, 1997 |
| discussion questions for rip van winkle: NAEP Newsletter , 1974 |
| discussion questions for rip van winkle: Fantasy in the Grotto: Otherworldly Adventures in Classical Chinese Literature Timothy Wai Keung Chan, 2025-02-20 In a fourth-century tale, two farmers get lost in a pleasure grotto and unwittingly sever their fragile ties with the mortal world. Surprisingly, this simple cautionary fantasy spawned a complex literary tradition. The narrative instability of the tale was part of its snowballing appeal. Early in the tale’s journey through literary history, the girls met by the farmers morphed into female entertainers, Daoist priestesses, and spiritual transcendents. This malleability offered a wealth of artistic possibilities. The feature of “time dilation” and its associated dangers was also to become a flexible literary instrument and a defining feature of grotto fantasy literature. |
| discussion questions for rip van winkle: House of Commons Debates, Official Report Canada. Parliament. House of Commons, 1898 |
| discussion questions for rip van winkle: Official Report of Debates, House of Commons Canada. Parliament. House of Commons, 1898 |
| discussion questions for rip van winkle: Official Report of the Debates of the House of Commons Canada. Parliament. House of Commons, 1898 |
| discussion questions for rip van winkle: Emotional Terrors in the Workplace: Protecting Your Business' Bottom Line Vali Hawkins Mitchell, 2004-11 Annotation Reasonable variations of human emotions are expected at the workplace. People have feelings. Emotions that accumulate, collect force, expand in volume and begin to spin are another matter entirely. Spinning emotions can become as unmanageable as a tornado, and in the workplace they can cause just as much damage in terms of human distress and economic disruption. All people have emotions. Normal people and abnormal people have emotions. Emotions happen at home and at work. So, understanding how individuals or groups respond emotionally in a business situation is important in order to have a complete perspective of human beings in a business function. Different people have different sets of emotions. Some people let emotions roll off their back like water off a duck. Other people swallow emotions and hold them in until they become toxic waste that needs a disposal site. Some have small simple feelings and others have large, complicated emotions. Stresses of life tickle our emotions or act as fuses in a time bomb. Stress triggers emotion. Extreme stress complicates the wide range of varying emotional responses. Work is a stressor. Sometimes work is an extreme stressor. Since everyone has emotion, it is important to know what kinds of emotion are regular and what kinds are irregular, abnormal, or damaging within the business environment. To build a strong, well-grounded, value-added set of references for professional discussions and planning for Emotional Continuity Management a manager needs to know at least the basics about human emotion. Advanced knowledge is preferable. Emotional Continuity Management planning for emotions that come from the stress caused by changes inside business, from small adjustments to catastrophic upheavals, requires knowing emotional and humanity-based needs and functions of people and not just technology and performance data. Emergency and Disaster Continuity planners sometimes posit the questions,?What if during a disaster your computer is working, but no one shows up to use it? What if no one is working the computer because they are terrified to show up to a worksite devastated by an earthquake or bombing and they stay home to care for their children?? The Emotional Continuity Manager asks,?What if no one is coming or no one is producing even if they are at the site because they are grieving or anticipating the next wave of danger? What happens if employees are engaged in emotional combat with another employee through gossip, innuendo, or out-and-out verbal warfare? And what if the entire company is in turmoil because we have an Emotional Terrorist who is just driving everyone bonkers? The answer is that, in terms of bottom-line thinking, productivity is productivity? and if your employees are not available because their emotions are not calibrated to your industry standards, then fiscal risks must be considered. Human compassion needs are important. And so is money. Employees today face the possibility of biological, nuclear, incendiary, chemical, explosive, or electronic catastrophe while potentially working in the same cubicle with someone ready to suicide over personal issues at home. They face rumors of downsizing and outsourcing while watching for anthrax amidst rumors that co-workers are having affairs. An employee coughs, someone jokes nervously about SARS, or teases a co-worker about their hamburger coming from a Mad Cow, someone laughs, someone worries, and productivity can falter as minds are not on tasks. Emotions run rampant in human lives and therefore at work sites. High-demand emotions demonstrated by complicated workplace relationships, time-consuming divorce proceedings, addiction behaviors, violence, illness, and death are common issues at work sites which people either manage well? or do not manage well. Low-demand emotions demonstrated by annoyances, petty bickering, competition, prejudice, bias, minor power struggles, health variables, politics and daily grind feelings take up mental space as well as emotional space. It is reasonable to assume that dramatic effects from a terrorist attack, natural disaster, disgruntled employee shooting, or natural death at the work site would create emotional content. That content can be something that develops, evolves and resolves, or gathers speed and force like a tornado to become a spinning energy event with a life of its own. Even smaller events, such as a fully involved gossip chain or a computer upgrade can lead to the voluntary or involuntary exit of valuable employees. This can add energy to an emotional spin and translate into real risk features such as time loss, recruitment nightmares, disruptions in customer service, additional management hours, remediations and trainings, consultation fees, Employee Assistance Program (EAP) dollars spent, Human Resources (HR) time spent, administrative restructuring, and expensive and daunting litigations. Companies that prepare for the full range of emotions and therefore emotional risks, from annoyance to catastrophe, are better equipped to adjust to any emotionally charged event, small or large. It is never a question of if something will happen to disrupt the flow of productivity, it is only a question of when and how large. Emotions that ebb and flow are functional in the workplace. A healthy system should be able to manage the ups and downs of emotions. Emotions directly affect the continuity of production and services, customer and vendor relations and essential infrastructure. Unstable emotional infrastructure in the workplace disrupts business through such measurable costs as medical and mental health care, employee retention and retraining costs, time loss, or legal fees. Emotional Continuity Management is reasonably simple for managers when they are provided the justifiable concepts, empirical evidence that the risks are real, a set of correct tools and instructions in their use. What has not been easy until recently has been convincing the?powers that be? that it is value-added work to deal directly and procedurally with emotions in the workplace. Businesses haven?t seen emotions as part of the working technology and have done everything they can do to avoid the topic. Now, cutting-edge companies are turning the corner. Even technology continuity managers are talking about human resources benefits and scrambling to find ways to evaluate feelings and risks. Yes, times are changing. Making a case for policy to manage emotions is now getting easier. For all the pain and horror associated with the terrorist attacks of September 11, 2001, employers are getting the message that no one is immune to crisis. In today''''s heightened security environments the demands of managing complex workplace emotions have increased beyond the normal training supplied by in-house Human Resources (HR) professionals and Employee Assistance Plans (EAPs). Many extremely well-meaning HR and EAP providers just do not have a necessary training to manage the complicated strata of extreme emotional responses. Emotions at work today go well beyond the former standards of HR and EAP training. HR and EAP providers now must have advanced trauma management training to be prepared to support employees. The days of easy emotional management are over. Life and work is much too complicated. Significant emotions from small to extreme are no longer the sole domain of HR, EAP, or even emergency first responders and counselors. Emotions are spinning in the very midst of your team, project, cubicle, and company. Emotions are not just at the scene of a disaster. Emotions are present. And because they are not?controllable,? human emotions are not subject to being mandated. Emotions are going to happen. There are many times when emotions cannot be simply outsourced to an external provider of services. There are many times that a manager will face an extreme emotional reaction. Distressed people will require management regularly. That?s your job |
| discussion questions for rip van winkle: The Kindergarten Magazine , 1900 |
| discussion questions for rip van winkle: The Pocket Instructor: Literature Diana Fuss, William A. Gleason, 2015-11-03 The first comprehensive collection of hands-on exercises that bring active learning to the literature classroom This is the first comprehensive collection of hands-on, active learning exercises for the college literature classroom, offering ideas and inspiration for new and veteran teachers alike. These 101 surefire lesson plans present creative and interactive activities to get all your students talking and learning, from the first class to final review. Whether you are teaching majors or nonmajors, genres or periods, canonical or noncanonical literature, medieval verse or the graphic novel, this volume provides practical and flexible exercises for creating memorable learning experiences. Help students learn more and retain that knowledge longer by teaching them how to question, debate, annotate, imitate, write, draw, map, stage, or perform. These user-friendly exercises feature clear and concise step-by-step instructions, and each exercise is followed by helpful teaching tips and descriptions of the exercise in action. All encourage collaborative learning and many are adaptable to different class sizes or course levels. A collection of successful approaches for teaching fiction, poetry, and drama and their historical, cultural, and literary contexts, this indispensable book showcases the tried and true alongside the fresh and innovative. 101 creative classroom exercises for teaching literature Exercises contributed by experienced teachers at a wide range of colleges and universities Step-by-step instructions and teaching tips for each exercise Extensive introduction on the benefits of bringing active learning to the literature classroom Cross-references for finding further exercises and to aid course planning Index of literary authors, works, and related topics |
| discussion questions for rip van winkle: Futures Thinking and Organizational Policy, Volume 2 Deborah A. Schreiber, Zane L. Berge, 2024-06-01 The case studies in this Volume 2 book support the premise that organizational policies are what ensure institutionalization and sustainability of futures thinking in corporations, non-profits, and educational institutions. Futures thinking here reflects a systems approach utilized by organizational leaders to observe and interpret signals of change or disruption, identify trigger points of impact, employ foresight methodologies to build scenarios of the future and plan action, and then ultimately translate/actualize the most viable scenarios into successful business outcomes. What is new in the field of futures thinking today is not the general source of change (i.e., technology, globalization, and workforce well-being), but the tumultuous level of disruption occurring due to three phenomena—explosive use of social media, shift in great wealth, and government instability. Scholars and practitioners alike will find the case studies in this book provide nuanced insights into such disruptions, as well as discussion of best practices to ensure successful business solutions. |
| discussion questions for rip van winkle: Ethnographic Presents Terence E. Hays, 1992-09-24 Until the middle of this century, the Western world knew little about the peoples of the Central Highlands of what is now Papua New Guinea, and vice versa. Only in 1930 was the curtain abruptly lifted on those valleys and mountain ridges, with their tens of thousands of inhabitants whose mineral resources, service as laborers, fealty as colonial subjects, and souls became objects of intense interest on the part of gold prospectors, Australian administrative officers, and missionaries. For the most part, these early interlopers were mere sojourners, and all were too preoccupied with their immediate objectives to learn or report much about the lives of people whose very existence had only recently been suspected. Within the general framework of how and why they conducted their early Highlands fieldwork, but with the freedom to develop their essays as they chose, potential contributors were asked to reflect on a range of interrelated topics: Before the Highlands: training and theoretical orientation prior to the experience; previous fieldwork; why the Highlands and a particular region were chosen; expectations and preparation. Arrival: first impressions of the region and the peop≤ the colonial encounter; selecting and establishing a field base; hosts' reactions and expectations; hosts' understandings of the fieldworker's objectives. Fieldwork: logistics of living in the field; relationships with administrators and/or missionaries; the role of the anthropologists in the community; what the community gained from the ethnographer's presence; methods employed. Analysis: how the anthropological climate of the times shaped or influenced analyses; how the Highlands experience may have changed the author's theoretical orientation. After the Highlands: how return visits or later work has been influenced by the first encounter; how the early work relates to issues subsequently prominent in Highlands ethnography or anthropology in general. |
| discussion questions for rip van winkle: Resources in Education , 1997-05 |
When should I use "a discussion of" vs. "a discussion on" vs. "a ...
A discussion about a topic — this implies that the discussion was just a conversation, really, and it might not have stayed strictly on-topic. A discussion of a topic — this brings to mind a true …
Conversation Questions for the ESL/EFL Classroom (I-TESL-J)
Interesting questions for discussions in Engish lessons. A Project of The Internet TESL Journal If this is your first time here, then read the Teacher's Guide to Using These Pages
ESL Conversation Questions - What if...? (I-TESL-J)
A list of questions you can use to generate conversations in the ESL/EFL classroom.
meaning - Is "discuss about" grammatically incorrect? - English ...
Jan 19, 2014 · If to write or to say ". . . discuss the . . . " as your friend suggests is uncomfortable for you i.e. it doesn't roll off the tongue as if something is missing, you might want to use the …
ESL Conversation Questions - Food & Eating (I-TESL-J)
Food & Eating A Part of Conversation Questions for the ESL Classroom.. Related: Restaurants, Fruits and Vegetables, Vegetarian, Diets, Tipping
ESL Conversation Questions - Meeting People (I-TESL-J)
A list of questions you can use to generate conversations in the ESL/EFL classroom.
Country and Nationality Words- Discussion Questions
Country and nationality word practice discussion questions Choose any questions you like from below and ask them to each other. If you want to know more about your partner’s answer, feel …
UsingEnglish.com ESL Forum
Oct 29, 2024 · Free English language forums and chat for EFL / ESL students and teachers with discussions covering issues such as grammar, exams, qualifications, academic/business …
"Centered on" or "centered around" - English Language & Usage …
Usage Discussion of center. The intransitive verb center is most commonly used with the prepositions in, on, at, and around. At appears to be favored in mathematical contexts; the …
ESL Conversation Questions - Culture (I-TESL-J)
Culture A Part of Conversation Questions for the ESL Classroom.. What are some things that define a culture? For example, music, language,
When should I use "a discussion of" vs. "a discussion on" vs. "a ...
A discussion about a topic — this implies that the discussion was just a conversation, really, and it might not have stayed strictly on-topic. A discussion of a topic — this brings to mind a true …
Conversation Questions for the ESL/EFL Classroom (I-TESL-J)
Interesting questions for discussions in Engish lessons. A Project of The Internet TESL Journal If this is your first time here, then read the Teacher's Guide to Using These Pages
ESL Conversation Questions - What if...? (I-TESL-J)
A list of questions you can use to generate conversations in the ESL/EFL classroom.
meaning - Is "discuss about" grammatically incorrect? - English ...
Jan 19, 2014 · If to write or to say ". . . discuss the . . . " as your friend suggests is uncomfortable for you i.e. it doesn't roll off the tongue as if something is missing, you might want to use the …
ESL Conversation Questions - Food & Eating (I-TESL-J)
Food & Eating A Part of Conversation Questions for the ESL Classroom.. Related: Restaurants, Fruits and Vegetables, Vegetarian, Diets, Tipping
ESL Conversation Questions - Meeting People (I-TESL-J)
A list of questions you can use to generate conversations in the ESL/EFL classroom.
Country and Nationality Words- Discussion Questions
Country and nationality word practice discussion questions Choose any questions you like from below and ask them to each other. If you want to know more about your partner’s answer, feel …
UsingEnglish.com ESL Forum
Oct 29, 2024 · Free English language forums and chat for EFL / ESL students and teachers with discussions covering issues such as grammar, exams, qualifications, academic/business …
"Centered on" or "centered around" - English Language & Usage …
Usage Discussion of center. The intransitive verb center is most commonly used with the prepositions in, on, at, and around. At appears to be favored in mathematical contexts; the …
ESL Conversation Questions - Culture (I-TESL-J)
Culture A Part of Conversation Questions for the ESL Classroom.. What are some things that define a culture? For example, music, language,
