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Severus Snape and the Anubis Archetype: Smoke and Mirrors. Submitted by: Clunycat. Severus Snape and the Anubis Archetype: Smoke and Mirrors By Clunycat. Before you read this essay, I want to issue a general warning. I laughed when Severus Snape zinged Hermione about her teeth.
Now you know where my loyalties lie. That said, this writer is the pigman essay questions, not about to pass judgement on a character without analyzing his motivation, actions and attributes in the context of his archetype; I can be ruthless in my dissection. Severus Snape has been the subject of various discussions in the Leaky Lounge forums that go nowhere and answer nothing. Questions about his loyalty, his motives, his morality, his actions and essays on nosocomial infections his role in the Potter Saga whirl about like debris in a tornado of confusion. Even threads set up to the pigman, discuss other characters and events slither irresistibly into Snape territory. What is it about Severus Snape that fascinates? Why do we spend so much time analyzing his every move, trying to see past the smoke and mirrors into the heart of the man? How did an pr dissertations, unlovely secondary character manage to hijack a story that belonged to Harry Potter? The simple answer is that it is in the nature of the man to fascinate, to captivate and to imprison. His ilk has been doing the same thing for a very long time.
Over the course of history he has played his part in various pantheons and cultures, but he is older than any his fellow deities, for essay, he is Death. Both Bolen's and essays Schmidt's descriptions are somewhat limited: Anubis adds a whole new dimension of the pigman magic and mystery. Puritans And Quakers Essay? To the best of my knowledge, the only other writer who uses the term Anubis archetype is Terence DuQuesne in his work Jackal at the Shaman's Gate . The Pigman Essay Questions? His goal was to show the role of Anubis in Egyptian religion; however, the theme can be expanded to create a new view of what Bolen calls the Hades archetype, 1 and Schmidt refers to as the Recluse/Warlock character. 2 The Anubis archetype emerged from an intensive study of underworld gods and death deities present in the mythology of many cultures. This Grim Reaper stereotype is the letter for resume of mba scaffold on questions which a character like Severus Snape may be assembled; however, Snape not only embodies the archetype, he actually serves as a personification of death in the Potterverse. It then follows that understanding the model of the death gods and analyzing their purpose in mythology could be the guide to an understanding an dialogue form, ambiguous character like Severus Snape. Overview of the Archetype. By Anubis they understand the horizontal circle, which divides the invisible, to which they give the name Isis; and this circle equally touches upon the confines of both light and darkness. Anubis is the jackal-headed god of the underworld in Egyptian mythology. He acts as protector of the the pigman questions dead; he pre-dates Orisis as ruler of the Land of the Dead, judge of the essay is blessing heart, and guide to souls.
His invention of mummification paved the way for souls to be reborn in the afterlife. A stern, pitiless god, robed in black, he is also the personification of essay death in the Egyptian mind. 3 He is Anpu, he who opens the puritans and quakers essay doors to the North, and it is this function that ties him to the precursor god Anup, who is the pigman essay, a form of the Chaos god Set. And Quakers Essay? 4 It is this writer's belief that Anubis, like Sobek (who has similar heritage), may have been a more socially and politically acceptable form of Set in the post-Osiris climate of Egypt. In the essay questions world of the living, Anubis is patron of mummification, potions, medicine and surgery, and aspects of divination. He is hery sechta , meaning Guardian of the Mysteries, a title he shared with Thoth, god of Wisdom and ur hekau , Mighty of Magic, a name shared with Isis.
A powerful force in the afterlife where he is a guide to the deceased and examiner of the soul, Anubis is more reserved in the living realm, an essay, unwelcome visitor in the form of death. In a character, the the pigman Anubis archetype manifests itself in certain characteristics. Many of pr dissertations these are magical aspects; however, they may be represented in a non-fantasy oriented approach. All the the pigman essay characteristics mentioned come from mythology; not only from that of Anubis, but from a list of death deities, lords of the underworld, otherworld gods, death personifications and death angels researched to present the clearest picture of what this character would look like. For interested parties the list with links and essay resources is the pigman essay questions, available, but the compilation is fashion, beyond the scope of essay questions this essay. I would also encourage any reader who wishes to delve deeply into this archetype to read Gods in Everyman , by Jean Shinoda Bolen. Dialogue In Essay Form? Her Hades archetype provided much of the psychological scaffolding of the section that unfolds below. 5. From the essay beginning, the Anubis archetype is intensely introverted. He is depletion of ozone, usually out of step with society's expectations, a loner, whose perceptions of essay questions reality are distorted by the subjective way he views the world.
As a child there is something that marks him as different. He cries often and reacts unexpectedly. He may have a history of injury at birth, or an and quakers essay, unusual birth; something that has been speculated to be involved in essay questions, persons with Asperger's syndrome. 6 This archetype may be over-represented in fashion, that group, as even Bolen asserts in her topic the Hades Archetype , that there is something autistic about the child who fits her profile of the the pigman essay Greek God of the Underworld. Layer Essay? He is often highly intelligent, and over-sensitive. He does not act the way a child is expected to act, and this predisposes him to real torment at the hands of his peers. There may be a sense that he is an old soul in a young body. He is imaginative and plays well by himself. Even at an early age he seems independent and questions prefers to be alone. He soon finds his inner world to be a refuge especially if his odd behavior earns him ridicule and abuse at the hands of his peers. He does not start out fashion pr dissertations, as reclusive or aloof, but will become so with age.
He learns to avoid pain by cutting off his emotions, which he never fully recognized in the first place, as emotions to him are visceral sensations and occasionally produce visual hallucinations that may frighten him. He may not learn to the pigman essay, equate the sensations with the corresponding emotion in himself and as he ages this problem contributes to a lack of empathy. He learns, as a matter of self-preservation, The Rules that society expects him to follow, and he is an adept shape-shifter. He is also likely to hold everyone else around him to these rules. He does not understand social context, and departures from the norm jeopardize his stability, and threaten him with the on nosocomial infections unknown. Even if he adapts well he will never be at ease in social settings. He is less able to succeed in fields where a good old boy network prevails. However, he excels in situations where he can emerge from the shadows to provide an ingenious solution or work a miracle cure. He may gravitate to careers that give him this advantage: medicine, mathematics, engineering, and questions psychology. From a fantasy standpoint expect this character to have magic that is significantly different from his supporting cast. His magic will be twilight magic, mostly dark, but not entirely so; he should be able and willing to communicate with the dead like Anubis.
Virtually every death god or underworld deity is infections, involved in the traffic of souls, both in and out of the underworld. Some, like Odin, actually practice necromancy. 7 Others, like Hades and Hecate, facilitate it. 8 Anubis is the ultimate facilitator of contact with the underworld through his service of mummification, which leaves behind the the pigman essay questions Ka , a mirror image of the deceased which can receive offerings from the family, including gifts of food and drink. Anubis takes his role of messenger for the dead very seriously.
In Pyramid text the face and throat of the deceased must first take on the appearance of Anubis before approaching the of ozone layer essay board of the pigman judges. It is clear that Anubis speaks for the dead. 9 The whole book is about what he does for essay on ignorance, the dead. It also describes in detail a rite in which Anubis is invoked by a magician wishing to consult the dead. He should be at home with the malevolent contingent of the faery like Gwyn ap Nudd. He should be able and willing to kill like Set, Sammael and Thanatos. He might deal in dreams like Hades, and usually has a mantic quality about him like Odin. He is often regarded as powerful, but may be the most reluctant to join in the pigman essay questions, a fight for either side like Manawyddan and Mider. He also might be a shaman, able to depletion essay, effect magic elsewhere while in a trance; he usually finds ways to get information via spies or shamanistic animal forms like Odin who prowled the skies as a raven, or Tezcatlipoca stalking through the night as a massive jaguar.
Paradoxically, this dark wizard has the ability to heal. This quality is somewhat disturbing to anyone who sees Dark Magic as devoid of any benefit. This was never so in mythology pertaining to magic, particularly in Ancient Egypt. Questions? In fact, by looking at which god was invoked in the case of illness or demon possession, it is possible to extrapolate just how serious the problem was. 10 Gods like Set, Anubis and Sobek were called on for the most dangerous assignments. As gods with an ambivalent quality, they were at home among the forces of evil, and were therefore most equipped to deal with them. Anubis was often invoked as a healer as he had charge of the spirits that were held responsible. Dangerous ghosts, called Bau , posed great threat to the living, but they were subject to a reprimand by their chief, Anubis. 11 Odin is also a healer of men and animals. He heals with charms and song; moreover, he knows the spells to be sung behind his shield to place a magical barrier of protection around his warriors. 12 Gods of death, dark magicians all, are powerful healers.
Not just by virtue of the plants and potions they know, but also by their intrinsic understanding of essay on ignorance disease and forces of chaos. They are marvelous at it. I've lost count of how many people tell me that Snape can't be a dark wizard because he can heal. Being dark has given him the knowledge he needs to deal with Dark Magic. He did it. He knows how it works. Ergo, he can fix it. The Pigman? All gods of death were ambivalent for the most part, and this character should share that quality. Neither good nor evil, he inhabits the fashion shadows, a man of the pigman essay masks and mirrors and as elusive as smoke. From a non-fantasy viewpoint this character is cunning and logical but also possessed of intuition.
He is usually quiet, always lurking in the background, suddenly emerging as a major force in the plot when least expected. He may be the man who is almost draconian in his insistence on pr dissertations order and essay law, but quite willing to bend the rules if it suits him. He is essay, inventive, thoughtful and wary. He does not volunteer knowledge unless he is certain that his is the right course, and the pigman essay questions if rejected he may become hostile and withdrawn. He is usually at odds with the supporting cast, believing, with some justification, that they are all at odds with him.
He has few friends, if he has them at all, but he is often intensely loyal to those who are loyal to him. His low capacity for empathy means that he will have difficulty in determining who he can trust, so even his deepest friendships retain some degree of suspicion on his part. In romantic relationships he strikes out. He builds his faA§ade around what he believes are social standards, and dating turns that upside down. Essays? But when he loves, he loves with violent intensity. Almost every Underworld god abducted and/or raped his consort. Typically, this character must be in control of every aspect. The Pigman Questions? He likes to depletion, dominate and intimidate; and sadly, this tends to carry over into questions his love life. Essay On Ignorance? Even if he finds someone who loves him he is likely to remain distant emotionally, emerging as a passionate lover when his partner threatens to leave, then sinking back into his dark underworld once the relationship has been patched. His interaction with children is difficult to the pigman, predict.
From Celtic mythology, Underworld and Otherworld gods like Mannanon mac Lyr adopted children to raise as heroes, as did the Gaelic god Mider. 13 Egyptian gods like Set and Sobek attempted to kill the infant Horus, yet Set is moved to indict himself when a disguised Isis tells him a tale of woe concerning her son, 14 and Sobek assists Horus when the boy is grown. 15 Gods of death were regarded in most cultures as infertile, and the children attributed to fashion, them, like Hecate, daughter of Hades, were sired by other gods. 16 One common thread in most hero stories is a trip to the underworld, usually to get some vital weapon needed in the quest. In this function, the Lord of the Dead acts as a teacher or a judge, either to prepare the young candidate, or to assess his worthiness. His lessons are hard, his methods harsh and frightening. But they are effective in strengthening the hero or heroine; a trial, if you will, that prepares the youth for battling ultimate evil. The challenge for an Anubis archetype is to learn empathy for others but to remain true to himself.
He needs to essay questions, develop his masks for participation in society, but he desperately needs to find either a consort, or a part of himself that can act as psychopomp for others, initiating them into his life in a less forceful way than abduction. Fashion Pr Dissertations? The walls that protect him may never come down, but he can learn to lower the drawbridge now and then. Often the only thing that drives him to breach the the pigman wall is intense emotional need, such as depression, or loneliness. It should be noted that Hades only left his underworld twice: to abduct a consort and to be healed from for resume freshers, a wound that only Paean of Olympus could treat. 17 In the same way, the character with the essay same archetype will emerge emotionally only if love stirs him, or if the pain of wounds that he cannot heal causes him to seek help. More than an Archetype: Icon of Death. Alone of gods Death has no love for gifts, Libation helps you not, nor sacrifice.
He has no altar, and hears no hymns; From him alone persuasion stands apart. When it comes to Severus Snape, archetype alone is on nosocomial infections, not enough to define him. The Pigman Essay? He is more that simply a man with the characteristics of a death-oriented archetype; he is the fashion pr dissertations icon of the pigman essay death in the Potterverse. J. Fashion Pr Dissertations? K. Rowling goes to some lengths to paint him in the colors of death. He is a tall, thin man, with a gaunt face, stringy black hair (I'll come back to the oil), pale, and sallow. The Pigman Essay Questions? He has dark eyes, presumably a very dark gray that appears black, but more importantly his eyes have a special ability to look straight through you.
Unlike Dumbledore' eyes, which have the same properties, Snape's gaze leaves his victim with a deep sense of uneasiness. He wears black robes that are both light and loose, so that when he moves they billow behind him-his own dark wings. He has the unhappy habit of appearing suddenly, descending on dialogue in essay his victims with a vice-like grip, and essay prefers to administer punishment in the comfort of on nosocomial his dungeon. He lives in the Underworld of Hogwarts, where it is so cold in the winter that students huddle around their magical Bunsen burners for warmth. He is unaffected by the chill, preferring not to light a warming fire in the pigman essay questions, his lair. His office is filled with specimen jars; all filled with pickled animals, which he presumably accumulates over each summer. These act as a metaphor for his secrets and his emotions, which have been pickled, degraded and compartmentalized, like so many prisoners in the dark fortress of infections his mind. He has a soft, silky voice that changes to a cat's hiss when he is threatened. We associated him in the past with Potions, the Dark Arts, and spying, and since Harry Potter and the Half Blood Prince , we have added murderer and healer to the pigman questions, the list. Ironic, isn't it? And a perfectly acceptable paradox for pr dissertations, Death.
Severus Snape is often a judge of other characters; and he is often correct, if unkind, in the pigman, his verdicts. Like most Gods of Death he is unfair. His punishments are often cruel and unusual, and and quakers ideally suited not to the crime, but to the perpetrator. He has great regard for the rules and enforces them on others, but adheres to the pigman essay, his own rules when it comes to his protected people, the Slytherin students. We know that he is an avid fan of his House Quidditch team, which is interesting, because this obscure facet of Death Lords gets overlooked if we stop with the Greeks and Egyptians.
Crossing over to Mayan and Aztec myth we find the Ball Game. This little brother to of ozone layer essay, war was a favorite pastime for the Mayan God Ah Puch and his denizens. The Pigman Questions? 18 Even war is dialogue in essay, a game of the gods, and as the Lords of essay questions Death are assured a take, they are avid fans. And they cheat abominably. This is where Odin gets his reputation as an oath-breaker, waerloge , warlock. 19. Severus Snape possesses magic that we associate with the gods of death. He is said to have been a master at hexing, a quality that most Death Gods are noted for.
Many are invoked in the most deadly of curses; some are so dangerous that their names are avoided. Gods like Hades have numerous names, so that the speaker could avoid the danger of saying their true name. 20 Severus Snape also appears to have been a genius at potions, something for which the god Anubis was famed. He was called the Prince of Poison, and his great accomplishment was finding the magic that would enable the body to defy decomposition. 21 He is also invoked in love magic, particularly the charms that accompany the love potions.
22 Other deities, like Hecate, are associated with witchcraft and with poisons and potions. 23 One Potion that will forever be associated with Snape is the Draught of pr dissertations Living Death, in particular the ingredients mentioned in Harry Potter and essay the Sorcerer's Stone , Asphodel and Wormwood. Asphodel is on ignorance, sacred to Hades, and the pigman essay is both food for the dead, and protection for a particular brand of shaman that operate in Corsica. These dream-hunters harvest souls by night and function as death personified for their people; but they also fight each other for the protection of their villages, and when they go to war, they carry wands of Asphodel. Essay? 24 Wormwood has long been regarded as toxic in itself, and has association with the entry of evil into the world. It is said to be the plant that sprang up in the serpent's wake as it left the the pigman essay Garden of Eden 25 as protection against the return of the snake. Snakes don't like wormwood, and will not enter a garden where wormwood is grown.
In addition, you should never plant wormwood too close to other plants, as it is fashion, detrimental to their growth. Wormwood, it seems, is as much of a loner as the man we have come to associate it with. Even the fictitious Sopophorous Bean has associations with the dead. Beans have long been regarded as magical, and in some cultures the humble bean seed is an actual soul of the deceased. The Pigman? 26. Severus Snape is the only person, besides Dumbledore and fashion now Harry, to have heard the Prophecy.
While this doesn't entirely qualify as divination in Trelawney's book, it does place Snape in a position that Odin was in, both as God of Wisdom and God of the Dead. It is fitting, that Dumbledore and Snape, wisdom and death, respectively, heard Trelawney, and it is questions, also equally fitting that Dumbledore, as wisdom, should hear the whole thing, while Snape, death, only has understanding of a fragment of the entire mystery. Placing Snape at the scene of the initial prophecy does give him a connection to divination; something that nearly every death god has in his magical arsenal. Odin practiced Seidr , 27 a form of prophecy, he sought seers to essays, give him direction, and like Hades, it is Odin who finds a way to talk with dead men. 28.
Severus Snape is never accused of sending nightmares or directed dreams; but at least Harry did pick up a connection between the hated Occlumency lessons, Snape, and the pigman the dreams. It should be noted that when Harry has to find answers to puritans, his dreams he is forced to turn to Snape. Hades, the Lord of the Dead, sent dreams to questions, advise and to torment men. Of Ozone Essay? 29 His death messenger, Thanatos, is the pigman questions, brother to Hypnos (Sleep). 30 Gods like Anubis were consulted in matters of divination by means of a trance, 31 or in Greco-Roman times, by being blindfolded with black cloth. While Harry would never admit to puritans, having a trace of Seer blood in his family, and my instinct says that Snape would be loathe to admit it also, both possess the same uncanny ability to detect when things are not as they should be. Harry dreams. Snape interprets.
In this way they act as the sick and the healer; for directed dreaming was a part of ancient medicine for Egyptians and Greeks. For those who have read the Osiris essay, it comes as no surprise that Osiris took over as Lord of the Dead when the political climate shifted in favor of a kinder, gentler judge in the afterlife. Anubis was first, and it was his knowledge and the pigman essay questions protection that enabled Osiris to succeed him. Likewise, Snape's teaching, however unpleasant, may give Harry the protection he needs when he must face ultimate evil. Dreams, if tempered by Occlumency, might provide Harry with a crucial window into Voldemort's mind. Additionally, for those of you tempted to infections, make the quick connection with big black dog and mirrors that might have gone through the veil, allow me to squelch that idea right now. There is another jackal beyond the Shaman's gate that is a facilitator of a certain phoenix, and it's not Anubis. The Pigman? 32. Now we come to the identifying feature of a god of death. He must be able and willing to kill.
Severus Snape had proved beyond a doubt that he is capable of killing. As early as Harry Potter and the Prisoner of Azkaban he asserted that he could, and in Harry Potter and the Half Blood Prince , he delivers. The gods of death are predators, and their game is the souls of is blessing men. They are equipped with death-dealing weapons for this purpose; knives, swords, double-edge axes, etc. They have a penchant for selecting cutting implements; it is perhaps not coincidence that Snape has a separate killing weapon from questions, Avada Kedavra ; the spell of his own creation, Sectumsempra . There are two other weapons wielded by death entities worth mentioning in essay, regards to Severus Snape. Hades carried a death-dealing staff that he used to cut open the earth whenever he needed to return to the Underworld.
It was listed, along with his invisibility cap, as a weapon of the God of the Dead. 33 While we have yet to see Severus Snape dissolve into thin air, he does seem to the pigman questions, appear out of nowhere on many occasions. Harry has to use a cloak. Is it perhaps possible that Snape, like Dumbledore, is in essay, capable of invisibility without one? The second unusual weapon associated with a death entity gave the god his name: Tezcatlipoca . The Pigman Essay Questions? It means, smoking mirror. 34 This weapon he carried in the center of his forehead, the same location one expects to find a uraeus of puritans and quakers essay Egypt.
35 Both devices signify royalty: princehood, and priesthood. Essay Questions? The placement is on nosocomial, not arbitrary. It is the location associated with the third eye, a site that was once referred to as the seat of the essay soul. It is often regarded as special intuition, and a source of magical power. In the case of Tezcatlipoca it was a window to the ugly truth about fashion pr dissertations yourself. All obsidian scrying mirrors used by the Aztecs are a reflection of Tezcatlipoca's mirror. This mirror strips away false pretensions, and destroys the mask of good intentions. Looking into essay questions the fiery mirror was looking into your own soul, to see the darkness, the infections evil and all the illusions that the victim might harbor. One look in Tezcatlipoca's mirror sent King Quetzalcoatl into exile because he could not face his shadow. 36 Anubis is often regarded as a shadow of Thoth. 37 He is seldom shown with the uraeus , the fiery serpent and symbol of kingship, himself, but it is said that Anubis used the uraeus to kill the questions pharaoh when his time came.
38 We see evidence of Snape's smoking mirror whenever he deals with Harry's grand illusion of his father. Snape tears away at this faA§ade in of ozone, a way that no other character would dare. And Harry, who distrusts Snape so intensely, seems to the pigman, know that Snape is always truthful when it comes to pr dissertations, James Potter. Like Anubis with the questions uraeus, Snape represents the destruction of what we hold dear, which is essay on ignorance is blessing, often the very things that serve as fetters to our potential. Every attack on Harry's exalted idea of questions his father serves as a beacon that Harry must heed. And Quakers? He is not his father, and he must let go of that desire to make his parent proud if he is ever to essay, discover his own way.
Earlier, I said I would come back to the oil. It is too easy to simply assume that the oil that coats Severus Snape's long black hair is only a reflection of his slippery nature. It happens to be a trait associated with Anubis in depletion layer, his role as embalmer. Additionally, oil has historical use as a symbol of essay empowerment and dedication. People may be anointed to essays, show to whom they belong, setting them aside for a particular purpose. Oil also has powerful protective functions, which makes it logical that it would be used in healing. It's just a different way to look at essay questions, a surface quality of cover for resume of mba freshers Severus Snape that goes beyond a simple problem of questions personal hygiene. Is the oil a symbol of his consecration to a specific task: the role of a sacred executioner? There is a term for and quakers, such a man: pharmakos . 39 The term means medicine and the pigman magic and is used to describe a man who murders the innocent sacrifice on the behalf of his people to appease a higher good. He is not innocent of his crime. In killing he disregards all moral codes, assuming the mantle of evil.
But he does it knowing what he does. It is his sacrifice. He is essays, hated and essay feared for what he represents. Is Blessing? He is the shadow of the the pigman darkness in the hearts of man, the dark side of the god who demanded blood. Above all, Death is essays on nosocomial, often seen as the shadow we all fear, because it is the ultimate truth. It is our own mortality. As the shadow it is the reflection of the pigman ourselves that blocks the light. Only by for resume of mba, embracing it, and stepping into that which most frightens us, can we dispel the darkness by letting in a little more light. This is a Jungian concept, and one that I think has some bearing on what Harry needs to do about his Snape problem. Harry is at great risk of the pigman essay questions ignoring his quest to destroy Voldemort because he will focus on letter for resume of mba his nemesis, Severus Snape. I imagine he will have to deal with Snape long before he must deal with the Dark Lord, and that the outcome of that confrontation will hold the key to harnessing Harry's raw courage into calculated strength.
The Lodestone: Navigating the Water of Speculation. There is a mill which grinds by questions, itself, swings of itself, and scatters the dust a hundred versts away. And there is a golden pole with a golden cage on top which is also the nail of the north. And there is a very wise tomcat which climbs up and down the pole. When he climbs down he sings songs; and when he climbs up he tells tales. Uncovering all this information about the archetype and depletion essay the icon of death may just be interesting, but let's take it a step further. Assuming that 1) Severus Snape is an Anubis archetype and 2) He is the personification of death in the Potterverse, the knowledge gleaned from close inspection of those respective ideas acts as a lodestone for Snape speculation. The use of the word lodestone is not arbitrary. The gates of Hades are made of adamantine, 40 a term that refers to both diamond and lodestone.
In addition, Death is a god of the Northern sky, particularly the Great Bear constellation, and it is no coincidence that when Anubis opens the gates to the north, the north shaft of the the pigman essay King's chamber in the Great Pyramid was designed to point to the then north star, Thuban , of the constellation Draco. Cover Freshers? 41 Even Polaris, the current star, has the the pigman questions telling name of Cynosure , tail of the is blessing dog. An old name for Polaris is the Jackal of Set. The Arabs tell a legend of the North Star as the outcast, a murderer, condemned to stand in one place while the other stars orbit him in an eternal hunt for vengeance. 42 In the essay questions far north the star is called the North Nail, and seems to be central to the idea of the cosmic mill. 43 It is the point on which all things hinge, the on ignorance axis of the two great millstones of the sky and questions the earth, with the grist as the Milky Way. It's no coincidence that Severus Snape lives in the shadow of an old mill with a miniature Styx in infections, his back yard, and if his death connections go deeper than the surface then we can use them as guide to answering the questions that swirl around the character of Severus Snape. It was my intention to answer nine questions about Snape using the the pigman lodestone, a number sacred to the death gods, as they have the idea of birth and rebirth ingrained in their natures. Pr Dissertations? Nine, of the pigman questions course, corresponds to nine months of gestation.
44 Is it any wonder that Anubis and Set both were protectors of pregnant women, 45 most particularly those at essay on ignorance is blessing, risk of miscarriage, that Sobek was a midwife, 46 that Mictlanteculhtli presided over every stage of birth including conception, 47 and the pigman questions that Tezcatlipoca was directly responsible for a statement like You look just like your father? 48 Every aspect of the mummification ritual mimics what is done for a newborn child, including a symbolic cutting of the umbilical cord. But it became abundantly clear to me that if I were to try to answer all nine in fullness, this essay would run fifty pages or more. As much as I would love to write an additional fifty pages on Severus Snape, I'm not sure everyone would want to wade through it. So, I leave the rest up to you. Essay? Use the lodestone yourself. As illustrated, even simple things like a black river and an old mill make sense when you dig a little deeper than the crust.
Or if you like, submit your own nine questions. I will be delighted to answer them in all the detail they deserve. But don't forget where my loyalties lie. 1. The Pigman? Bolen, Jean Shinoda, M.D. Gods in Everyman . New York: Harper Row, 1989. Form? p.98. 2. Schmidt, Victoria Lynn. Essay? 45 Master Characters . Cincinnati: Writer's Digest, 2001. pp.113-121. 3. Seawright, Caroline. Anubis.
The Keep . 8 October 2001. Letter For Resume? Kunoichi. 30 April 2006. http://www.thekeep.org/ 4. Massey, Gerald. The Sign Language of Astronomical Mythology. The Pigman? Ancient Egypt-The Light of the World, Book 6 . Whitefish: Kessinger, 2005. pp.322-3,330-1. 5. Bolen, Jean Shinoda, M.D.
Gods in Everyman . New York: Harper Row, 1989. pp.98-123. 6. Attwood, Tony. Asperger's Syndrome . Great Britain: Athenaeum Press, 2002. p.142. 7. Davidson, Hilda Ellis. Gods and Myths of Northern Europe . New York: Penguin Books Ltd., 1969. pp.140-157.
8. Pr Dissertations? Atsma, Aaron. The Pigman Essay? Haides. Khthonios . In Essay Form? 2000. The Theoi Project: Guide to the pigman essay, Greek Mythology . Freshers? 30 April 2006. http://www.theoi.com/Khthonios/HaidesGod.html. 9. DuQuesne, Terence. Jackal at the Shaman's Gate: A Study of Anubis Lord of the pigman essay questions Ro-Setawe, with the Conjuration to Chthonic Deities . Letter Of Mba Freshers? Thame: Durango Publications, 1991. 10. Pinch, Geraldine.
Magic in Ancient Egypt . Great Britain: British Museum Press, 1994. Essay Questions? pp.42,73,141. 12. Crossley-Holland, Kevin. Norse Myths . New York: Pantheon, 1981. pp.14-6. 13. Squire, Charles. Celtic Myth and Legend . New York: Newcastle, 1975. pp.237,299. 14. McDevitt, April.
Seth Ancient Egypt: The Mythology . Letter Of Mba? 1997. Egyptian Myths . 7 Feb 2006. The Pigman Essay? http://www.egyptianmyths.net/seth.htm. 15. Infections? Seawright, Caroline. Sobek, God of Crocodiles, Power, Protection, and Fertility. Tour Egypt . Essay Questions? 2003. InterCity Oz. 30 April 2006. http://www.touregypt.net/featurestories/sobek.htm. 16. Atsma, Aaron. Hekate.
Khthonios . 2000. Essay? The Theoi Project: Guide to Greek Mythology . 30 April, 2006. http://www.theoi.com/Khthonios/Hekate.html. 17. The Pigman? Atsma, Aaron. Haides. Khthonios . 2000.
The Theoi Project: Guide to Greek Mythology . 30 April 2006. http://www.theoi.com/Khthonios/HaidesGod.html. 18. Girard, Raphael. HunahpA? and IxbalamquA© in XibalbA?. 2006. Puritans? Esotericism of the the pigman questions Popol Vuh . Theosociety. Puritans? Theosophical University Press Online Edition . 30 April 2006. http://www.theosociety.org/pasadena/popolvuh/pv-10.htm. 19. The Pigman Questions? Davidson, Hilda Ellis. In Essay? Gods and Myths of the pigman Northern Europe . New York: Penguin Books Ltd. 1969.
20. Atsma, Aaron. Haides. Khthonois . 2000. On Ignorance Is Blessing? The Theoi Project: Guide to Greek Mythology . 30 April 2006. Essay Questions? http://www.theoi.com/Khthonios/HaidesGod.html. 21. Deurer, Richard. Anubis. Egypt Art . 1996-2003. Deurer: The Gallery of Egypt Art . 3 Feb 2006. http://members.aol.com/egyptart/anubis.html. 22.
Pinch, Geraldine. Magic in Ancient Egypt . Great Britain: British Museum Press, 1994. p.90. 23. Atsma, Aaron. Hekate. Khthonios . 2000. The Theoi Project: Guide to Greek Mythology . Depletion Of Ozone? 30 April 2006. http://www.theoi.com/Khthonios/Hekate.html. 24. Carrington, Dorothy. The Dream Hunters of Corsica . Great Britain: Orion Books, 2000. p.69.
25. Sinclair, Teresa. Wormwood. 2006. English Cottage Garden Nursery . The Pigman Essay? 9 April 2006. Letter For Resume Of Mba Freshers? http://www.englishplants.co.uk/wormwood.html. 26. Carrington, Dorothy. The Dream Hunters of Corsica . Great Britain: Orion Books Ltd, 2000. p.118.
27. Crossley-Holland, Kevin. The Norse Myths . New York: Pantheon Books, 1980. p.164. 29. Atsma, Aaron. The Pigman Essay Questions? Haides. Khthonios . 2000. The Theoi Project: Guide to Greek Mythology . 30 April 2006. http://www.theoi.com/Khthonios/HaidesGod.html. 30.
Atsma, Aaron. Thanatos. Daimon . 2000. The Theoi Project: Guide to Greek Mythology . 30 April 2006. http://www/theoi.com/Daimon/Thanatos.html. 31. Pinch, Geraldine. Magic in Ancient Egypt . Great Britain: British Museum Press, 1994. pp.88-9. 32. Seawright, Caroline. Anubis.
Egyptology . 8 October 2001. The Keep . 30 April 2006. http://www.thekeep.org/ 33. Atsma, Aaron. Haides. Khthonios . 2000. The Theoi Project: Guide to Greek Mythology . 30 April 2006. http://www.theoi.com/Khthonios/HaidesGod.html.
34. Lindemans, Micha F. Tezcatlipoca. Encyclopedia Mythica . 28 April 2002. 30 April 2006. And Quakers? http://pantheon.org/articles/t/tezcatlipoca.html. 35. McDevitt, April. Buto. The Pigman Essay? Ancient Egypt: The Mythology , 7 Feb 2006.
Egyptian Myths . 30 April 2006. http://www.egyptianmyths.net/buto.htm. 36. Colum, Padraic. Quetzalcoatl. Fashion? Orpheus Myths of the World . 2006. The Internet Sacred Texts Archive. 20 April 2006. http://www.sacred-texts.com/etc/omw/omw82.htm.
37. Bermanseder, Tony. Some Quabalistic Comments on Anubis and other Egyptian Gods. Spiritual Order and Dimensions in Geometry . 10 Oct 2005. Kheper. 2006. http://www.kheper.net/topics/Egypt/Tony.html. 38.
McDevitt, April. Buto. Essay Questions? Ancient Egypt: The Mythology . 7 Feb 2006. Egyptian Myths . http://www.egyptianmyths.net/buto.htm. 39. Wikipedia . Pharmakos. Wikipedia Encyclopedia . 2005-6.Wikimedia. 17 April 2006. http://wikipedia.org/wiki/Pharmakos. 40. Atsma, Aaron.
Haides. Khthonios . 2000. Essays On Nosocomial? The Theoi Project: Guide to Greek Mythology . 30 April 2006. http://www.theoi.com/Khthonios/HaidesGod.html. 41. Essay? Brown, Vincent. The Concept of the essay on ignorance Pyramid. 2002. Pyramid of Man: The House of Going Forth By Day . 20 Apr 2006. http://pyramidofman.com/Concept.htm.
42. Wright, Anne. Ursa Minor. WinShopInternet Pty, Ltd 2004 The Fixed Stars . 30 April 2006. http://www.winshop.com.au/annew/UrsaMinor.html. 43. de Santillana, Giorgio Hertha von Dechend. Hamlet's Mill . Boston: Godine, 1977. p.96. 44.
Stone, Alby. The Nine Sisters and the Axis Mundi. Mercian Mysteries , Aug 1993. Bob Trubshaw. 2001. At The Edge . 30 April 2006. http://www.indigogroup.co.uk/edge/9sisters.htm. 45. Pinch, Geraldine.
Magic in Ancient Egypt . Great Britain: British Museum Press, 1994. p.42. 46. Seawright, Caroline. Sobek, God of Crocodiles, Power, Protection, and Fertility. Tour Egypt . 2003. InterCity Oz.
30 April 2006. The Pigman? http://www.touregypt.net/featurestories/sobek.htm. 47. Pr Dissertations? Museo del Templo Mayor, Instituto Nacional de AntropologAa e HistA?ria, MA©xico. Mictlantecuhtli and the World of the the pigman questions Dead. Seminario #8, 30 Nov 2000. Centro HistA?rico. 30 April 2006. http://archaeology.la.asu.edu/tm/pages2/mictlantecuhtli.html. 48. Crystal, Ellie.
Tezcatlipoca. Aztec Gods and puritans and quakers Goddesses . 2006. Questions? Ellie Crystal's Metaphysical and Science Website . 22 Apr 2006. On Ignorance? http://www.crystalinks.com/aztecgods2.html. Rowling, J.K. Harry Potter and the Chamber of Secrets . New York: Scholastic, 1999. ”””. Harry Potter and the Goblet of Fire . New York: Scholastic, 2000. ”””.
Harry Potter and the Half Blood Prince . New York: Scholastic, 2005. ”””. The Pigman Essay Questions? Harry Potter and the Order of the Phoenix . New York: Scholastic, 2003. ”””. Harry Potter and the Prisoner of Azkaban . New York: Scholastic, 1999. ”””.
Harry Potter and the Sorcerer's Stone . New York: Scholastic, 1998.
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10 Simple Steps to the pigman questions Writing a Powerful Candidate Profile. However, often it’s not that “ they ” didn’t quite meet the brief at all. In fact sometimes your client may not have even looked at fashion pr dissertations, the candidates’ CV. Believe it or not your client will frequently make a ‘first round’ judgment call based solely on the information included in essay, your candidate profile, recruiter’s summary, or consultant overview. So if your candidate profile doesn’t truly ‘sell’ your candidate in terms of his or her strengths, relevant attributes and suitability for letter for resume of mba freshers, the role in the pigman essay, question, your client may well move straight on.
A well-crafted candidate profile will be engaging, snappy, and highlight exactly why you have chosen to include the candidate as part of depletion essay your shortlist. Rest assured there’s no need for a Lord of the Rings trilogy. But given that all your candidates are different, no two candidate profiles should ever be the same. Essay Questions? Here’s what you should always include: 1. Your overall impression from the candidate interview. Depletion Essay? What made this particular candidate stand out? How did they present themselves? How did they communicate? Why exactly are you putting them forward for the role? Antony came across as an extremely competent and professional candidate with a wealth of experience in essay, B2B sales. Puritans And Quakers Essay? He was well presented and was able to articulate his career highlights succinctly during his interview.
He is clearly passionate about questions, sales and also has a great sense of humour, which when combined with his high level of commercial acumen has no doubt contributed to his successes to date. 2. Dialogue Form? Suitability to key selection criteria. Looking at the 3 or 4 most important key selection criteria (perhaps relating back to the performance profile), what makes this particular candidate perfect for the role? Antony is clearly comfortable cold calling as well as sitting opposite key decision makers. In his current role he has also been instrumental in writing and winning tenders. Based on his responses during our discussion, he runs a very effective consultative sales process.
3. Career highlights and achievements. Based on the career achievements your candidate would have talked about during the essay, interview, if there are any specific highlights which would resonate with your client, include them here. We discussed his key career achievements and he listed these as being his top three: Winning the ABC account after persisting and chipping away at them for nearly 10 months. Antony wrote the tender document and ultimately led the winning sales presentation; Being recognised as Sales Person of the Quarter for the last three consecutive quarters; and essay, Being asked to write and run the sales training curriculum for all new sales executives. 4. Essay Questions? Relevant skills and/or qualifications. Not every role requires formal qualifications or the need to include academic transcripts. However you should always include a high level summary of relevant skills. Antony has spent the last 8 years in sales, both at the coalface and more recently also leading a sales team of 3. If you are able to speak to at least one previous employer before presenting a candidate as part of the shortlist, it can help make your profile even more powerful. That way, your thoughts and pr dissertations, comments are reinforced by those made by someone who has actually managed the candidate in the past. He is still employed in his current role, but I have been able to speak to one of his referees who had been sorry to questions lose Antony from his team 3 years ago.
His former manager described Antony as “ a true salesman with an ability to essay win over even the toughest prospects. He’s hungry, tenacious, and super driven … and will easily surpass his targets without even a hint of arrogance ”. It’s best to put this information on the table from the essay, outset. That way you won’t be wasting anybody’s time. Not yours; not your client’s; and not your candidate#8217;s. Antony is currently on fashion a base salary of $X with a strong uncapped incentive structure in place. The Pigman Questions? In the last financial year he earned $XX and on ignorance is blessing, would expect to at least match this in his next role. He is also currently given a car allowance.
For whatever reason, with some employers availability can be a make or break. So as with salary, it’s best to be clear and the pigman essay, address it up front. Antony is due to be paid a decent quarterly bonus in mid-July. Infections? His preference is naturally to wait for this commission before resigning. He is then only essay required to give 2 weeks’ notice so would be available to start from essay, August 1st. Hopefully this is the pigman, pretty self-explanatory. Something along the essays on nosocomial infections, lines of … Out of essay questions all the fashion, candidates I screened and interviewed as part of essay my selection process, Antony is by cover letter for resume of mba freshers far the strongest and most suitable for the role. He is essay, also looking at one other opportunity through his own channels so I highly recommend we confirm an interview for him as soon as possible.
9. Pro Tip #1: Get the candidate to cover for resume freshers complete as much of the profile for you as possible. Naturally the overall impression and the pigman, general recommendation needs to cover letter of mba freshers be written and the pigman, tailored by dialogue in essay you, as well as any referee feedback you’re able to obtain. However if you’ve interviewed a great candidate and they are genuinely keen on the role, there’s no reason why you can’t give them ‘homework’ to complete some of the other sections themselves. Just ask them to write it in the third person to make your job even easier! 10.
Pro Tip #2: Sometimes you might just want to the pigman pick up the phone. Whilst I wrote this post to help you write more engaging candidate profiles, often the best way to ensure you get your candidate in front of your client is to call your client and sell the rockstar candidate in over the phone. In addition to the words you might choose to include in a written profile, remember that the enthusiasm and puritans and quakers, conviction in your voice can be incredibly powerful too. Who knows … you might not even need to write a profile at all! Cofounder at RecruitLoop. I've been a hands on recruiter, manager, trainer, coach, mentor, and regular speaker for the recruitment industry for nearly 25 years.
Follow me @paul_slezak. Great article, I completely agree with the information provided in your post.These days recruiting agencies are great help to achieve your dream job all because they are aware of the trend present in the market and what all needs to be updated in the profile of a candidate.Know few more benefits of Recruiting agency : http://www.recruitingblogs.com/profiles/blogs/6-reasons-why-it-recruitment-agencies-are-beneficial. WIth this tips it will be pretty easy to write a profile. Thanks for this nice article! Today almost all companies have great blogs like this to questions promote themselves in web and help people find what they need.
There#8217;s another blog about HR that contain interesting helpful articles. I really like the tips. This is really helpful in understanding what qualities companies are looking for in the candidates. Good stuff! At Qualigence International, we wrote up a similar blog on how to guide hiring decisions with candidate personas: http://bit.ly/2eq5CSj. Recap: In-house Recruitment LIVE! London 2017. In this post I wanted to essays infections share a few of my learnings from some of the sessions I attended at the pigman questions, In-House Recruitment LIVE!
2017 in London. How to Really Add Value as an In-House Recruiter. I wanted to share the letter of mba freshers, highlights of my presentation at the in-house recruiter LIVE! 2017 event in London – How to the pigman essay questions Really Add Value as an in essay form In-House Recruiter. How to Decode a Resume [Infographic] Given that the bulk of resume tips out there lie in favour of job seekers, this interesting infographic from our friends at EBI contains some great tips for all those employers and business owners out there on essay how to decode a resume.
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essay math Using Writing In Mathematics. This strand provides a developmental model for essay questions, incorporating writing into a math class. The strand includes specific suggestions for managing journals, developing prompts for writing, and pr dissertations providing students with feedback on their writing. In addition, the site includes two sample lessons for introducing students to important ideas related to writing about their mathematical thinking. paper and pencil. Teaching Strategies For Incorporating Writing Into Math Class: Moving From Open-Ended Questions To Math Concepts.
Starting Out Gently with Affective, Open-Ended Prompts. Writing about thinking is challenging. For this reason, it's best not to start out having students write about essay unfamiliar mathematical ideas. First get them used to writing in a math class: Begin with affective, open-ended questions about students' feelings. Sample Direction #1 : Reflect on your participation in class today and complete the following statements: I learned that I. I was surprised that I. I noticed that I. I discovered that I. I was pleased that I.
Sample Direction #2 : Describe how you feel about solving _________ problem. Have students write a mathography-a paragraph or so in cover for resume freshers which they describe their feelings about and experiences in math, both in and out of school. (This is a good tool to get to know students early in the pigman essay questions the year, and to make comparisons later when looking for signs of progress.) (see Mathography Prompts ) Find ways to keep students writing for the allotted time: Encourage students to dialogue form, keep their pencils moving. Try requiring 20 words per answer, even if they have to copy the same words again to reach 20. Use a timer. Ask students to keep writing until they hear the timer go off, to encourage them to write for the pigman essay, the entire time and to discourage clock-watchers.
Start by puritans, giving them two minutes to write, and work up to five or ten minutes at a time. Next Step: Getting Students to Write about Familiar Mathematical Ideas. 1. Once your students have become accustomed to writing about their attitudes and feelings toward mathematics in their journals, they are ready to write about simple, familiar math concepts. It is important not to make the writing too difficult by asking them to write about unfamiliar math ideas. Using writing to review familiar math ideas will increase confidence and skill in writing as well as revisit important math concepts. Explain in your own words what subtraction means. Explain what is essay questions most important to understand about fractions.
2. Use student writing samples to help them refine their writing. (Note: Let them write for depletion of ozone, a while before discussing examples, so their initial ideas will be their own.) 3. The Pigman! Introduce the pr dissertations, term metacognition to help students understand the reason and audience for their writing. Moving On: Writing About More Advanced Math Concepts. When you feel your students are ready, ask them to write about more complex mathematical ideas, including concepts being taught at their current grade level. The Pigman Essay Questions! To help you move your students into in essay form, this more advanced level of writing about their thinking. The Pigman Questions! Here are some other suggestions to help you: 1. Encourage your students to use drawings and infections graphs to questions, explain their thinking. Research shows that using simple visual aids (diagrams, graphs, etc.) improves mathematical problem-solving ability, especially in female students. 2. As student writing progresses, ask students to essay, write about essay questions their small group work.
Ask the group to write a summary of how they reached a solution, including any false starts or dead ends. Ask each individual to write an explanation of the group's work on a problem. Have the small groups discuss the individual explanations. After a small group assignment, have students explain and essays on nosocomial infections illustrate two different approaches to solving a problem. Getting Started with Two Lesson Plans. Lesson Plan #1: Metacognition- Teaching Students to Think About Their Thinking. Overview: The purpose of this lesson is to help students begin to the pigman essay questions, understand how to communicate their thinking. Strategy: Introduce the term metacognition and lead students through exercises that illustrate the concept of thinking about thinking.
Time Needed : 15-25 minutes, depending on amount of student interaction/participation. Materials Needed: Overhead projector, pens for overhead, writing journals. 1. Introduce metacognition by writing it on essay is blessing the overhead and explaining what it means. Get students to questions, say the word aloud a few times to make it less intimidating. Then you might tell a story about research in how the human brain works. 2. And Quakers! Tell students that the more attention we pay to our thinking, the more we'll come to the pigman essay, understand about the process of essays on nosocomial thinking. Although we're used to just being concerned about the results or the answers, if we pay more attention to how we think, it would help us to think more clearly, and improve the quality of essay our results. 3. Depletion Layer! As a non-threatening exercise to illustrate metacognition, ask students how they decided what to the pigman essay, wear that day. Ask three or four students to share their answers out loud.
Students will most likely give simple answers like, I just wore what I wore, unaware of their unconscious decision-making process. 4. If no students mention weather, style issues, etc., as part of their thought process, give prompts to dialogue form, stimulate discussion such as: Did you consider style, weather, what your friends might wear, what you wore yesterday? Ask students what other things could be considered when choosing what to wear. 5. List their ideas on the overhead. You might also list your own considerations for choosing clothing that day. Teacher Note : Point out several times during the discussion that the students are using metacognition-that they are thinking about their thinking.
6. Have them list in their journals the considerations they used when deciding on their clothes that day. Ask them to write, I used metacognition when thinking up this list, to essay questions, reinforce their understanding of the and quakers essay, term. 7. If you want to carry the lesson further, you could have students analyze their choice in the pigman questions clothes for the day. Had they made the best choice? List reasons why/why not and relate to their original list of considerations. Do they wish they had thought differently when choosing their clothes for cover letter, this day? End Result of Lesson : Students will have a beginning concept to use in their discussions/writings about their math answers; and you, as a teacher, have the clothing example to essay questions, return to many times as an example of metacognition they can then apply to math. One Teacher's Experience with a Metacognition Lesson. After reading many math journal entries, it was clear that students did not write details of how they arrived at their answers or conclusions. Few wrote more than one or two general statements. Puritans Essay! I had been in a group of secondary teachers chosen from the essay, district to develop Higher Level Thinking Skills.
The term metacognition was used frequently and promoted as a goal for student understanding and use. I decided to use this term with the fashion pr dissertations, sixth grade students to see if it would help them write in more detail about what they were thinking when they solved their math problems or when they wrote about their ideas. I told them I would share a big and intellectual word with them as I felt they were ready for essay questions, such a word. At first they were going to dismiss the word right away; one student said it wasn't even a word. We played around with saying the word and talking about how humans think. I defined the word as thinking about essay on ignorance is blessing thinking. I chose a common, everyday task that all of questions us participate in: choosing what to wear. When I asked them how they decided what they wore that day, there was a suspended moment of silence.
It seemed a pretty dumb question. Of Mba Freshers! A few just said they wore what they wore. This was a perfect beginning as it was the the pigman essay questions, same kind of response they were giving as to how they were getting their math answers. I told them how I decided what I wore that day. First I checked the weather in the paper and by looking outside. Several agreed that they did this as well. I had to decide between wearing a dress/skirt or pants since either one could make a difference in accessories, in comfort, and in the impression I wish to give. Most of the girls related to this one. I had to be sure what I wanted to wear was clean and ironed.
They laughed at on nosocomial infections, this one. They told stories about clothes they had wanted to wear only to find them under their bed, dirty and wrinkled. The ironing part puzzled them. They claimed no one ironed clothes any more. I had to check to see if I had shoes that went with the possible outfit. I thought about what I had worn recently as I usually don't wear the same clothes in the same week. I thought about the color I felt like wearing.
I thought about the activities I would be doing that day both at school and essay questions after school. Each new consideration brought out comments from them. Depending on how long I wanted the dialogue in essay form, lesson to go, I could expand on each or just mention it and go on. After this discussion, it was clear to students that their thinking process is richer than they first suspected. It was a good lesson for showing details of the thinking process of which we aren't conscious.
I could now explain how the same is true of a mathematical thinking process. Throughout the lesson I pointed out the times when they were thinking about the pigman essay how they thought, and we would say or shout I am using metacognition. For their journal entry they wrote about in essay how they chose their outfit. At the end of the the pigman essay, entry they were to write I used metacognition in freshers writing this list. It might have been a good extension to have asked them to analyze their decision. After wearing their clothes for most of the day, had they made a good decision? Why or why not?
Do they wish they had thought differently when they chose their clothes? With this lesson students have the the pigman questions, beginning understanding of a concept we can use in layer essay discussions/writings about their math answers. We returned to essay questions, this exercise many times: Remember how we saw all the different thinking that went into choosing our clothes? Remember how we had to probe to see how our minds worked in coming up with that decision? Now we need to do the same kind of thinking about thinking in coming up with an answer to this problem. This lesson gave students an accessible example of the kind of details we want in their journal entries. Lesson Plan #2: Peer Evaluation of Journal Entries. Overview: The purpose of this lesson is to help students refine their thinking about thinking by essays on nosocomial infections, analyzing many different written responses to the same writing prompt. Strategy: Compare student journal responses to questions, the same math question. Evaluate and discuss with students which examples do or do not clearly illustrate the thinking process.
Time Needed: 15-25 minutes, depending on amount of student interaction. Materials Needed : Overhead projector; pens for the overhead; student writing journals; a copy of the original math question on a transparency; copies of four to cover for resume, eight student answers from their journals, each on a separate transparency (to give you a variety of answers to choose from during the lesson). Using separate transparencies will allow you to add students' comments from the discussion. Make sure the information on essay questions the transparencies is written in large print with adequate spacing so students can read easily. Before Class : Review recently-asked math questions and journal responses. Choose a question whose student answers vary markedly in terms of how much detail about their thinking is shown. Select four to fashion, eight student answers, some of the pigman questions which show detail and some that are in the realm of I just knew. Essays On Nosocomial Infections! Do not put student names on the samples. If you are doing this exercise in more than one class, it is good to use samples from the essay questions, other class in each group because students will typically be more objective about on ignorance another class's work.
This means you will need at least two sample answer overheads. 1. The Pigman! Tell students they are going to analyze how students in X class (or their own class) are showing their use of metacognition. Fashion Pr Dissertations! (Keep using this word. Essay Questions! Have a student tell what it means each time you use it for the first time in the day.) To get them interested, you might set up a pretend lab in puritans which they are researchers, or pretend they are creatures from another planet, trying to understand how students think. Tell them they will be looking at a couple of sample answers to see how successful they are in the pigman essay showing this thinking process. 2. Show the original question on cover for resume of mba the overhead. The Pigman Essay! Leave it showing throughout the dialogue, lesson. 3. Show one student journal entry on the pigman the overhead below the original question. Have someone read it out loud. 4. Ask what parts of the answer were valuable in showing how that student was thinking. Underline or circle such parts if you wish. Layer Essay! Let students comment as thoroughly as possible.
Ask what else the author might have written so they could better understand his/her thinking. Write these additions on the overhead. 5. After doing this exercise with one or two examples that do show some thinking, use an example that shows no thinking about thinking whatsoever. 6. Depending on how discussion is questions going, choose remaining examples to enhance discussion or stop after three or four. 7. At the cover for resume freshers, end of discussion, have students write in their journals about the kind of answers that showed metacognition, to essay questions, allow them to and quakers essay, reflect on the lesson. The Pigman Essay! They can also write about of mba their feelings as they tried to understand the other students' thinking based on their answers. One Teacher's Experience with Peer Evaluation of Journal Entries Lesson. It is a challenge to get students to write details about their thinking. Although I saw improvement after the metacognition lesson, more detail was needed in their answers. In my English classes we do peer editing which lets students see what and how others write and gives them a chance to the pigman questions, be critical readers.
I varied this for the sixth grade math class. I looked at one math question the class had recently completed and chose answers from eight different student journals. Some showed good detail and explanation, some showed little or none. Leaving their names off, I wrote each student entry on a separate overhead so as to leave room for student comments (e.g., if they wanted to change or add words, sentences, etc., during class discussion). I told them to think of fashion pr dissertations themselves as the researchers in this project. These researchers were adults who did not know how sixth graders thought about the pigman essay questions math problems. The researchers were interested in being better math teachers.
In order to do so they were trying to learn where students had no trouble with the math and where they needed help. Essays On Nosocomial Infections! Students liked this role. The journal assignment had asked students to look at questions, several problems they had solved using bean salads. Fashion Pr Dissertations! They had created salads using different ratios of three kinds of beans. Students had worked in questions small groups and pr dissertations had bowls of actual dried beans that they could use while figuring out the ratios. They were asked which salad was the easiest to make and why and the pigman essay questions which salad was the most difficult and why. We looked at an entry that had four sentences. It was one of the fashion pr dissertations, better answers. Students pointed out how the writer used details and how they could understand what the writer meant. They also point out how the writer could have improved what s/he wrote so that it would be even clearer.
We all agreed it was an adequate answer. The next entry was Number 1 was easy because it just was. This caused some laughter as students recognized that they had written answers like this. They understood it gave no information about how the essay, writer was thinking. In Essay! The students agreed that problem number 1 was definitely the easiest, but then they discussed why and essay questions came up with some better answers which we wrote down. Another student had written, Working with the beans is easier than working on essays paper. This was an important observation that spurred a class discussion about how working with concrete objects like beans made it easier to understand an the pigman abstract idea. Another student wrote, It is frustrating when your brain says one thing and your hand does another. There were immediate nods of agreement on this one. Again, a nice moment of sharing feelings we have all had when trying to in essay form, solve a problem. Students were very interested in essay questions this lesson.
Even the students whose answers I used were not concerned that theirs were shown. The additions and comments were made in a professional manner with students taking their job seriously. This lesson showed students what others were writing. It showed students how to add more detail and expand on fashion pr dissertations their answers so others could know how they were thinking. At the end of the discussion have students write in their journals. Since all students had written on this journal question, they could copy their original answer and then write an improved version; they could write about the the pigman essay questions, kind of answers discussed in form class that showed metacognition; or they could copy one of the answers and add detail to it. Students were positive about this exercise and gained further understanding about the pigman essay questions writing their answers. This kind of peer evaluation exercise should be done regularly. Form! As the journal questions get more difficult, students' learning will benefit from seeing other student answers-examples that show there are many possible approaches to solving a problem. Writing Opportunities in Math Class.
How and When to Use Journal Writing. 1. The Pigman Essay! When new material has been introduced. Ask students to essay is blessing, write definitions or explanations of a term that's critical to the day's lesson. Sample Direction : Explain in the pigman questions your own words the meaning of the term ____________. 2. When the depletion of ozone layer essay, class looks disengaged or confused. Ask students to questions, write an explanation of essay on ignorance something you were doing or a term you used. Have them share journal entries aloud, and redirect the lesson accordingly.
Sample Direction : Write down two questions you have about the essay, work you are doing/the lesson we're working on. 3. When collaboration with fellow students is appropriate. Have students form small groups and in essay form work together to solve a problem on essay paper. This will get them to talk to pr dissertations, each other-to ask questions and give explanations-all with the common goal of solving the problem. 4. When teaching the value of revising their work. Occasionally ask students to pick a journal entry and revise it. The Pigman Essay Questions! This helps emphasize that journal writing is an initial effort that can be rethought and improved upon-the end product is less important than the process. Sample Direction : Review the last three entries in your journal. Select one to layer essay, revise. Specific suggestions might include, Write a clearer explanation, or Draw a picture to express your idea in this journal entry. Sample Journal Questions/Writing Prompts.
Writing prompts can take many different forms. We have found that students respond best when the prompt is clear and can be approached in different ways. We recommend prompts that do the following: 1. Pinpoint a confusing or easily misunderstood mathematical idea. For Example : Do 0.2 and 0.020 equal the same fraction? Explain your answer. Many students have difficulty with place value when they begin to the pigman essay questions, study decimals.
In our work, students' written answers to this prompt clearly revealed uncertainties. As one student responded: The zeroes don't matter, so .2 equals .2. This student does not appear to have a good understanding of place value, having over generalized the hint to ignore certain zeroes. Another student drew two grids in response to this prompt. In one grid she colored in two rows of tenths and in the other grid she colored in essays on nosocomial two hundredths. She concluded that 0.2 was way more than 0.020. Her answer reveals a good understanding of the relationship between tenths and hundredths. 2. The Pigman Essay Questions! Can be solved using different strategies. For Example : Allison's team won 8 out of 10 games.
Jennifer's team won 15 out of 18 games. Whose team won a greater fraction of essay on ignorance is blessing its games? Explain your answer. Students used different strategies to approach this problem . One student found a least common denominator and the pigman essay then compared the two teams' performance. A second student drew two rectangles, dividing one into 18 parts and the other into 10 parts. He then colored in 15 and 8 parts, respectively, of each rectangle. Pr Dissertations! The student did not know how to proceed, but he did show a good understanding of the pigman essay how fractions could represent the win/loss records of the depletion of ozone, two teams. 3. The Pigman Questions! Encourage students to compare two different answers to the same problem. Who is correct?
The problem: Which fraction is dialogue form biggest? 1/3 or 2/5? Jamar's solution: 2/5 is questions bigger because 15 is the LCD and 1/3 equals 5/15. Freshers! 2/5 equals 6/15. So 2/5 is biggest. Bill's solution: I used the calculator. I made them decimals and then compared the decimals. For 1.3, I divided 1 into 3 and got 3.0. Then I divided 2 into 5 to essay questions, get 2.2. 3.0 is bigger than 2.2, so 1/3 is biggest. This prompt encourages students to consider two very different approaches to puritans and quakers essay, the same problem: the least common denominator (LCD) method taught in the text and a calculator.
The two offered solutions also model fairly clear explanations. In this case a correct and essay an incorrect solution are offered. As students become more skilled at essays infections, comparing two responses the differences between the solutions can be more subtle. Essay! For example, two correct answers could be offered with one having a more elegant solution than the other. Managing Math Journals: Helpful Tips. 1. Provide students with thin, inexpensive journals.
College blue books work well: Students feel important using college materials, and additional books can be stapled on essay on ignorance is blessing as students fill them up. 2. Keep journals in class. The Pigman Questions! Collect math journals each day so as not to fashion pr dissertations, lose them. 3. Decide whether you want students to decorate their journals, or reserve them for writing only. 4. Decide on a system for identifying journal entries. Rather than having students take time to essay questions, copy the depletion of ozone layer, writing prompt, have them number or date the the pigman questions, entries. 5. Puritans And Quakers Essay! Develop system for distributing and collecting journals each day.
So as not to the pigman essay questions, interrupt class instruction, have a second adult distribute and collect journals, or choose a journal student who attends class regularly to do so. 6. Use a timer for in essay, some journal assignments. This will help keep students writing. Using clear time limits for writing makes the assignment seem more scientific, more important to essay, students. Encouraging Students as They Write. 1. Be patient.
It will take time for students to get comfortable with writing about their thinking. 2. Infections! Tell students you understand how new and different this is for them. Remind them that there are no wrong answers in questions writing about thinking. 3. Puritans Essay! If students indicate they have no more to say: Read over the pigman questions what they've written. Ask questions such as: What other questions do you have about depletion layer essay this topic that you haven't written about? or What's another way this could have been said? Have them copy what they've written, so they'll get the idea that they are to write for the whole time given. (Often, they'll get bored with copying and begin writing something new.) 4. Ask students to choose a journal entry to revise. Some students will use this revision exercise to rethink math ideas; others will work on writing more clearly. Whatever their focus, revision tells students their thoughts are important and worth developing.
5. Provide feedback. Let students know you took time to read their journals. You won't have time for in-depth comments on each journal for every assignment, so try other kinds of essay feedback, too: Stars Stickers Smiley Faces. Put stars by sentences that helped you see their thinking. 6. Clearly communicate to fashion pr dissertations, students the purpose of writing in the pigman math class. Teach them the term metacognition-thinking about thinking-and explain how their writing helps teachers to understand how students think. Other purposes of essay on ignorance is blessing writing: Writing is a concrete way to show students' thinking that they can look at questions, and think about. Becoming more aware of depletion of ozone essay their thinking process will improve their communication skills, their ability to convey ideas. 7. Use students' writing samples to help them refine their writing. Have the class analyze which answers helped readers understand the person's thinking.
Here are some ideas for questions, prompts to get students to write a mathography-a sort of autobiography of their history with mathematics: 1. Fashion Pr Dissertations! Write down some of the early math accomplishments that you remember from when you were little. Essay! For instance, when and how did you learn to count? How old were you when you could first count to one hundred? Who taught you?
How did they teach you? Did you show off this new talent to dialogue in essay form, others? 2. When you were in first, second, or third grade what did you like about math? What didn't you like about math at that time? 3. What do you remember about learning to add and to subtract? Which did you think was more fun? Why did you like that one better? 4. Essay! What was your teacher's name in first, second, or third grade? _______________ What kind of teacher was he or she in puritans and quakers essay regard to teaching mathematics?
5. Did you have any tricks you used to remember adding or subtracting? 6. In what ways is adding and subtracting important? 7. Was math ever your favorite subject? ______ If so, when was it? What about math made it your favorite? If math has never been your favorite subject, what about it do you not like? 8. From your experience, do you think boys or girls tend to like math better? What makes you think this? 9. Sometimes a teacher, grown up, or an the pigman essay questions older child can help you like or understand math better. Did that ever happen to you?
If so, tell about it. If not, tell about how that would have made a difference for you. 10. Essay! Sometimes people can recognize a time when their opinion of math dramatically changed either for the pigman essay, the better or the worse. If such a time happened for fashion, you or for a friend of yours, tell about it. If you did not experience such a thing, tell about your steady feelings about mathematics. 11. Lots of the pigman times students think what they learn in pr dissertations math is only for the classroom and the pigman essay is really not of much use outside math class.
Think about times you have used something you learned in math in dialogue in essay your life outside math class. List some of essay questions those times when you used math outside of school. 12. Essays On Nosocomial Infections! What year in school was math the the pigman, best for you? ________ What made it a good year in terms of on nosocomial infections math? 13. What year in school was math one of the worst for you? ________ What made it a bad year in terms of math? 14. Questions! If you were in a lengthy conversation about math or math class with friends of yours, what would be some of the of ozone essay, things you would say? What would be some of the things they would say?
15. Draw a picture of you and the idea of mathematics. 16. Draw a picture of all you know about mathematics.
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