Fractional Growth Factors

Early Field Experience Lesson Plan Fractional Growth Factor CMP Math 8th Grade Ms. Tanisha Wilson Fifer Middle School Tanisha Wilson MTSC 403 Fall 2011 CONTEXTUAL FACTORS Student Characteristics There 28 students and they are in 8th grade CMP math class. There are some students in this are inclusion so there are two teachers in the classroom. There is a regular mathematics education teacher, and there is a special aid teacher. The students in this class have to take two mathematics classes each day, a CMT course and a prep course which will help them score high on their DCAS scores.They are from different nationality backgrounds and they understand English well. There is one student in the class who has a wheel chair and the desk is arranged for him to sit comfortably by the door. Overall the students in this class are well behaved and eager to learn mathematics. Grouping Patterns Student’s seats are arranged in groups of four. Students will work in groups of four and a class as a whole will whole. Prerequisite Knowledge Students should already be able to identify the growth factor in the problem with reasoning, the y- intercept, and what everything number in the equation represent.Students are also expected to know what exponential growth mean and are able to graph and factor with exponential growth with whole numbers. Instructional Materials Smart board, smart responders, paper, pencil LEARNING GOALS Mathematical Learning Goals Students will build on their knowledge of exponential growth. Students will think about exponential growth with the fractional (or decimal) growth factors and know when it is appropriate to round the number to the nearest decimal place and why. Students will know how to find the fractional exponential growth using the formula P= a (b)x. NCTM Content StandardsGrades 6-8 Algebra * Identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations. * Model and solve contextualized problems usi ng various representations such as graphs, tables and equations. Delaware Standards Math GLE Standard 2 Algebraic Reasoning * Compare the rates of change in tables and graphs and classify them as linear or nonlinear. * Use tables, graphs and symbolic reasoning to identify functions as linear or nonlinear. DIRECT Diversity- there will be different ways to solve the problems so students would be given many ways to practice and choose which method fits best.Interpersonal Communications- students will follow a method that the teacher in the class uses which is called Think, pair, share. Students would think about their answer, pair up with their group members to discuss what each other got, and then share their answer with the whole class. Reflection- students would reflect on what is going on in the class by exit cards at the end of the lesson. Students will also receive extra practice by doing a homework assignment. Effect teaching and assessment Strategies- students would be asked qu estions leading to them figuring out the formula.At the end of the lesson there would be exit cards to assess what the students have learned in today’s lesson. Content and Pedagogical Knowledge- this is like a review lesson. Students already have prerequisite knowledge on the same material. The only difference with this lesson is that the growth factors for the problems we will be working on today are fractional. Technology- students would use smart responders in the beginning of the lesson to determine if their answers were correct or not. We will also be using the smart board to see the problems needed in order to keep the lessons going. Mathematical Proficiency StrandsUnderstanding mathematics- student’s will be asked multiple questions based off of the problems they have done in previous lessons and the lessons we are doing today so I could know if the students are understanding the mathematics we are covering the in class. Applying concepts to solve problems- stud ents would be given two solve problems and asked how they came up with their answer with explanations of how they got the answer. Reasoning logically- students would be given a real life situation as a solve problem and the answer they come up with have to logically fit the situation given in the story.Engaging- students will be engaging with each other to discuss their thoughts of the solve problems by doing the think, pair, share. Assessment Plan In the previous investigation, we studied exponential growth of plants, mold, and a snake population. In the growth factor and the starting value, we could make predictions. The growth factors in these examples were whole numbers. In this investigation, we will study examples of exponential growth with fractional growth factors. Students will have an understanding on how to find the exponential growth of a Rabbit population with fractional growth factors.Examples will be shown that students understand the lesson by using the growth factor table, being able to determine what is the growth factor and when is it appropriate to round it up to if necessary and students will be able to connect the chart and table to a formula for the exponential growth rate. Pre- Assessment Students will be given a chart that looks like the previous charts we have went over. The difference with this chart is that the growth factor is not a whole number. Students will have to find the equation based off of the chart. They would put their answer into the smart responder.Once everyone’s answers are calculated into the smart responder, we will receive a percentage of how many students got the correct answer in the class. We will then discuss why that is the correct answer. Additional Assessment 1 Students would be given a problem on the smart board with a table which will represent the exponential growth of rabbits. Ask students the following questions†¦ 1. What is the growth factor? Explain how you found your answer. 2. Assume th is growth pattern continued. Write an equation for the rabbit population p for any year n after the rabbits are first counted. Explain what the numbers in your equation represent. 3.How many rabbits will there be after 10 years? How many will there be after 25 years? After 50 years? 4. In how many years will the rabbit population exceed one million? Do not give students the answers. Have students come up with the answers on their own, then they could discuss with a classmate, then the whole class would discuss the correct answer and why. While students are working in groups, the teacher would be walking around and looking at student’s notes to see their understanding. If you see that there is more than one approach to the answer, then call on the different students with the different approaches so there could be variety.Post Assessment The class would sum up what we did in today’s lesson by answering the exit cards with a question similar to the one we did in class. St udents must answer the question in details. The teacher will explain to the students that the main point of the lesson today is to recognize that the growth factor may not always be a whole number. By the end of this lesson, students should be able to solve a problem dealing with exponential growth with the growth factor not being a whole number. OPENING 5 Minutes8:00-8:15 Rationale Students will be shown a chart on the smart board and will be asked to find the growth factor and the equation for the table. Since the students are already familiar with exponential growth using whole numbers, I want student’s to see that not all exponential growth would have a whole number as the growth factor. The opening activity is a reflection on the same type of formula they have been working on, the only difference is that the growth factor would not be a whole number.Students would focus on the growth factor and being able to put it into an equation which will support the table. Students will be assessed by using the smart responders. The smart responders will allow the teacher to know the percentage of students who got the correct answer before beginning the lesson. | Materials Smart board, smart responder, pencil, and paper Activity Description When the students first walk into the classroom, they will be asked to grab a smart responder. (The smart responder allows the teacher to see the percentage of how many students got the correct answer).Based off of the results on the smart responder I will have a short discussion of what is the growth factor, the y-intercept, and why important to know those numbers in order to create a formula. The table is as followed†¦ X| 0| 1| 2| 3| Y| 30| 57| 108| 206| Differentiate Instruction One student from each group will get up to get the smart responders for their group and return them when we are done. Students will be able to do this because there is a student in the classroom with a disability; he is in a wheelchair so I do not want him to feel left out in any way.Therefore, each group will have to go through the same procedure. Another differentiate instruction we will do is go over the correct answer into details because there are some students in the class who are inclusion. I do not want to move too fast with the class as a whole so I will continue to review the material and monitor ALL students understanding of the lesson before moving on. What is the growth factor in this table? Possible Student Responses| Possible Teacher Follow-ups| 1. 9| Did everyone get that answer? | No. | What did you get as the growth factor? | At first I got1. then I divided the next two consecutive numbers which is 108/ 57 and I got 1. 894736834, so the growth factor is not the same with each number. | Did anyone else get that? | Yes| Well I’m happy you pointed that out. What is the difference between this table and the previous tables we have been doing these past few weeks? | The growth factor is not the same for every outcome is not the same exact number| What is different about the numbers though? | They are a decimal and not whole numbers. | Ok. Good point. Is 1. 894736 close to 1. 9? | Yes| When you divide 206 and 108, what is your outcome? 1. 907407| Is that close to 1. 9? | Yes| So what could you tell me about this growth factor now? | That the outcomes are very close to each other but they are not the exact same| So imaging if you wanted to round your growth factor to the nearest whole number, put the number 2 into your formula, what are your results? | 30*2= 6060*2= 120120*2= 240| Are your results accurate compared to what we need on our table? | No. | Why is that? | Because when you keep multiplying by 2 instead of 1. 9 the result grows bigger and bigger and it does not match what we need. What do you suggest we do if we wanted to put these numbers into an equation that will have the closest possible outcome? | Round it to 1. 9? | Why 1. 9? | Because what was the first exact ou tcome and when we divined the next consecutive numbers, they are close to 1. 9| Ok great job. So when this happens we will round up to the nearest outcome and in this case it is 1. 9| BODY #1 30 MinutesTime: 8:15- 8:45 Rationale The purpose of this activity is for students’ to have a visual with a story of rabbits reproducing and is able to form an equation with the table given to them.This activity will build on the students’ knowledge of exponential growth and at the same time introducing with fractional growth factors. It is important for students to understand that the growth factor will not always be a whole number and what they should do when they face this problem. This activity develops the learning goal of student’s being able to think about fractional growth factor and why should they round it to the nearest decimal place instead of the whole number. Materials Graphic Calculator, pencil, paper, smart board Activity DescriptionStudents will be sitting i n groups of four. During this activity, student’s will do a think, pair, share for every question asked to them before discussing it with the class as a whole. Think, pair, share is a way for students to actually THINK about their answer and why do they think that will be the correct answer; they should also be taking down notes at this point. PAIR is when they talk amongst their partners and share what they came up with and then compare answers. If anyone answer is different, then they will discuss why are their answers different.SHARE is when the whole class has a discussion about all of the possible answers and come to an agreement and understanding of the correct answer. Students will be assessed while doing think, pair, and share. The teacher would be walking around the class taking notes about the student’s understanding and mentioning anything that stands out or may be confusing about the lesson to the class. This will just be personal notes for the teacher to k now the student understands of the lesson. | The activity will begin with the â€Å"did you know† which will be shown on the smart board.Did you know? In 1859, a small number of rabbits were introduced to Australia by English settlers. The rabbits had no natural predators in Australia, so they reproduced rapidly and became a serious problem, eating grasses intended for sheep and cattle. In the mid-1990s, there were more than 300 million rabbits in Australia. The damage they caused cost Australian agriculture $600 million per year. There have been many attempts to curb Australia’s rabbit population. In 1995, a deadly rabbit disease was deliberately spread, reducing the rabbit population by about half.However, because rabbits are developing immunity to the disease, the effects of this measure may not last. Students will think about the â€Å"did you know† problem and then a table will be shown on the board based off of the problem. If biologists had counted the ra bbits in Australia in the years after they were introduced, they might have collected data like these: Growth of Rabbit Population Time (yr)| Population| 0| 100| 1| 180| 2| 325| 3| 583| 4| 1,050| Students would be asked the following questions followed by a mini class discussion for each question. 1. What is the growth factor?Explain how you found your answer. 2. Assume this growth pattern continued. Write an equation for the rabbit population p for any year n after the rabbits are first counted. Explain what the numbers in your equation represent. 3. How many rabbits will there be after 10 years? How many will there be after 25 years? After 50 years? 4. In how many years will the rabbit population exceed one million? Differentiate Instruction There are some students in this class who are inclusion which mean that they need extra help with understand the concept of the material.There is an inclusion math teacher in the classroom as well but her attention is strictly for those studen ts’. The activity has question and answers so that way everyone in the class could participate in lesson and contribute their understandings. Students will also have to think about the answer on their own at first before working in pairs which will be helpful for the teacher who is walking around to see the students understanding individually. The inclusion student’s will also receive peer help along with teacher sponsoring. What is the growth factor of rabbits reproducing represented by this table?Possible Student Responses| Possible Teacher Follow-ups| 1. 8| Why 1. 8? | Because divided the first two consecutive numbers which is 180/100= 1. 8 so every year the rabbits times itself to 1. 8| So did you get 1. 8 every time you divide the consecutive numbers? | No, when I divided 325 by 180 I got 1. 805555556, when I divided 583 by 325 I got 1. 793846, and when I divided 1,050 by 583, I got 1. 801029. They were all close to 1. 8 so I rounded it up like what we did for the warm up. | Great job, my only question is why did we round it up by 1. 8 and not 2? Because we are dealing with fractional growth factors even though these are decimals. | But what if you didn’t know you was dealing with fractional growth factors and you had to solve this problem, why wouldn’t you round your growth factor up to the nearest whole number? | Because if I rounded my growth factor up to the nearest whole number then the result for the growth amount for populations of rabbits of the next year would not be around the number given. | I don’t really understand what you mean; may you please demonstrate to the class using your calculator? |The student would demonstrate to the class using his/ her calculator Year 1100*2=200not close to 180 Year 2200*2=400not close to 325 Year 3400*2=800not close to 583 Year 4800*2=1600not close to 1050 So why do we round to the nearest appropriate decimal? Possible Student Responses| Possible Teacher Follow-ups| Because if we were to round it to the nearest whole number, then the growth factor will not be close to the next years population rate. | Correct. What is the equation used for this growth factor? | 100(1. 8x)| Why? | Growth factor is 1. 8 and we raise that by time which is x| Ok great job. |CLOSINGTime: 2 minutes Learning Goal(s) Students will build on their knowledge of exponential growth. Students will think about exponential growth with the fractional growth factors and know when it is appropriate to round the number to the nearest decimal place and why. Students will know how to find the fractional exponential growth using the formula P= a (b)x. Review Based off of what we learned today students will be able to draw connections from the previous lessons with exponential growth factors and now know how to find the exponential growth with the growth factor not being a whole number.Students are to state why they are rounding up the number to the nearest decimal (if needed). Students will ha ve to answer the Exit Cards before leaving the class. 1. Why isn’t the growth factor of exponential growth always a whole number? 2. If you were to round up your decimal or fraction to the nearest whole number and put it into the equation P= a(b)x, what will your outcome be and explain why. Students would be assessed on their understanding of today’s lesson and making sure that they meet the learning goals thinking mathematically. | Follow-up ActivitiesStudents will be assigned a homework assignment. 1. In parts of the United States, wolves are being reintroduced to wilderness areas where they had become extinct. Suppose 20 wolves are released in northern Michigan, and the yearly growth factor for this population is expected to be 1. 2. a. Make a table showing the projected number of wolves at the end of each of the first 6 years. b. Write an equation that models the growth of the wolf population. c. How long will it take for the new wolf population to exceed 100? 2. a . The table shows that the elk population in a state forest is growing exponentially.What is the growth factor? Explain. Growth of Elk Population Time (year)| Population| 0| 30| 1| 57| 2| 108| 3| 206| 4| 391| 5| 743| b. Suppose this growth pattern continues. How many elk will there be after 10 years? How many elk will there be after 15 years? c. Write an equation you could use to predict the elk population p for any year n after the elk were first counted. d. In how many years will the population exceed one million? Homework will be checked during the next class meet. ATTACHMENTS â€Å"Growing Growing Growing† book pages 33-36

Elaboration Theory in Learning Psychology Essay

The concept of elaboration theory centers greatly on progressive learning. That is, the steps in learning are built upon each other in a series of increasingly complex steps. In other words, rather than plateau the learning progress, it increases in complexity as time goes on. However, what was learned in the earlier portion of the progression is not discarded. So, the concept of elaboration can be visualized as an upside down pyramid. It starts at a small point and expands. However, the progression is always connected to its origination point. An example of this is as follows: a student is taught basic sentence structure. Then, the basics of sentence structure are expanded into the proper way to devise a paragraph. This later extends further as the students is taught to the create a series of paragraphs that form a coherent essay. An essay can later be expanded into a lengthy research paper. Really, there is no limit to the progression as long as it never deviates from the origination point of proper grammar and structure. Why theorists recommend that learners elaborate as much as possible. Many theorists believe that the elaboration theory provide a cohesive approach to learning. This provides for an increase in retention and overall improvements in learning. How schemas and scripts are often involved in elaboration. The way schemas and scripts work in the realm of elaboration is that they involve the individual’s prior accumulation of knowledge. This can be a help or a hindrance depending upon whether the prior knowledge improves or impedes the facilitation of new knowledge. Why different people may elaborate differently on the same information. Different people may have different strengths and weaknesses. They also may have different goals for learning the material. Since elaboration is a process and not a product, it is understandable that different approaches to present the same material are needed. Why elaboration sometimes leads to the storage of inaccurate information. No system of learning is perfect and elaboration theory is not free of such problems. One possible reason that elaboration theory can lead to inaccurate information is because the progression of learning goes off on tangents. If this occurs, then it may prove difficult to develop a coherent learning paradigm.

Short Story Just A Regular Coffee - 918 Words

Cheyenne Tordsen Exercise 1 Just A Regular Coffee â€Å"Today,† Audrey whispered to herself as she opened the heavy wooden door to Carol Sisters Coffee. The scent of fresh coffee overpowered that of the bouquet she was carrying. The room was darker than usual from the lack of natural light coming in because of the rain, but the hanging lights imitating candles did a fine enough job. Audrey did love this shop because of how homey it was. â€Å"Good morning! Same order as usual, Audrey?† the barista asked from way over at the counter, rocking one headphone in and one headphone out so she could still hear the door ring. Audrey nodded. Audrey Robinson was a creature of habit. She routinely wore very similar knitted sweaters—neutral colors so she†¦show more content†¦Ã¢â‚¬Å"I brought you some flowers because I heard you complaining that you didn’t have enough to paint back at home.† Virginia looked up and smiled. â€Å"Why thank you. I haven’t gotten many flowers si nce Tom died.† â€Å"I hope you like them. I didn’t know what kinds you liked. I just noticed you wear a lot of colors so I went with—† â€Å"I don’t believe in favorite colors; it’s so rude to pick just one. That’s why my favorite color is the rainbow,† Virginia said. â€Å"Right, well, I don’t want to distract you from your work†¦Ã¢â‚¬  â€Å"Stay seated, dear.† Virginia took a sip of her tea. â€Å"It’s not as if I have anywhere to go.† After bombarding Virginia with repeated â€Å"are you sure’s,† Audrey decided to stay put. â€Å"It’s been a while since we talked,† Virginia said. â€Å"You always look so focused on your painting. I would hate to take you away from that.† â€Å"You sound like my daughter.† â€Å"Oh, you have a daughter?† Audrey asked. â€Å"Only one,† she responded. â€Å"Her name is Lily.† â€Å"Well, it’s good I gave you some lilies then.† â€Å"They’re lovely. 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Biblical Philosophy Of Education That Is Built Around My...

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Slavery and Abolition Essay - 1589 Words

The term slave is defined as a person held in servitude as the chattel of another, or one that is completely passive to a dominating influence. The most well known cases of slavery occurred during the settling of the United States of America. From 1619 until July 1st 1928 slavery was allowed within our country. Slavery abolitionists attempted to end slavery, which at some point; they were successful at doing so. This paper will take the reader a lot of different directions, it will look at slavery in a legal aspect along the lines of the constitution and the thirteenth amendment, and it will also discuss how abolitionists tried to end slavery. This paper will also discuss how slaves were being taken away from their families and how their†¦show more content†¦The stories always started out with them being with their families and then they got split up because they were sold into slavery. By the late 1850s, many abolitionists attacked slavery because it enforced dependence upo n slaves, not for the poor conditions the slaves lived in. Security was the most important consideration of slave ownership because slaves represented a highly valuable but risky asset. Maintaining extended families with young children and elders suppressed the likelihood of runaways. Breaking up families, in contrast, encouraged runaways (Thornton, Yanochik, and Ewing, 2009). Thornton, Yanochik, and Ewing mentioned that the desire to minimize security costs and the losses resulting from runaways gave owners an incentive to encourage strong family ties and to avoid breaking up the family units under their ownership and control. A strong family unit not facing the threat of family members are sold would be more content and less likely to run away (Thornton, Yanochik, and Ewing, 2009). According to the three writers above, slaves who were sold away from their families exhibited a pronounced propensity to run away from their new owners. Finding themselves on a new plantation with no friends and relatives, they naturally thought about running away to reunite themselves with their friends and family (Thornton,Show MoreRelatedSlavery And Abolition Of Slavery1158 Words   |  5 PagesIn order to talk about the abolition of slavery it is necessary to know the meaning of slavery and abolition. According to Dictionary.com the word â€Å"Slave means: a person entirely under the domination of some influence or person and abolition means: â€Å"the legal prohibition and ending of slavery, especially of slavery of blacks in the U.S.† Now that both words were defined we can begin. â€Å"It is said that the first African slaves were brought to the United States near the English Colony back in 1619 toRead MoreSlavery And The Abolition Of Slavery1166 Words   |  5 Pag esmain issue of controversy that contributed to the split of the Union: slavery. Lincoln explicitly expressed that slavery should be abolished for several reasons, recognizing the practice as an extreme violation of human rights and American republicanism. Despite his advocacy for abolishment, Lincoln’s politics on racial justice were still problematic. While Abraham Lincoln recognizes basic human rights, and advocates that slavery is an obvious violation of these basic principles, I argue and characterizeRead MoreThe Abolition of Slavery in Brazil1102 Words   |  5 PagesThe Abolition of Slavery in Brazil, 13 May 1888 Next year sees the 120th anniversary of the abolition of slavery in Brazil. Some contemporary writers saw the period as an horrific maltreatment of our fellow human beings while others saw through this and viewed the patriarchal and familial advantages that society, especially slaves received. Whichever way one sees it, the period before its abolition saw a huge boost in Brazil’s economy, mainly down to its vast manpower – 37% of all African slavesRead MoreSlavery, Abolition and the South2526 Words   |  10 PagesESSAY QUESTION #3 – How did slavery impact the economic and political development of the southern colonies and later the southern states? What were conditions like for slaves in the southern U.S.? Prior to the use of slavery in the southern colonies they were experiencing a shrinking workforce, because their laborers were mainly indentured servants. Indentured servitude was a form of debt bondage for white and black contract laborers who were obligated to serve a master for a number of years, andRead MoreThe Rights Of The Abolition Of Slavery Essay1285 Words   |  6 Pagesthe right to vote regardless of race, color or previous condition of servitude, many people living in the country were still denied the right to vote. Of course, the motivation behind the passing of this amendment came in conjunction with the abolition of slavery. It was meant to another major step towards equality across the board (which is ironic because it still excludes women from behind able to cast their vote). Beyond this, the amendment still didn’t protect many of the minorities that it wasRead MoreAmerica s Abolition Of Slavery976 Words   |  4 PagesEsteban Gonzalez Professor Dermody U.S. History November 16, 2014 America’s Abolition of Slavery â€Å"Every man has a property in his own person. This nobody has a right to but himself,†- John Locke. Those who are born into America today are farther and farther removed from a dark chapter in U.S. History. In America, the second you are born you have the unalienable rights to life, liberty, and the pursuit of happiness. This wasn’t always the case. The enslaving of African American’s was a way of lifeRead MoreThe Abolition Of American Slavery Essay1497 Words   |  6 PagesThe abolishment of American slavery may have freed slaves from physical chains, but the black community has suffered from various ailments for all of American history. Following the Civil War, economic inequality and systemic racism presented overwhelming disadvantages to colored communities. Many people of multiracial ancestry were presented with the unique opportunity of racial passing, or the â€Å"deception that enables a person to adopt certain roles or identities from which he wo uld be barred byRead MoreAbolition Of Slavery DBQ Essay1226 Words   |  5 Pagesï » ¿Abolition of Slavery DBQ Essay Slavery in the United States first started in 1619, when African slaves were transported to Jamestown, a settlement in the colony in Virginia. These slaves were brought to the United States primarily to help with the making of crops, especially tobacco. The practice of slavery remained present throughout the seventeenth and eighteenth centuries in other colonies of the United States, which helped build and strengthen the American economy as a whole. In 1793, theRead MoreFrederick Douglass And The Abolition Of Slavery1713 Words   |  7 Pagesor resistance, against the institution of slavery. They rebelled against their positions in a variety of ways--sometimes small, subtle acts; other times very obvious and direct implications. Frederick Douglass resisted slavery by understanding the fundamentals of it, standing up for himself, and formulating an escape. James Oakes argues the direct resistance displayed by slaves, like running away, was significant and necessary to the abolition of slavery as a whole. Oakes understood slave resistanceRead MoreAmerica s Abolition Of Slavery863 Words   |  4 Pagesand tobacco to Europe and American. It is difficult for Cuban slave owners to give up the use of slaves, since slavery was the economic foundation for the farming and mining industry. Therefore, until 1880’s, Cuba achieved the total abolition of slavery. Although there was a strong link between slavery and profitability, as the economic and social conditions change overtime, the slavery, began to create a set of insoluble contradictions that made it irrational and dangerous for the exploiting class

South Country- Kenneth Slessor Poem Analysis free essay sample

In the poem ‘South Country’ Kenneth Slessor adopts a cynical view of the Australian landscape through a series of imagery, with a judgemental tone. He takes the reader on a journey from the bushy bushland to the harsh desert. In stanza 1, he suggests their departure from the city with â€Å"after the whey faced anonymity†, metaphorically referring to the idea of a crowded city of white people, undiluted and without any other races and colours mixed into the scene, perhaps signifying his sympathy towards the indigenous Australian’s cultural exorcism from the Australian civilised society during the 19th century. This ideology is further emphasised with â€Å"after the rubbing and the hit of brush†, which physically refers to decrease in vegetation, and metaphorically refers to the diminishing conflict between the Aboriginal and civilised Australian races. Stanza 2 sees the continuation of the extended metaphor in â€Å"argument of trees were done† indicating a change in scenery, from a bushy landscape, to a terrain of â€Å"gliding planes. We will write a custom essay sample on South Country- Kenneth Slessor Poem Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † However, there is also a second meaning, alluding to the end of plagued black-white relations in the urban life of Australia. This idea is further emphasised â€Å"The doubts and quarrelling, the plots and pains. † Slessor indicates this rivalry between the two races do not exist in the outback of Australia through â€Å"All ended by these clear and gliding planes. † Slessors distaste to the dissension is evident in the simile â€Å"Like an abrupt solution,† suggesting a quick resolution of the inequality in the outback. Past the farms and the cultivated landscape, lies the desert, which Slessor conveys with bleak imagery â€Å"The monstrous continent of air floats back†, implying humankinds quarrels are pathetic compared to the toxic desert environment. The â€Å"rotting sunlight and the black // bruised flesh† further emphasises the harsh treatment of the aboriginals. The journey through the landscape continues throughout the poem, â€Å"Dwindled hills are small and bare†, indicating they have travelled such a large distance the mountains are barely in sight. The hills also represent the conflict amongst humankind, which he later describes as â€Å"rebellious buried, pitiful. † The next line â€Å"pushed up a knob of skull† alludes to the landscape as if it were a graveyard, haunted by the people buried under the harsh desert terrain. Overall, Slessor has the reader go along both a physical and metaphysical journey through the outback Australia. He reminds us that the quarrels and conflicts between the Indigenous Australians and White Australians are lost and forgotten in the merciless climates of the South Country.

The Road To Freedom free essay sample

Having been born in Communist Poland, I have come to infinitely value my freedom and opportunities in America although attaining them was neither easy nor without pain. When I was seven years old, my parents made a brave decision. They risked never seeing the things and people that were dear to their hearts their families, their friends, and their home so that I could have a chance for a future. Many times the journey to freedom almost crushed both our hearts and souls in its mighty grip, yet the three of us never gave up. At times all we had to eat was some bread and a small jar of jam which we bought with the few pennies that I had earned catering to an old, overweight man who petrified me. Yet the fear of starvation scared me more. We even risked our lives on a false route to freedom; we would, in all likelihood, have died had not the Yugoslavian border police caught us. We will write a custom essay sample on The Road To Freedom or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Later we learned that only two people had ever made it by that false route. Eventually, through our persistence and the strength of our iron-clad hearts, we gained political asylum and our freedom here in the United States. We never gave up, and now our dreams are partially realized. My mother is attending the New England College of Optometry where her success is twice that of most students half her age, and my father is a very successful physical therapist. Now, with that same determination and iron-clad heart, I want to use every bit of the freedom and opportunity that my parents so nobly won for me.