A IMPORTANCIA DO USO DA MUSICA

A IMPORTANCIA DO USO DA MUSICA A IMPORTANCIA DO USO DA MUSICA PARA O ENSINO DA LINGUA INGLESA A importAncia do uso da mUsica para o ensino da là ¬ngua inglesa RESUMO A cada dia surgem novos metodos e propostas que pretendem auxiliar no aprendizado da là ¬ngua inglesa de forma efetiva. Porem, ao tentar usar formas inovadoras o profissional da area de là ¬nguas estrangeiras se depara com um problema muito comum: o aluno escuta, mas nà £o compreende, escreve, mas nà £o cria a là ¬ngua escrita, repete expressoes e palavras, mas nà £o fala. Ou seja, nà £o se comunica, realmente, numa segunda là ¬ngua. e importante entender que o sucesso na aquisià §Ãƒ £o de uma nova là ¬ngua requer comprometimento e participaà §Ãƒ £o total por parte do aluno. Metodologias rejuvenescidas, ou a aplicaà §Ãƒ £o de regras, nà £o significam aprendizado efetivo. O educando precisa se sentir familiarizado com a là ¬ngua; necessita sentir-se parte deste meio. A mUsica tem esse poder de abrir caminhos e ligar conceitos e ideias. Ela consegue propagar ate aspectos culturais de uma determinada regià £o, usando uma combinaà §Ãƒ £o de linguagem sonora, verbal e, muitas vezes, visual. Ferreira (2009) comenta que desde os primà ³rdios da humanidade, a mUsica ja servia de subsà ¬dio para as primeiras manifestaà §oes verbais orais da humanidade. A partir desta constataà §Ãƒ £o, este estudo pretende apresentar e ressaltar a importAncia da mUsica, como auxiliadora na aprendizagem da là ¬ngua estrangeira (LE), neste caso, a là ¬ngua inglesa (L2). O objetivo e mostrar que o uso da mUsica pode auxiliar o educando no desenvolvimento das quatro habilidades: compreensà £o auditiva, compreensà £o oral, leitura e escrita. PALAVRAS-CHAVE MUsica. Aprendizado. Desenvolvimento. Comunicaà §Ãƒ £o. A importAncia do uso da mUsica para o ensino da là ¬ngua inglesa 1 Introduà §Ãƒ £o O ser humano e um ser musical. Podemos notar isso em qualquer tipo de evento ou comemoraà §Ãƒ £o. A mUsica e usada para expressar sentimentos ou mesmo para traduzir o grau de importAncia que cada um tem sobre determinado evento em sua vida. Porem alem de manifestaà §Ãƒ £o pessoal segundo Ferreira (2009) com a mUsica, e possà ¬vel ainda despertar e desenvolver nos aluno sensibilidades mais aguà §adas na observaà §Ãƒ £o de questoes prà ³prias à   disciplina alvo. Sendo assim, ao utilizarmos a mUsica em aulas de là ¬ngua inglesa, podemos despertar o desejo e o envolvimento do aluno, considerando tambem que ela e uma forma de comunicaà §Ãƒ £o comumente usada entre grupos em conversas, trocas de mensagens, lazer, festas, encontros, principalmente entre pessoas mais jovens. Porem nà £o podemos desconsiderar que, por vezes, a mUsica e caracterizada como outra linguagem, e dessa forma, pode apresentar barreiras ao profissional que intencione dela fazer uso, mas que nà £o domina essa tecnica ou   que se sente desconfortavel neste tipo de atividade. Nà £o e desconhecido que um dos grandes problemas enfrentados pelo professor de là ¬ngua estrangeira e o de procurar formas ou adaptar materiais para que o seu aluno aprenda e desenvolva os conhecimentos da là ¬ngua estrangeira. E mesmo quando, apà ³s pesquisas e tentativas, se desenvolve uma forma mais pratica de transmissà £o de dados e informaà §oes, o professor se depara com a falta de interesse do aluno, pois este percebe que seu aprendizado nà £o e completamente satisfatà ³rio. Qual educando nà £o se desencanta ao perceber que seu aprendizado da là ¬ngua estrangeira nà £o o habilita e capacita a se comunicar? Nerici (1985, p.11) afirma que praticar atividades nas quais o indivà ¬duo se revele mais eficiente; faz com que ele se sinta capaz, o que lhe confere auto-confianà §a. Alem disto, toda a atividade educativa deveria ser motivada na realidade. Esta deveria ser a fonte de motivaà §Ãƒ £o para se educar ou ensinar uma disciplina, principalmente quando falamos de linguagem e comunicaà §Ãƒ £o. Devemos aproximar o aluno da là ¬ngua e nà £o afasta-lo. Rivers (1975) menciona que a maneira ideal de desenvolver ao maximo a habilidade oral seria viver entre os falantes da là ¬ngua alvo. Acontece que, na nossa realidade brasileira, nem todos os alunos podem viajar, mesmo que por um espaà §o curto de tempo, para um paà ¬s falante de là ¬ngua inglesa, neste caso, a fim de praticar o que vem aprendendo em seu conteUdo escolar e ampliar seu vocabulario. Um dos principais fatores no aprendizado de uma là ¬ngua estrangeira e a habilidade e oportunidade de pratica-la, testar sua elasticidade[1] (Rivers, 2000 p.94, traduà §Ãƒ £o minha[2]). Para que o educando tenha o melhor aproveitamento da là ¬ngua inglesa, o professor muitas vezes, precisa descobrir ou adaptar tecnicas que propiciem bons resultados de aprendizagem. O material didatico atualmente usado em algumas instituià §oes educacionais ou escolas de idiomas, em certos aspectos, nà £o fornece bases necessarias para o real aprendizado de um idioma estrangeiro. Sà £o livros muitas vezes compostos de conteUdo ultrapassado ou que nà £o condiz com a realidade. Ou seja, a là ¬ngua inglesa que se ensina nà £o e a que e falada, por um falante nativo. Como consequà ªncia, por vezes o aluno se sente desmotivado, pois nà £o se acha capacitado em aprender a L.E. , ou simplesmente por nà £o entender o que e falado em series de TV, filmes, programas de variedades etc. E o pior e que essa desmotivaà §Ãƒ £o pode afetar diretamente o educador, que nà £o và ª o resultado de seu esforà §o em ensinar a L2. O educando precisa se familiarizar com a realidade. Essa realidade deve ser atraente a ele, a fim de que este queira conhecà ª-la, e sinta que pode atuar nela. Metodologias especializadas para o ensino de là ¬nguas estrangeiras orientam enfaticamente que um bom aprendizado requer interaà §Ãƒ £o entre aluno e là ¬ngua a ser aprendida, mediada ou liderada por um professor. Este professor deve ter, como qualidades essenciais, um grau de lideranà §a tanto quanto sensibilidade, percepà §Ãƒ £o e afeto. Quando um professor demonstra essas qualidades, os alunos perdem o receio de se atrapalharem com os exercà ¬cios, principalmente diante dos colegas, pelo contrario, tà ªm desejo de interagir e se expressar. Acrescido a isso, o uso de materiais como filmes, jornais e textos de gà ªneros variados, mUsicas e a interaà §Ãƒ £o com os costumes, farà £o   com que esses alunos compartilhem suas opinioes acerca da cultura da là ¬ngua alvo (Rivers, 2000). 2   MUsica para ensinar Ferreira (2009 p.14) define que uma comunicaà §Ãƒ £o efetiva e Compreender aquilo que faà §o com a maneira pessoal de expressar-me e ser compreendido por aqueles que me cercam. Rivers (1975), por sua vez, afirma que a aprendizagem da habilidade auditiva e de compreensà £o deve ser desenvolvida com exercà ¬cios para os estagios de identificaà §Ãƒ £o e retenà §Ãƒ £o. Nà £o estamos apenas falando do exercà ¬cio de retenà §Ãƒ £o de informaà §oes e repetià §Ãƒ £o de palavras, mas sim da real comunicaà §Ãƒ £o com um mundo globalizado, sendo assim, com linguagens e sinais. Trabalhar com exercà ¬cios que fogem da realidade ou que sà £o construà §oes artificiais nà £o produzira o resultado esperado de aprendizado, pelo contrario, pode confundir o aluno na hora em que a este forem requeridas a compreensà £o ou comunicaà §Ãƒ £o na là ¬ngua alvo. Rivers (1975) faz objeà §Ãƒ £o a afirmativa de que se ao aluno forem ensinadas a leitura, a escrita e a gramatica de uma maneira adequada, ele aprendera a falar rapidamente, de maneira fluente e natural, no momento em que se encontrar numa situaà §Ãƒ £o em que o uso oral da là ¬ngua lhe seja importante. Analisando o aprendizado, de uma forma geral, nà £o podemos deixar de constatar que e essencial o interesse do aluno. Sera uma tarefa ardua e inglà ³ria tentar desenvolver algum tipo de habilidade em alguem que nà £o sente empatia pelo assunto a ser estudado; ela deve ser despertada. Nerici (1985, p.12) afirma que o conhecer algo traz como consequà ªncia empatia acompanhada de um agir responsavel em relaà §Ãƒ £o a esse mesmo algo. Ao entrar em contato com o universo que e a là ¬ngua estrangeira, e neste caso, com o auxà ¬lio da mUsica, o aluno tende a se aprofundar, por empatia, no conhecimento e na aquisià §Ãƒ £o gramatical, lexical, cultural da L.E. . Aos poucos, este educando vai ampliando seu conhecimento, promovendo assim seu efetivo aprendizado. Nà £o se trata apenas do conhecer informal, mecAnico, mas de um conhecimento vivo. Atraves de metodos, analises e releituras de formas de ensino, nà ³s professores podemos criar uma ponte entre o aluno e o conhecimento, de uma maneira agradavel, interessante e ampla. A realidade que nos deparamos quando observamos alunos dentro do contexto escolar por vezes e preocupante. Existem educandos que sà £o naturalmente propensos ao estudo e ao desenvolvimento de uma L.E. Mas sà £o alguns. Deparamo-nos com um grupo que e falante de uma mesma là ¬ngua materna, porem com propà ³sitos e motivaà §oes e interpretaà §oes particulares. (Brown, 2001). Se os educandos hoje sà £o ecleticos, e o que os norteia tem diferentes cores e formas, nà ³s, enquanto professores, precisamos encontrar um ponto em comum, ou pelo menos, tentar desenvolver atividades que mantenham a dinAmica da aula e proporcionem a aquisià §Ãƒ £o da là ¬ngua estrangeira. A interaà §Ãƒ £o entre a sua abordagem e a atividade em sala de aula e a chave para o dinamismo no ensino. Os melhores professores sempre correm alguns riscos calculados em sala de aula, tentando uma ou outra atividade nova. [3] (Brown, 2001 p.40). A proposta e a abordagem de exercà ¬cios que usam   esta estrategia para exercitar a memà ³ria (aquisià §Ãƒ £o de vocabulario); as habilidades cognitivas (raciocà ¬nio e significado de expressoes); e afetivas (simpatia pelo grupo e/ou cantor). Nà £o se trata mais de privilegiar a gramatica ou a comunicaà §Ãƒ £o, mas de promover o conhecimento e o reconhecimento de si e do outro. Brown (2001) sugere que o professor motive os seus alunos por meio de atividades que desenvolvam compreensà £o, autoconfianà §a, interesse pela là ¬ngua e cultura. Segundo Rivers (1987) a mUsica promove interaà §Ãƒ £o nà £o somente do aluno-aluno, mas tambem do professor-aluno. Ha uma troca de conhecimentos e discussà £o sobre determinado aspecto, dentro da mUsica que esta sendo utilizada em determinado exercà ¬cio. Atividades musicais tà ªm a capacidade de promover e desenvolver quatro estagios ou habilidades: preparaà §Ãƒ £o, compreensà £o, expressà £o e reaà §Ãƒ £o. e por esse motivo   que e um recurso que promove resultados satisfatà ³rios tanto para   o professor quanto ao aluno. O uso de mUsica e canà §oes de maneira organizada, com letras de facil interpretaà §Ãƒ £o e com pouca repetià §Ãƒ £o descansa o grupo de alunos, quando eles està £o envolvidos em atividades gramaticais, por exemplo. Ha tambem outro fator importante que e a motivaà §Ãƒ £o. O educando que esta motivado com determinado exercà ¬cio tem melhor resultado. Rivers (2000, p.95) afirma que ha um elemento motivacional especà ¬fico no ensino de mUsicas em là ¬ngua estrangeira. Em inglà ªs, que e a là ¬ngua da mUsica pop, este fator motivacional e evidente. [4]   De fato, a mUsica da acesso à   parte reacional do aluno, fazendo-o sentir o que esta sendo dito ou a mensagem que se esta passando atraves da letra. (Rivers, 2000). A mUsica e uma das maneiras que usamos para nos exprimir e interagir com o outro. E por ser uma ferramenta poderosa de comunicaà §Ãƒ £o, e possà ¬vel usa-la no aprendizado da là ¬ngua, para facilitar a compreensà £o e a absorà §Ãƒ £o do insumo de conhecimento teà ³rico. A tecnologia eletrà ´nica, atualmente, facilita de forma ampla o uso da mUsica em sala de aula, pois hoje, e muito facil ao aluno e ao professor disporem de aparelhos portateis, ou ainda, ter acesso a uma vasta e diversificada quantidade de mUsicas via internet. No entanto, toda essa diversidade musical deve ser usada de maneira direcionada. Do contrario, o aprendizado com a mUsica passara a ser sà ³ mais uma aula com mUsica. Quase um passatempo. Existem diversas formas musicais. Dentro dessas formas, distribuem-se os varios gà ªneros. A escolha do gà ªnero mais adequado para um resultado satisfatà ³rio no aprendizado e absorà §Ãƒ £o por parte do aluno e de extrema relevAncia. Ferreira (2009 p.25) ressalta que hoje sabemos a relaà §Ãƒ £o à ¬ntima que a mUsica tem, por exemplo, com disciplinas como a arte (em geral), a là ¬ngua (portuguesa, inglesa, italiana, latina etc), a histà ³ria, a matematica, a fà ¬sica [. . . ] Trata-se de uma arte extremamente rica e que dispoe de farto e vasto repertà ³rio, acessà ¬vel em qualquer lugar no nosso planeta. No entanto, quando nos propomos a usar a mUsica associada a uma outra disciplina, que nà £o a prà ³pria arte musical e suas caracterà ¬sticas, constatamos que o aluno associa essa atividade ao lazer e diversà £o e nà £o especificamente ao aprendizado. Nà £o e incomum os educandos nà £o levarem as aulas com mUsica a serio, o que pode causar desordem e barulho, atrapalhando inclusive salas vizinhas. Esta constataà §Ãƒ £o nà £o e notada somente nos alunos; o prà ³prio professor pode ter influenciado este tipo de comportamento, ao tratar atividades com mUsica, nas aulas de inglà ªs, de maneira inapropriada. Para que problemas provenientes da falta de organizaà §Ãƒ £o e inabilidade sejam evitados, a mUsica que sera usada nas aulas deve ser cuidadosamente avaliada; da mesma forma que seu conteUdo e qualidade do audio. Sons baixos, ruidosos, gravaà §oes de baixa qualidade e de difà ¬cil compreensà £o mais incomodam que auxiliam Canà §oes em inglà ªs, a exemplo de milhares de outras canà §oes, nà £o tà ªm a intenà §Ãƒ £o de ensinar a là ¬ngua inglesa. Para sua composià §Ãƒ £o, seus autores usam as mais variadas composià §oes linguà ¬sticas e recursos estilà ¬sticos, expressoes idiomaticas, gà ¬rias, para expressar um ponto de vista, um aspecto cultural, fazer um protesto contra injustià §a social ou polà ¬tica. E toda essa combinaà §Ãƒ £o permite-nos introduzir o aluno na cultura da L2. Tomemos, como exemplo, um trecho retirado da mUsica Crazy[5], do grupo norte-americano Simple Plan. Tell me whats wrong with society. When everywhere I look I see. Young girls dying to be on TV. Wont stop til. Theyve reached their dreams. Diet pills, surgery. Photoshop pictures in magazines. Telling them how they should be. It doesnt make sense to me Nestas duas estrofes podemos encontrar aspectos culturais atuais: (Garotas morrendo para aparecem na TV[6]); podemos abordar o uso de contraà §oes, muito comuns na là ¬ngua falada (Whats, til);   alem de explicar ou mesmo retomar os Modal Verbs (Does/doesnt, Will/wont).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Para que a mUsica, uma forma de linguagem que apresenta em sua composià §Ãƒ £o aspectos complexos, seja usada com sucesso, o professor deve dedicar-se ao seu estudo, procurando compreendà ª-la, considerando os sons e ritmos variados, ou seja, a sua amplitude. Este professor deve estar disposto a aceitar o desafio, vencer a timidez, caso nà £o o tenha feito ainda, de usar e disponibilizar tanto a tecnologia, quanto de seu prà ³prio talento musical. Deve explorar e desenvolver atividades musicais a fim de ampliar aspectos culturais, como expressoes idiomaticas, gà ¬rias, abreviaà §oes e coloquialismos. E ficar atento aos resultados que o uso de mUsicas em sala de aula pode lhe proporcionar. Nà £o se trata de aprofundamento na teoria musical, ou suas raà ¬zes e histà ³ria. A proposta aqui e fazer uma ponte entre a disciplina de là ¬ngua inglesa e a mUsica. A mUsica alem da arte de combinar sons, e uma maneira de exprimir-se e interagir com o outro, e portanto, devemos compreendà ª-la. (Ferreira, 2009). 3 Inteligà ªncias MUltiplas na sala de aula Inteligà ªncia musical A escola com a qual trabalhamos hoje passa por mudanà §as significativas a cada dia. Sà £o novas tecnologias, novas metodologias. O aluno esta muito mais crà ¬tico ao aprendizado, e fà ³rmulas muitas vezes usadas nas salas de aulas nà £o dà £o mais o mesmo resultado. A escola que nà ³s educadores visualizamos busca estimular o profundo entendimento dos alunos a utilizarem conhecimentos adquiridos para resolverem tarefas e problemas com os quais se deparam na comunidade e ambiente em que vivem (Gardner, 1993 apud Armstrong, 2001). O aluno hoje, nà £o deve aprender somente teoria. Ele deve usar toda a informaà §Ãƒ £o adquirida em prol de seu desenvolvimento e inserà §Ãƒ £o num mercado cada vez mais global. Mas para que esse convà ¬vio real, numa sociedade bilà ¬ngue aconteà §a, a escola de hoje tem a missà £o de mediar ou auxiliar esse aluno. O està ¬mulo ao uso e compreensà £o da L2 deve acontecer de forma familiar. Isso evitara o fracasso do professor, e derrubara problemas inerentes à   abordagem sou obrigado a aprender uma L2, discurso muito comum encontrado hoje em dia. A proposta e o uso de algum mecanismo que faà §a esse aluno se sentir familiarizado com tanta mudanà §a à   sua volta. Na Europa Oriental, ha vinte e cinco anos, pesquisadores em educaà §Ãƒ £o descobriram que os alunos conseguiam gravar mais informaà §oes na memà ³ria se escutassem a exposià §Ãƒ £o da materia, pelo professor, com sons musicais ao fundo. E se a mUsica promove este conforto e sucesso, essa descoberta e uma forte aliada para qualquer professor de là ¬nguas. Porem nà £o podemos desconsiderar que quando falamos do uso da mUsica, tambem temos outros fatores envolvidos em resultados satisfatà ³rios. Ha alunos que, naturalmente, sà £o predispostos à   linguagem musical. Sà £o aqueles que tà ªm uma aptidà £o nata à   mUsica. Neste caso, o uso desta linguagem para o aprendizado tera excelente resultado, pois estarà £o envolvidos alem da aquisià §Ãƒ £o de conhecimentos, o fator emocional, o prazer, a receptividade. Quanto aos educandos que nà £o possuem uma inteligà ªncia musical nata, se houver o desenvolvimento de atividades que propiciem integraà §Ãƒ £o e comprometimento no aprendizado, os resultados tambem serà £o satisfatà ³rios. Isso vale tambem para desenvolver tal habilidade em educadores, se estes se considerarem nà £o possuidores de inteligà ªncia musical. Devemos lembrar que ao falar de atividades com mUsica nà £o estamos considerando somente o cantar em grupo, ou mesmo, repetir palavras dentro de um contexto. Estamos abordando tecnicas e exercà ¬cios de concentraà §Ãƒ £o, predisposià §Ãƒ £o e relacionamento com uma determinada atividade linguà ¬stica. Nà £o e tarefa facil definir padroes de enquadramento, para se chegar num consenso se um aluno e ou nà £o possuidor de inteligà ªncia musical[7]. E tambem o objetivo principal e o aprendizado atraves da mUsica, resultando em desenvolvimento pessoal e intelectual. e importante sempre considerar que o mais importante em qualquer tipo de aula, ou atividade diferenciada, que se desvie do padrà £o e o resultado para a pessoa do aluno. Antes de levarmos adiante qualquer tipo de modelo de aprendizagem em um ambiente de sala de aula, baseado tambem, dentre tantas outras consideraà §oes, na inteligà ªncia musical, devemos primeiro aplica-lo a nà ³s mesmos como educadores. Armstrong (2001) nos adverte que um passo importante no uso da Teoria das Inteligà ªncias MUltiplas e determinar a natureza e a qualidade das nossas prà ³prias inteligà ªncias mUltiplas, buscando maneiras de desenvolvà ª-las na nossa vida. Somos educadores, mas tambem somos aprendizes. A melhor maneira de avaliar o desempenho de nossos alunos, e explorar de forma significativa as inteligà ªncias e examinando de maneira realista nosso desempenho diante das tarefas que propomos aos nossos alunos. Em vez de realizar tarefas com os alunos, podemos desempenha-las juntamente a eles. Por exemplo, podemos propor um teste, cujas perguntas se enquadrem numa avaliaà §Ãƒ £o das inteligà ªncias separadamente. A partir das respostas, alem de conseguirmos entender mais profundamente a sala, poderemos explorar e despertar o interesse dos alunos, de forma interpessoal. Perguntas como Aprender uma là ¬ngua estrangeira (inglà ªs) e relativamente facil para mim? ou Ouà §o as palavras em minha cabeà §a antes de là ª-las, fala-las ou escrevà ª-las? para medir a Inteligà ªncia linguà ¬stica; ou mesmo Minha vida seria mais pobre se nela nà £o houvesse mUsica? e ainda Conheà §o a melodia e a letra de muitas mUsicas? para medir a Inteligà ªncia Musical seria um exercà ¬cio revelador e envolvente para toda a sala. A teoria das inteligà ªncias mUltiplas e um modelo atrativo e interessante para nos auxiliar. Ela serve para avaliarmos a sala, como um todo, mas a nà ³s mesmos, pois nos desafia a superarmos nossas prà ³prias dificuldades e limitaà §oes. Armstrong (2001 p.32) orienta-nos da seguinte forma: Se vocà ª nà £o tem ideias para levar a mUsica à   sala de aula porque sua inteligà ªncia musical e pouco desenvolvida, pense em pedir ajuda à   professora de mUsica da escola ou a um colega com inclinaà §oes musicais. Cada aluno tem inclinaà §oes diferentes nas inteligà ªncias mUltiplas. Portanto, sabemos que determinados exercà ¬cios que usam ritmos e cAnticos serà £o bem aceitos por uns e rejeitados por outros. Devido a essa diferenà §a inerente a qualquer grupo heterogà ªneo, o professor pode usar estrategias variadas para a mesma aula. Aquele aluno que tem inclinaà §oes mais fà ¬sicas e verbais, por exemplo, podera nà £o se interessar por atividades musicais, mas apreciara exercà ¬cios do tipo preencha as lacunas ou complete o restante que falta na frase e assim por diante. Ja à  queles que apreciam o ritmo e a melodia, sera interessante exercà ¬cios orais e repetià §Ãƒ £o de expressoes e estruturas complexas, por exemplo, os phrasal verbs ou tempos verbais. Ao falar do exercà ¬cio da inteligà ªncia musical, Alvarez (2002) remete-nos ao fato de que tanto na Idade Media quanto no Renascimento, a mUsica ja era considerada um dos quatro grandes pilares da aprendizagem, juntamente à   geometria, a astronomia e a aritmetica. Armstrong (2001 p.83) reforà §a sua importAncia, relatando-nos que por milhares de anos, conhecimentos foram transmitidos de geraà §Ãƒ £o em geraà §Ãƒ £o por meio de mUsicas ou cAnticos. No seculo XX, os publicitarios descobriram que os jingles musicais ajudam as pessoas a lembrar o produto de seu cliente. Os educadores, todavia, demoraram mais para reconhecer a importAncia da mUsica na aprendizagem. Como resultado, a maioria de nà ³s tem milhares de jingles musicais comerciais na memà ³ria a longo prazo, mas relativamente poucas mUsicas relacionadas à   escola. Podemos ate criar um ritmo moderno, um rap ou um cAntico, associado à   aula que queremos explanar. Por exemplo, se colocarmos um ponto central que queremos ensinar numa aula expositiva, de forma rà ¬tmica, com repetià §oes, a sala toda podera se envolver tanto no conteUdo quanto no ritmo. Esse exercà ¬cio e muito comum entre os alunos, e sà ³ observar alunos cantarolando mUsicas e palavras em inglà ªs, nos corredores das escolas. Outro exercà ¬cio e convidar os alunos a criarem seus prà ³prios jingles ou canà §oes sobre o tema a ser estudado. Esse exercà ¬cio ajudara os alunos a sintetizarem a materia e a aplicaà §Ãƒ £o dos significados aprendidos, alem de proporcionar uma atmosfera mais descontraà ¬da e emocional para a aula. Se o professor tocar algum instrumento de percussà £o, ou qualquer outro instrumento musical tambem sera uma à ³tima contribuià §Ãƒ £o para bons resultados. Alem disso, podemos encontrar frases musicais, ou trechos de canà §oes que resumam algum ponto essencial da materia estudada. Tambem e possà ¬vel falar sobre literatura, usando ritmos opostos para sugerir situaà §oes mais calmas ou tensas, da peà §a Romeu e Julieta de Shakespeare, por exemplo. Armstrong (2001). Essas estrategias oferecem um grau de amplitude e criatividade consideraveis tanto para os alunos, quanto para os professores. O desafio maior   aqui e vencer a resistà ªncia quanto à   timidez e o envolvimento com o grupo que se esta trabalhando. 4 Traduà §oes e Versoes Existem hoje diversas formas, com resultados satisfatà ³rios, de se trabalhar com a mUsica em sala de aula. Podemos citar os exercà ¬cios mais comuns de preencha as lacunas em branco ate praticas mais elaboradas de traduà §oes. Atualmente e muito facil encontrar mUsicas na internet, que dispoem de traduà §oes. Isso pode ser considerado uma à ³tima estrategia de ensino pela facilidade e disponibilidade tanto para o professor quanto para o aluno. Considerando essa disponibilidade tecnolà ³gica, acessà ¬vel ate para as escolas de menor poder aquisitivo, podemos trabalhar uma analise de letras de hinos, poesias cantadas, canà §oes (esta Ultima muito mais comum e de facil traduà §Ãƒ £o). Nà £o podemos negar que muito do que e traduzido aos alunos, provem de nossa prà ³pria experià ªncia como professores ou tradutores. Porem, existem traduà §oes que sà £o verdadeiras perolas para a compreensà £o. Vejamos o exemplo da mUsica Im not dog no, de Falcà £o e Tarcà ¬sio Matos, uma versà £o do portuguà ªs para o inglà ªs da canà §Ãƒ £o Eu nà £o sou cachorro nà £o[8], de Waldick Soriano. A mUsica foi traduzida ao pe da letra. Sabemos que foi intencional, porem, com o uso desta canà §Ãƒ £o, o professor podera trazer à   tona erros que devem ser evitados ao lidar com letras e traduà §oes, e assim explicar expressoes idiomaticas e coloquialismos. Im not dog no, for live so humbleIm not dog no, for you be so very farYou dont know understand who is love, who is likeE eu ja estou querendo stay hereAnd so there I go away Eu nà £o sou cachorro nà £o, para viver tà £o humilhado Eu nà £o sou cachorro nà £o, para vocà ª estar tà £o longe Vocà ª nà £o sabe entender o que e amar, o que e gostar E eu ja estou querendo ficar aqui E assim, la eu ir embora As mUsicas de carater humorà ¬stico servem para descontrair a aula, alem de tornar o aprendizado atraente para a maioria dos educandos, sejam eles das mais variadas idades. Os alunos passam a aprender e adquirir conhecimento nà £o somente observando os acertos e construà §oes linguisticamente corretas, mas notando ou localizando os erros. Duas pessoas diferentes nà £o interpretam ou entendem um trecho exatamente da mesma maneira. A personalidade, experià ªncia e a referà ªncia de memà ³rias farà £o com que esta interpretaà §Ãƒ £o varie de aluno para aluno (Rivers, 2000). A contribuià §Ãƒ £o, por exemplo, que teremos ao interpretar uma mUsica, como exercà ¬cio em sala de aula, sera outro fator motivacional e por que nà £o dizer, uma promoà §Ãƒ £o à   relaà §Ãƒ £o   interpessoal   entre   o grupo, pois cada aluno trara uma versà £o diferente de um mesmo trecho de mUsica. MUsicas e canà §oes usadas como atividades conduzem naturalmente ao aprendizado ou aperfeià §oamento da là ¬ngua estrangeira. A pronUncia e entonaà §Ãƒ £o sà £o assimiladas com facilidade atraves de canà §oes na là ¬ngua alvo. Alem disso, segundo Rivers (2000, p.160) trabalhar com mUsica pop pode envolver quanto à   leitura sobre o cantor/cantora, acompanhar entrevistas com o cantor/cantora no radio ou TV, assistir os và ¬deos ou cantar as mUsicas[9]. O aluno, ao ser motivado a aprender as palavras, podera exercitar atividades diferentes sozinho e depois compara-las à  s dos colegas de classe. O professor inclusive pode se valer desta iniciativa do aluno e fornecer-lhe a mUsica com os espaà §os em branco para completar. 4.1   A TECNOLOGIA NA SALA DE AULA Quando alguem fala no uso de tecnologia e mUsicas em sala de aula, logo pensamos em computadores, ou nas aulas de computaà §Ãƒ £o na sala de multimà ¬dia da escola. A questà £o e que, tudo que nà £o seja cad

Characteristics of a Good Proposal Essay

The need for the proposed activity is clearly established, preferably with data. The most important ideas are highlighted and repeated in several places. The objectives of the project are given in detail. There is a detailed schedule of activities for the project, or at least sample portions of such a complete project schedule. Collaboration with all interested groups in planning of the proposed project is evident in the proposal. The commitment of all involved parties is evident, e. g. letters of commitment in the appendix and cost sharing stated in both the narrative of the proposal and the budget. The budget and the proposal narrative are consistent. The uses of money are clearly indicated in the proposal narrative as well as in the budget. All of the major matters indicated in the proposal guidelines are clearly addressed in the proposal. The agreement of all project staff and consultants to participate in the project was acquired and is so indicated in the proposal. All governmental procedures have been followed with regard to matters such as civil rights compliance and protection of human subjects. Appropriate detail is provided in all portions of the proposal. All of the directions given in the proposal guidelines have been followed carefully. Appendices have been used appropriately for detailed and lengthy materials which the reviewers may not want to read but are useful as evidence of careful planning, previous experience, etc. The length is consistent with the proposal guidelines and/or funding agency expectations. The budget explanations provide an adequate basis for the figures used in building the budget. If appropriate, there is a clear statement of commitment to continue the project after external funding ends. The qualifications of project personnel are clearly communicated. The writing style is clear and concise. It speaks to the reader, helping the reader understand the problems and proposal. Summarizing statements and headings are used to lead the reader.

The Pros And Cons Of School Uniforms - 2005 Words

One of the biggest controversies in the United States is whether or not public school students should be required to wear uniforms. According to Lisa Flam, author of the article, â€Å"Are School Uniforms Helping or Hindering?† on Today.com, â€Å"Nineteen percent of public school principals reported requiring uniforms in the 2009-2010 school year, up from 12 percent a decade earlier, according to TODAY.† Many people are against the idea of allowing students to dress freely, but students not having to wear uniforms has its benefits. Parents would not have to go out every few years or so to buy new uniforms because of changing schools or outgrowing them. Not having to wear uniforms also allows students the freedom of expressing themselves in†¦show more content†¦With the cost of uniforms on the rise, it is hard for parents with low income wages to continue paying for them every year. If students did not have to wear uniforms, parents would be able to send their children to school without having to worry about them wearing clothes that are too small for them. Uniforms restrict students from expressing their individuality. Children are often known to be c reative and very expressive, but when they wear uniforms, it takes away their freedom of expression. According to Michelle McDermott, author of the article â€Å" School Uniform Debate Is A Whole Lot More Complicated Than You Might Think,† students may find other, less desirable ways in expressing themselves, such as tattoos and piercings. Even though many schools enforce the uniform requirement to better identify students from faculty, staff, and sometimes even intruders, it does not help the students better identify themselves. It takes away their right to b expressive through their clothing. If students were able to dress how they wanted, the school leaders should have guidelines for the students as to what is and what is not appropriate clothing for school. With such strictly enforced uniform rules, students may feel like they are being scrutinized by the way theyShow MoreRelatedPros and Cons School Uniform1515 Words   |  7 PagesPros and Cons of School Uniforms Trina Warren Liberty University Professor Mink GRST 500/501 June 17, 2013 Abstract The decision for school district to enforce school uniforms has been in existence since the 16th century. School uniforms were originally created for poor children; however, over time, schools saw uniforms as a way to bring students together. There has been debate whether uniforms improve academic success while reducing affiliation of violence. There is opinion and study thatRead MorePros And Cons Of School Uniforms1206 Words   |  5 Pages School uniforms have been around for a long time in k-12th grades along with even some colleges, while most private schools have uniforms, now some public schools are trending toward uniforms as well. There are two sides to this argument, with pros and cons to both. I have interviewed Dale Patnode, Kelly Patnode and Patricia Patnode, they bring a first hand experience with what uniform show and what they do for students. Dale Patnode went to catholic schools throughout his whole life, experiencingRead MorePros And Cons Of School Uniforms1158 Words   |  5 PagesSchool Uniforms: Are Boomers and Stickers Affecting the Way People See Them? People say that school uniforms are a good thing. They prevent bullying, they are easier for parents to dress younger students, and they help students focus on studying, not what they are wearing. Are school administrators or boomers of the American school systems causing students to become Wendys Berrys version of stickers? Having students wear school uniforms have several pros and cons to them, including the costRead MorePros And Cons Of School Uniforms1936 Words   |  8 PagesEnglish 10 CP 27 January 2015 Pros and Cons of School Uniforms In 1994, the school district of Long Beach California was one of the first to enforce school uniforms in the grades Kindergarten through 8th, and crime rates in the district dropped 22% soon after. School attendance also improved after the uniforms were introduced. Although this one statistic shows there are positive outcomes from school uniforms, there is one question that remains: Do school uniforms help or harm the students andRead MorePros And Cons Of School Uniforms712 Words   |  3 PagesAn epidemic among many schools around the United States and around the world is one huge thing. This epidemic among schools is the fact that students have to wear uniforms for their schools. However, some parents and students may disagree with wearing these uniforms. I am one who supports the statement that students should not wear these uniforms for their schools. The next paragraphs will explain the pros and cons of not wearing and wearing school uniforms. I personally think that students shouldn’tRead MoreThe Pros And Cons Of Uniforms In Schools845 Words   |  4 Pages School uniforms: a debate that has been tossed back and forth for years now. The percentage of schools that necessitate uniforms and the percentage of the ones that do not are approximately equal. This conveys a dispute that is difficult to find a definite solution for, due to the ambiguous negatives and positives being drawn between both arguments. Uniforms being a part of school systems became widespread first after Long Beach, California implemented them into their elementary and middle schoolsRead MoreThe Pros And Cons Of School Uniforms702 Words   |  3 PagesSchool uniforms have been around for decades within many private and parochial schools. In more recent years more and more public schools are implementing their own uniforms hoping to see a change for the good within their schools. Upon researching the effects of these uniforms, it is clear to see that school uniforms are unnecessary concepts that decrease student individuality and do not actually help school attendance or test scores. Prior to taking a strong stance on this controversial topicRead MoreThe Pros And Cons Of School Uniforms791 Words   |  4 Pageshave the school uniform policy (research conducted in 2017). This means that one-fifth of the country’s students who are in school are not allowed to wear their own clothes. The statistics indicate that a majority of the United States disapprove of school uniforms since the percentage remains low. The topic about school uniforms has created two sides of the issue. Some believe that students should wear school uniforms to provide an equal learning environment. Those who oppose school uniforms believeRead MorePros, Cons, And Solutions Of The School Uniforms752 Words   |  4 PagesPros, Cons, and Solutions of The school Uniforms Individuality or uniformity, which one will you choose? The school uniforms are specific clothing students are forced to wear in an attempt to fix school related problems. They are quite controversial because they do fix some problems, but they also restrict students freedom of expression. School uniforms were first enforced in the 1980’s as an attempt to fix academic and behavioral problems. There are both positives and negatives of school uniformsRead MorePros And Cons Of School Uniforms819 Words   |  4 Pagesbe desired in schools with no school uniform. Being there is a major ethical appeal to introducing school uniforms to schools nationally. An advocate for school uniforms, Hillary Clinton, â€Å"as a way to help students focus on learning: ... Puts the focus on school, not on what youre wearing (Mike Wilson). When everyone is wearing school uniforms, equality would become more than a desired idea or way of life. It would become a reality. Visually accessible to an yone. School uniforms will reduce the

Famous Quotes From Woodrow Wilson

Woodrow Wilson (1856-1927), the 28th president of the United States, while not considered a terrific orator—he was more comfortable debating than orating—gave many speeches around the country and in Congress during his tenure. Many of them contained memorable quotations. Wilsons Career and Accomplishments Serving two consecutive terms as president, Wilson distinguished himself by leading the country into and out of the World War I and presiding over landmark progressive social and economic reforms, including the passage of the Federal Reserve Act and the Child Labor Reform Act. The 19th Amendment to the Constitution ensuring all women the right to vote was also passed during his administration. A Virginia-born lawyer, Wilson began his career as an academic, eventually landing at his alma mater, Princeton, where he rose to become president of the university. In 1910 Wilson ran as the Democratic Party’s candidate for New Jersey governor and won. Two years later he was elected president of the nation.   During his first term Wilson grappled with the war in Europe, insisting on U.S. neutrality, however by 1917 it was impossible to ignore German aggression, and Wilson asked Congress to declare war, asserting that â€Å"The world must be made safe for democracy. When the war ended, Wilson was a strong proponent of the League of Nations, a forerunner of the United Nations that Congress refused to join.   Notable Quotations Here are some  of Wilson’s most notable quotes:   The Constitution was not made to fit us like a straitjacket.†Ã¢â‚¬â€A  speech about â€Å"Americanism† at the Cooper Union, in New York, NY, November 20, 1904.Life does not consist in thinking, it consists in acting.—Announcing his presidential campaign in Buffalo, NY, September 28th, 1912.I am not one of those who believes that a great standing army is the means of maintaining peace, because if you build up a great profession those who form parts of it want to exercise their profession.—from a speech in Pittsburgh, quoted in The Nation, February 3, 1916.I believe in democracy because it releases the energies of every human being.—At the Workingman’s Dinner, New York, September 4, 1912.If you think too much about being re-elected, it is very difficult to be worth reelecting.—Address at the celebration of the rededication of Congress Hall in Philadelphia, October 25, 1913.One cool judgment is worth a thousand hasty counsels. The thing to do is to supply light and not heat.—Address at Soldiers Memorial Hall, Pittsburgh, January 29, 1916.There is a price which is too great to pay for peace, and that price can be put in one word. One cannot pay the price of self-respect.—Speech at Des Moines, Iowa, February 1, 1916.The world must be made safe for democracy. Its peace must be planted upon the tested foundations of political liberty. We have no selfish ends to serve. We desire no conquest, no dominion. We seek no indemnities for ourselves, no material compensation for the sacrifices we shall freely make.—on the State of War with Germany during an Address to Congress. April 2, 1917.The Americans who went to Europe to die are a unique breed.... (They) crossed the seas to a foreign land to fight for a cause which they did not pretend was peculiarly their own, which they knew was the cause of humanity and mankind. These Americans gave the greatest of all gifts, the gift of life and the gift of spirit .—speech at the American Memorial Day while visiting American graves at Suresnes Cemetery, May 30, 1919. Sources Craig, Hardin. â€Å"Woodrow Wilson as an Orator.†Ã‚  Quarterly Journal of Speech, vol. 38, no. 2, 1952, pp. 145–148.Wilson, Woodrow, and Ronald J. Pestritto.  Woodrow Wilson: The Essential Political Writings. Lanham, Md: Lexington Books, 2005.Wilson, Woodrow, and Albert B. Hart.  Selected Addresses and Public Papers of Woodrow Wilson. Honolulu, Hawaii: University Press of the Pacific, 2002.Wilson, Woodrow, and Arthur S. Link.  The Papers of Woodrow Wilson. Princeton, N.J: Princeton University Press, 1993.

The Creation Of Israel By John F. Kennedy - 1990 Words

Joey Dettore Mrs. Whitney Global Perspectives 3/15/16 The Creation of Israel â€Å"Israel was not created in order to disappear-Israel will endure and flourish. It is the child of hope and the home of the brave. It can neither be broken by adversity nor demoralized by success. It carries the shield of democracy and it honors the sword of freedom.† These are John F. Kennedy’s thoughts and opinions upon the creation of Israel. In the time leading up to the creation of Israel, the Jews had endured much suffering through the terrible acts of the Holocaust. Jews have proven to rise from the despair and the suffering that they had to endure and they ultimately created something stupendous: their own country. There have been many obstacles in the way for the Jews to do this, the biggest being the Arab Palestinians. The Arab Palestinians objected to the Arab Jews forming a nation and if it were not for the help of the United States, Israel would have never been able to overrule the power of the Arab Palestinians and take ove r the land for themselves. With tremendous support from the United States, the creation of Israel exemplifies the joyous and magnificent accomplishment that not only Arab Jews accomplished, but all Jews. In the time leading up to the creation of Israel, the Jews were motivated to establish their own country in the territory of Palestine with the support of other countries around the world. There were many contributions that lead to the creation ofShow MoreRelatedHistorical Fiction Book Report of The Hope by Herman Wouk738 Words   |  3 PagesHerman Wouk The book The Hope is the story of Zev Barak, Benny Luria, Sam Pasternak, Kishote, four of Israel’s army officers during the major battles and struggles of Israel from 1948 until 1967. The War of Independence, The Six Day War, and the 1956 Sinai Campaigns were all major events that had major effects on Israel. The book starts out with the war of independence in the town of Latrun with the Haganah 7th brigade. The battle of Latrun was a battle that took place in beginningRead MoreThe 70s Are Not Totally Happy `` Days1667 Words   |  7 Pageschallenges elsewhere. President John F. Kennedy implemented an effective defense strategy. President Kennedy s dedication to domestic policy initiatives. Johnson carried a particularly strong record on civil rights. After first evading civil rights issues, Kennedy responded to the calls of civil rights advocates. But, as president, Johnson plunged ahead with domestic reform, Congress did not act on the bill, but the civil rights movement intensified. When John F. Kennedy became president in 1961, AfricanRead MorePalestine And Palestine Of Palestine1506 Words   |  7 PagesPalestine and Israel have been in conflict since 1948 for the ownership of Palestinian territory. When the Ottoman Empire collapsed, Palestine became part of the administration of Great Britain after WWI despite British promises of a definite Palestinian independence. During WWII, several Jewish people fled to Palestine due to the Nazi persecution. Consequently, by the end of this war, there were six hundred thousand Jews in Palestinian territory, which created a coexistence tension. As a consequenceRead MoreThe Containment Of The Manhattan Project1298 Words   |  6 Pagesoverall money used on this project was used just towards building factories and the production of the Fission materials. This left only about 10% of the money which was used directly towards development and production of these atomic weapons. The Creation of the Atomic Bomb has led to Mass Destruction. 1st Body Paragraph: Subtopic: 1 The first true testing of the Atomic Bomb began on August 6, 1945 in Hiroshima, Japan. The Atomic Bomb was dropped by the Enola Gay which a was plane that was pilotedRead MoreThe Cold War During World War II1812 Words   |  8 PagesPresident Truman immediately agreed to help Greece and Turkey because of he believed without the proper assistance and resources, they both would fall to the Soviet Union and this ultimately would have several consequences to neighboring countries. Creation of NATO In 1949, the North Atlantic Treaty Organization was formed by 12 nations in the western world. The original nations are the U.S, France, Belgium, the Netherlands, Denmark, Italy, Luxembourg, Norway, Iceland, Canada and Portugal. NATO wasRead MoreDifferences Between Nationalism And Imperialism2099 Words   |  9 PagesAmerica is a nation that goes to extreme levels of promoting patriotism. The government advertises to the people to put the country first before them. For instance â€Å"Ask not what your country can do for you; ask what you can do for your country.† – John F. Kennedy An great deal of Americans practice this quote. Furthermore the United States of America is not only recognized for their extreme patriotism but also for the tragic event 9/11. On September 11, 2001 four airplanes were hijacked in flight andRead MoreThe Cold War During World War II2269 Words   |  10 Pageswell as the United States. President of America during the time, John F. Kennedy decided to blockade the island of Cuba for the prevention of the transportation of nuclear weapons. It became lucid that if Soviets decided to disregard this blockade and continue to move forward with transportation of nuclear weapons, it would ignite the start of World War III. Canada, although did not initiate Defcon 3 in the beginning as PM Kennedy asked to, Canada did authorize Defcon 3 as Soviet ships further decidedRead MoreThe Pitfalls of American Interventionism Essay1468 Words   |  6 PagesThe United States has been feeling the effects of Middle Eastern terrorism since June 5th, 1968, when Sirhan Sirhan, a Palestinian acting alone, shot and killed Senator Robert F. Kennedy in response to some pro-Israeli statements he made (Eland 10). United States support for the newly formed Israel had garnered a lot of hatred from native Palestinians, and Sirhan’s attack marked the beginning of anti-American sentiment in the region. Starting with President Dwight D. Eisenhower, the United StatesRead More Eleanor Roosevelt Essay1601 Words   |  7 PagesPresident Teddy Roosevelt giving the bride away (http://www.whitehouse.gov/history/firstladies/ar32.html). From 1906 to 1916, Eleanor had 6 children, Anna, James, Franklin Jr., who dies in infancy of influenza, Elliott, another Franklin Jr. and John. In 1913 her husband became Assistant Secretary of the Navy, which enabled Eleanor to spend a great deal of time in Washington getting familiar with the ways of life. With the onset of World War I, Eleanor volunteered for the D.C. Red Cross, the NavyRead MoreThis paper is about the Palestinian-Israeli Conflict and favors the side of Israel. Basically a persuasive essay and argues for Israel.2639 Words   |  11 PagesSince the establishment of Israel in 1948, there has been constant fighting between Israelis and Arabs. The Israelis have the right to live peacefully in Israel, but there is a conflict because the Palestinians feel that Israel is their land. During recent years the conflict in the Middle East had been exploded on to our television screens. Day after day images of violence and suffering have dominated the news. Scenes of heavily armed Israeli soldiers facing young Palestinian children hurling stones

Spirit Bound Chapter Seventeen Free Essays

THE ENTIRE ROOM SEEMED to hold its breath. Yet even in the face of miracles, guardians–or Strigoi, for that matter–were hard to distract. Fights that had paused now resumed with just as much fury. We will write a custom essay sample on Spirit Bound Chapter Seventeen or any similar topic only for you Order Now The guardians had the upper hand, and those of them who weren’t engaged with the last surviving Strigoi suddenly leapt toward Lissa, trying to pull her away from Dimitri. To everyone’s surprise, she held on to him tightly and made a few feeble attempts to fight off those crowding around her. She was fierce and protective, again putting me in mind of a mother defending her child. Dimitri was holding on to her just as intently, but both he and Lissa were outmatched. The guardians finally pried them apart. There were confused shouts as guardians tried to determine whether they should kill Dimitri. It wouldn’t have been hard. He was helpless now. He could barely stand when they jerked him to his feet. That woke me up. I’d simply been staring, frozen and dumbstruck. Shaking off my daze, I sprang forward, though I wasn’t sure who I was going for: Lissa or Dimitri. â€Å"No! Don’t!† I yelled, seeing some of the guardians move in with stakes. â€Å"He’s not what you think! He’s not Strigoi! Look at him!† Lissa and Christian were shouting similar things. Someone grabbed me and pulled me back, telling me to let the others handle this. Without even thinking, I turned and punched my captor in the face, discovering too late it was Hans. He fell back a little, seeming more surprised than offended. Attacking him was enough to attract the attention of others, however, and soon I had my own group of guardians to fight off. My efforts didn’t do any good, partially because I was outnumbered and partially because I couldn’t take them on the same way I’d attacked Strigoi. As the guardians hauled me out, I noticed then that Lissa and Dimitri had already been removed from the room. I demanded to know where they were, yelling that I had to see them. No one listened to me. They dragged me away, out of the warehouse, passing a disturbing amount of bodies. Most were Strigoi, but I recognized a few faces from the guardian regiment at the Court. I grimaced, even though I hadn’t known them well. The battle was over, and our side had won–but at a great cost. The surviving guardians would be doing cleanup now. I wouldn’t have been surprised if Alchemists showed up, but at the moment, none of that was my concern. â€Å"Where’s Lissa?† I kept demanding as I was shoved inside one of the SUVs. Two guardians slid in with me, one sitting on each side. I didn’t know either of them. â€Å"Where’s Dimitri?† â€Å"The princess has been taken to safety,† one of the guardians said crisply. He and the other guy stared straight ahead, and I realized neither was going to acknowledge the question about Dimitri. He might as well not exist for any of them. â€Å"Where’s Dimitri?† I repeated, speaking more loudly in the hopes that might get an answer. â€Å"Is he with Lissa?† That got a reaction. â€Å"Of course not,† said the guardian who’d spoken before. â€Å"Is he†¦ is he alive?† It was one of the hardest questions I’d ever asked, but I had to know. I hated to admit it, but if I were in Hans’s place, I wouldn’t have been looking for miracles. I would have been exterminating anything I perceived as a threat. â€Å"Yes,† said the driver at last. â€Å"He†¦ it†¦ is alive.† And that was all I could get out of them, no matter how much I argued and demanded to be released from the car–and believe me, I did a lot of that. Their ability to ignore me was pretty impressive, really. To be fair, I’m not even sure that they knew what had happened. Everything had occurred so fast. The only thing these two knew was that they’d been ordered to escort me out of the building. I kept hoping someone I knew might join us in our SUV. Nope. Only more unknown guardians. No Christian or Tasha. Not even Hans–of course, that was understandable. He was probably afraid I’d accidentally punch him again. When we were loaded up and on the road, I finally gave up my badgering and sank back into the seat. Other SUVs had left with ours, but I had no clue whether my friends were in them. The bond between Lissa and me was still numb. After that initial shock where I’d felt nothing, I’d slowly regained a slight sense of her, telling me we were still connected and that she was alive. That was about it. With all that power that had blasted through her, it was almost like the bond had been temporarily fried. The magic between us was fragile. Each time I tried to use the bond to check on her, it was as though I’d stared too brightly at something and was still blinded. I just had to assume it would reestablish itself soon because I needed her insight on what had happened. No, scratch insight. I needed to know what had happened, period. I was still in a bit of shock, and the long ride back to Court allowed me time to process what few facts I had access to. I immediately wanted to jump to Dimitri but needed to start at the beginning if I really wanted to analyze all that had occurred. First: Lissa had charmed a stake and withheld the info from me. When? Before her college trip? At Lehigh? While captive? It didn’t matter. Second, in spite of her failed pillow attempts, she had gotten the stake into Dimitri’s heart. It had been a struggle, but Christian’s fire had made it possible. I winced, recalling the burns Lissa had suffered during that ordeal. I’d felt the pain of those before the bond blanked out, and I’d also seen the marks on her. Adrian wasn’t the world’s best healer, but hopefully his magic would be enough to take care of her injuries. The third and final fact here†¦ well†¦ was it a fact? Lissa had stabbed Dimitri and used the same magic she would for a healing†¦ and then? That was the big question. What had happened, aside from what felt like a nuclear explosion of magic through our bond? Had I really seen what I thought I’d seen? Dimitri had†¦ changed. He was no longer a Strigoi. I felt it in my heart, even though I’d only had that brief glimpse of him. It had been enough to allow me to see the truth. The Strigoi features were gone. Lissa had done everything Robert had sworn she needed to do to restore a Strigoi, and certainly after all that magic†¦ well, it was easy to believe anything was possible. That image of Dimitri came back to me, clinging to Lissa with tears running down his face. I’d never seen him so vulnerable. Somehow, I didn’t believe Strigoi cried. Something in my heart twisted painfully, and I blinked rapidly to stop from crying too. Glancing around, I tuned back into my surroundings. Outside the car, the sky was lightening. It was nearly sunrise. The guardians with me had signs of weariness on their faces, yet the alert expressions in their eyes never faltered. I’d lost track of the time, but my internal clock told me we’d been on the road for a while. We had to almost be back at Court. Tentatively, I touched the bond and found it was back but still fragile. It was like it flickered in and out, still reestablishing itself. That was enough to put me at ease, and I breathed a sigh of relief. When the bond had first come about years ago, it had been so strange†¦ surreal. Now I’d accepted it as part of my life. Its absence today had felt unnatural. Looking through Lissa’s eyes, at the SUV she rode in, I immediately hoped I’d see Dimitri with her. That one glimpse at the warehouse hadn’t been enough. I needed to see him again, needed to see if this miracle had truly happened. I wanted to drink in those features, to gaze at the Dimitri from so long ago. The Dimitri I loved. But he wasn’t with Lissa. Christian was there, however, and he glanced over at her as she stirred. She’d been asleep and still felt groggy. That, combined with the aftereffect of that searing power earlier, kept our connection a little hazy. Things shifted out of focus for me off and on, but overall, I could follow what was happening. â€Å"How do you feel?† asked Christian. His voice and his eyes as he peered at her were filled with so much affection that it seemed impossible she didn’t notice. But then, she was a little preoccupied right now. â€Å"Tired. Worn out. Like†¦ I don’t know. Like I’ve been thrown around in a hurricane. Or run over by a car. Pick something horrible, and that’s what I feel like.† He gave her a small smile and gently touched her cheek. Opening myself to her senses more, I felt the pain of her burns and that he was tracing the skin near one, though being careful to keep away from it. â€Å"Is it awful?† she asked him. â€Å"Is all my skin melted off? Do I look like some alien?† â€Å"No,† he said, with a small laugh. â€Å"There’s not that much. You’re beautiful, like always. It would take a lot for that to change.† The throbbing pain she felt made her think that there was more damage than he was admitting to, but the compliment and the way he’d said it went a long way to soothe her. For a moment, her whole existence focused on his face and the way the rising sun was starting to light it up. Then the rest of her world came crashing down on her. â€Å"Dimitri! I need to see Dimitri!† There were guardians in the car, and she glanced around at them as she spoke. As with me, no one seemed willing to acknowledge him or what had happened. â€Å"Why can’t I see him? Why’d you take him away?† This was directed to anyone who would answer, and at last, Christian did. â€Å"Because they think he’s dangerous.† â€Å"He’s not. He’s just†¦ He needs me. He’s hurting inside.† Christian’s eyes suddenly went wide, his face filling with panic. â€Å"He’s not†¦ You aren’t bonded to him, are you?† I guessed by the look on his face that Christian was recalling Avery and how bonding with multiple people had pushed her over the edge. Christian hadn’t been there for Robert’s explanation of the soul going to the world of the dead and how restored Strigoi didn’t get bonded. Lissa shook her head slowly. â€Å"No†¦ I just know. When I†¦ when I healed him, we had this connection, and I felt it. What I had to do†¦ I can’t explain it.† She ran a hand through her hair, frustrated that she couldn’t put her magic into words. Weariness was starting to overtake her. â€Å"It was like I had to do surgery on his soul,† she said at last. â€Å"They think he’s dangerous,† repeated Christian gently. â€Å"He’s not!† Lissa glared around at the rest of the car’s occupants, all of whom were looking somewhere else. â€Å"He’s not Strigoi anymore.† â€Å"Princess,† began one of the guardians uneasily, â€Å"no one really knows what happened. You can’t be sure that–â€Å" â€Å"I am sure!† she said, voice too loud for the small space. There was a regal, commanding air to it. â€Å"I know. I saved him. I brought him back. I know with every single part of me that he’s no longer Strigoi!† The guardians looked uncomfortable, again not speaking. I think they were just confused, and really, how could they not be? There was no precedent for this. â€Å"Shh,† said Christian, putting his hand on hers. â€Å"There’s nothing you can do until we’re back at Court. You’re still hurt and exhausted–it’s written all over you.† Lissa knew he was right. She was hurt, and she was exhausted. That magic had ripped her apart. At the same time, what she had done for Dimitri had created a bond to him–not a magical one, but a psychological one. She really was like a mother. She felt desperately protective and concerned. â€Å"I need to see him,† she said. She did? What about me? â€Å"You will,† said Christian, sounding more certain than I suspected he was. â€Å"But just try to rest now.† â€Å"I can’t,† she said, even while stifling a yawn. That smile flickered back across his lips, and he slipped his arm around her, pulling her as close as the seat belts would allow. â€Å"Try,† he told her. She rested her head against his chest, and his closeness was a type of healing in and of itself. Worry and concern for Dimitri still coursed through her, but her body’s needs were stronger for the moment. At last, she drifted into sleep in Christian’s embrace, just barely hearing him murmur, â€Å"Happy birthday.† Twenty minutes later, our convoy arrived back at Court. I thought this meant instant freedom, but my guardians took their time in getting out, waiting for some signal or directions that no one had bothered to tell me about. It turned out they were waiting for Hans. â€Å"No,† he said, firmly putting a hand on my shoulder as I shot out of the car and tried to race away to†¦ well, I wasn’t sure where. Wherever Dimitri was. â€Å"Hold on.† â€Å"I have to see him!† I exclaimed, trying to push past. Hans was like a brick wall. Considering he’d actually fought a lot more Strigoi than me tonight, you’d have thought he’d be tired. â€Å"You have to tell me where he is.† To my surprise, Hans did. â€Å"Locked away. Far, far out of your reach. Or anyone else’s. I know he used to be your teacher, but it’s better if he’s kept away for now.† My brain, weary from the night’s activities and overwrought with emotion, took a moment to process this. Christian’s words came back to me. â€Å"He’s not dangerous,† I said. â€Å"He’s not a Strigoi anymore.† â€Å"How can you be so certain?† The same question Lissa had been asked. How could we really answer that? We knew because we’d gone to incredible pains to find out how to transform a Strigoi, and when we’d completed those steps, there’d been an atom bomb of magic. Wasn’t that enough proof for anyone? Hadn’t Dimitri’s appearance been enough? Instead, my answer was like Lissa’s. â€Å"I just know.† Hans shook his head, and now I could see he actually was exhausted. â€Å"No one knows what’s going on with Belikov. Those of us that were there†¦ well, I’m not sure what I saw. All I do know is that he was leading Strigoi a little while ago, and now he’s out in the sun. It doesn’t make any sense. No one knows what he is.† â€Å"He’s a dhampir.† â€Å"And until we do,† he continued, ignoring my comment, â€Å"Belikov has to stay locked up while we examine him.† Examine? I didn’t like the sound of that. It made Dimitri seem like a lab animal. It made my temper flare, and I nearly started yelling at Hans. A moment later, I got myself under control. â€Å"Then I need to see Lissa.† â€Å"She’s been taken to the medical center for treatment–which she needs very badly. You can’t go there,† he added, anticipating my next response. â€Å"Half the guardians are there. It’s chaos, and you’d be in the way.† â€Å"Then what the hell am I supposed to do?† â€Å"Go get some sleep.† He gave me a wry look. â€Å"I still think you’ve got a bad attitude, but after what I saw back there†¦ well, I’ll say this. You know how to fight. We need you–probably for more than paperwork. Now go take care of yourself.† And that was that. The dismissal in his voice was clear, and as the guardians hurried around, it was like I didn’t exist. Whatever trouble I’d been in before seemed long forgotten. No more filing in the wake of this. But what was I supposed to do? Was Hans crazy? How could I sleep? I had to do something. I had to see Dimitri–but I didn’t know where they’d taken him. Probably the same jail Victor had been kept in, which was inaccessible to me. I also needed to see Lissa–but she was deep in the medical center. I had no power here. I needed to appeal to someone with influence. Adrian! If I went to Adrian, maybe he could pull some strings. He had his royal connections. Hell, the queen loved him, in spite of his slacker ways. As much as it killed me to accept, I was realizing that getting in to see Dimitri right away was going to be nearly impossible. But the medical center? Adrian might be able to get me in to see Lissa, even if it was crowded and chaotic. The bond was still blurry, and talking to her directly would allow me to score faster answers about Dimitri. Plus, I wanted to see for myself that she was all right. Yet when I reached the housing Adrian stayed in at Court, I was informed by the doorman that Adrian had already left a little while ago to–ironically enough–go to the medical center. I groaned. Of course he’d already be there. With his healing abilities, they would have summoned him out of bed. Weak or not, he could definitely help. â€Å"Were you there?† the doorman asked me as I started to turn away. â€Å"What?† For a minute I thought he was talking about the medical center. â€Å"The battle with the Strigoi! The rescue. We’ve been hearing all sorts of things.† â€Å"Already? What did you hear?† The guy’s eyes were wide and excited. â€Å"They say almost every guardian died. But that you captured a Strigoi and brought him back.† â€Å"No, no†¦ there were more injuries than deaths. And the other†¦Ã¢â‚¬  For a moment, I couldn’t breathe. What had happened? What had really happened with Dimitri? â€Å"A Strigoi was changed back to a dhampir.† The doorman stared. â€Å"Were you hit on the head?† â€Å"I’m telling the truth! Vasilisa Dragomir did it. With her spirit power. Spread that around.† I left him with his mouth hanging open. And like that, I had no more options, no one else to get information from. I went back to my room feeling defeated but far too keyed up to sleep. At least, that’s what I initially thought. After some pacing, I sat on the bed to try to come up with a plan. Yet before long, I felt myself falling into a heavy sleep. I awoke with a start, confused and aching in parts of my body that I hadn’t realized had taken hits in the fight. I peered at the clock, astonished at how long I’d slept. In vampire time, it was late morning. Within five minutes, I had showered and put on non-torn, non-bloody clothes. Just like that, I was out the door. People were out and about their daily business, yet every couple or group I passed seemed to be talking about the battle at the warehouse–and about Dimitri. â€Å"You know she can heal,† I heard one Moroi guy say to his wife. â€Å"Why not Strigoi? Why not the dead?† â€Å"It’s insane,† the woman countered. â€Å"I’ve never believed in this spirit thing anyway. It’s a lie to cover up the fact that the Dragomir girl never specialized.† I didn’t hear the rest of their conversation, but others I passed had similar themes. People were either convinced the whole thing was a scam or were regarding Lissa as a saint already. Every so often, I’d heard something weird, like that the guardians had captured a bunch of Strigoi to experiment on. In all the speculation, though, I never heard Dimitri’s name come up or knew what was really happening to him. I followed the only plan I had: Go to the guardian building that held the Court’s jail, though I was unsure what I’d actually do when I got there. I wasn’t even entirely sure that was where Dimitri still was, but it seemed the most likely place. When I passed a guardian along the way, it took me several seconds to realize I knew him. I came to a halt and turned. â€Å"Mikhail!† He glanced back and, seeing me, walked over. â€Å"What’s going on?† I asked, relieved to see a friendly face. â€Å"Have they let Dimitri out?† He shook his head. â€Å"No, they’re still trying to figure out what happened. Everyone’s confused, even though the princess still swore up and down after she saw him that he’s not Strigoi anymore.† There was a wonder in Mikhail’s voice–and wistfulness too. He was hoping that it was true, that there might be a chance for his beloved to be saved. My heart ached for him. I hoped he and Sonya could have a happy ending just like– â€Å"Wait. What did you say?† His words drew my romantic musings to a halt. â€Å"Did you say Lissa saw him? You mean after the fight?† I immediately reached for the bond. It was gradually growing clearer–but Lissa was asleep, so I learned nothing. â€Å"He asked for her,† Mikhail explained. â€Å"So they let her in–guarded, of course.† I stared, my jaw nearly dropping to the ground. Dimitri was seeing visitors. They were actually letting him see visitors. The knowledge lit up the dark mood that had been building in me. I turned away. â€Å"Thanks, Mikhail.† â€Å"Wait, Rose–â€Å" But I didn’t stop. I ran to the guardians’ holding building at a full-out sprint, oblivious to the looks I got. I was too excited, too invigorated with this new info. I could see Dimitri. I could finally be with him, back the way he was supposed to be. â€Å"You can’t see him.† I literally came to a halt when the guardian on duty in the front reception area stopped me. â€Å"Wh-what? I need to see Dimitri.† â€Å"No visitors.† â€Å"But Lissa–er, Vasilisa Dragomir got to see him.† â€Å"He asked for her.† I stared incredulously. â€Å"He must have asked for me too.† The guardian shrugged. â€Å"If he did, no one’s told me.† The anger I’d kept back last night finally awoke. â€Å"Then go find someone who knows! Dimitri wants to see me. You have to let me in. Who’s your boss?† The guardian scowled at me. â€Å"I’m not going anywhere until my shift is over. If you’ve got clearance, someone will let you know. Until then, no one without special permission is allowed to go down there.† After taking out a fair portion of Tarasov’s security, I felt pretty confident I could easily dispatch this guy. However, I felt equally confident that once I got to the depths of the jail cells, I’d run into a lot more guardians. For a second, taking them out seemed very reasonable. It was Dimitri. I would do anything for him. A slight stirring in the bond made me see reason. Lissa had just woken up. â€Å"Fine,† I said. I lifted my chin and gave him a haughty look. â€Å"Thanks for the ‘help.'† I didn’t need this loser. I’d go to Lissa. She was staying at almost the opposite end of the Court’s grounds from the holding area, and I covered the distance at a light jog. When I finally reached her and she opened the door to her room, I saw that she’d gotten ready almost as quickly as I had. In fact, I could feel that she’d been pretty close to leaving. Studying her face and hands, I was relieved to see that almost all of the burns were gone. A few red spots lingered on her fingers, but that was it. Adrian’s handiwork. No doctor could have made that happen. In a pale blue tank top, with her blond hair pulled back, she didn’t look at all like anyone who’d been through such a major ordeal less than twenty-four hours ago. â€Å"Are you okay?† she asked. In spite of everything else that had happened, she’d never stopped worrying about me. â€Å"Yeah, fine.† Physically, at least. â€Å"You?† She nodded. â€Å"Fine.† â€Å"You look good,† I said. â€Å"Last night†¦ I mean, I was pretty scared. With the fire†¦Ã¢â‚¬  I couldn’t quite finish. â€Å"Yeah,† she said, looking away from me. She seemed nervous and uncomfortable. â€Å"Adrian’s been pretty great healing people.† â€Å"Is that where you’re going?† There was agitation and restlessness in the bond. It would make sense if she wanted to hurry over to the medical center and help out too. Except†¦ further probing gave me the startling truth. â€Å"You’re going to see Dimitri!† â€Å"Rose–â€Å" â€Å"No,† I said eagerly. â€Å"It’s perfect. I’ll go with you. I was just over there, and they wouldn’t let me in.† â€Å"Rose–† Lissa looked very uncomfortable now. â€Å"They gave me some bullshit about how he’d asked for you and not me and that that’s why they couldn’t let me in. But if you’re going, they’ll have to let me.† â€Å"Rose,† she said firmly, finally breaking through my chatter. â€Å"You can’t go.† â€Å"I–what?† I replayed her words, just in case I’d misheard them. â€Å"Of course I can. I need to see him. You know I do. And he needs to see me.† She slowly shook her head, still looking nervous–but also sympathetic. â€Å"That guardian was right,† she said. â€Å"Dimitri hasn’t been asking for you. Only me.† All my eagerness, all that fire, froze up. I was dumbstruck, confused more than anything. â€Å"Well†¦Ã¢â‚¬  I recalled how he’d clung to her last night, that desperate look on his face. I hated to admit it, but it kind of made sense why he would have asked for her first. â€Å"Of course he’d want to see you. Everything’s so new and strange, and you’re the one who saved him. Once he comes around more, he’ll want to see me too.† â€Å"Rose, you can’t go.† This time the sadness in Lissa’s voice was mirrored through the bond, flooding into me. â€Å"It’s not just that Dimitri didn’t ask to see you. He asked specifically not to see you.† How to cite Spirit Bound Chapter Seventeen, Essay examples

Victims Rights and Vengeance free essay sample

In the United States attorneys battle every day for victims and to secure their rights. In todays society laws are being implemented every day to ensure that we help victims of crimes. The court system tries to look out for individuals that have been victimized. There are many individuals that advocate for victims rights, which state that the criminal justice systems interplays between the state and the defendant. The victims existence in the court is downplayed and the focus is mostly on the defendant and the outcome of the case. Do you believe that the 2004 Crime Victims’ Rights Act (CRVA) has been successful? This act has been amended many times because it has been jeopardized. The 2004 Crime Victims Right Act was added to the law books to provide victims sense of being taken care off. It ensure that victims that they would have a voice against the defendant that victimized them. We will write a custom essay sample on Victims Rights and Vengeance or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the system the victim has the rights under law to be protected from the accused defendant. This right sometimes is violated and it makes the individuals feel that they are not being treated fairly. There are many states in the United States that have passed laws and have created constitutional amendments to ensure the protection of the victims rights. Victims try to assert their rights in courts and have been turn down and not allowed to enhance their rights. Is there ever a circumstance in which you feel vengeance is appropriate, even when it means breaking a law? Vengeance can be done in many ways and sometimes breaking the law is necessary. Martin Luther King stated â€Å" The only way to get a law to change is to break that law in mass†. When doing so, this becomes the quickest and most efficient method to use to make a point. When the vengeance is of personal nature it gets complicated. The only law that and individual should consider not to break is homicide. There are still some crimes that in my opinion may cause any mother or father to think twice about homicide. Vengeance most of the time will not change the situation, but will benefit the victims in a small way. Do you agree with the actions of Survivors Network of those Abused by Priests (SNAP)? I think that the organization is a wonderful avenue for individuals that have been abuse by priests (Snap,N/A). It provides them with resources on how to deal with the abuse and how to fight against the abuser. They help them to get legal action against the priest and their church of origin.