A bibliography of John Lennon

A bibliography of John Lennon Encomium about John Lennon Introduction Many of us disagree with moves taken by governments on specific political issues and thus choose to air our opinion as constitution permits. One of the major wars listed in history is the Vietnam War of the sixties and seventies that recounts in the history of United States of America. Most Americans were strongly against U.S. involvement in Vietnam War. John Lennon, one of the famous artists in America has ever wrote, produced and performed a song Give Peace a Chance to denounce this war (Marie 1). This is one of his major influences as a musician that reflected his views on war in general. This was one of the political influences of music during that time. He was outspoken and never shy of his opinions. His famous song Imagine where he sings I hope someday youll join us, and the world will live as one has up to date been his best worldly known song. The song is also an international anthem of peace. This proposal will show that John Lennon was such a great musician due to his outst anding imagery and involvement in social activism. Body John Lennon was born in 1940 in Liverpool, England. He was born and brought up in a working class family thus giving him an exposure to current music. This research will show that he was a character who got fascinated by musical styles like Elvis Presley. He managed to enter in a duet group that enabled him to work with Paul McCartney. He was the founder of the famous group the Beatles. His desire for music and profound artistry is seen after Beatles broke up in 1970. He proved how talented he was by producing duet albums with Yoko, his wife and other solo performances. He was a musician who presents eras of both history and music mainly because of his involvement with Beatles, his beliefs and attitudes. He managed to produce music that today helps us personify the 1960s and 1970s typical characteristics (Associatedcontent.com 1). As many would comment, they like music that has a message. John Lennon would always speak about everything that was in his mind through music. This will represent the typical feature of stoners, peace-lovers and hippies of that time (1970s). He was a shameless musician of whatever he felt. This is the prime reason why he is admired even today. Through expressing his opinions, he showed just how important these opinions were to him and this was to tell others that they could do the same. His opinions were expressed through actions, interviews and music. Apart from his song Give Peace a Chance he also decided to fight for peace when he lay in bed naked together with his wife for a month (Arkawy 1). The Beatles is one of the worlds greatest bands. Its through their work that the world changed its view on lyrics and musical styles. All these achievements are credited to John Lennon. He not only founded the band but also co-wrote and wrote most of its lyrics. He spearheaded major media relations as he was outspoken on his opinions and beliefs. At one time, there was a nationwide burning of their albums due to Lennons offensiveness in an interview. He however managed to keep the group together and strong by writing more songs. This shows how persevering he was. His 1970s lyrics up to date still inspires and influences. One such remarkable song was Imagine that he used in expressing his vision of peace, hope and a poverty free world. The 1970 plastic Ono band was a solo album that had songs that were so emotionally raw. This was the time when he built a sonic environment that had bass, occasional piano, guitar and drums. Imagine was a 1971 album that again shows how plainspoken he was but had more additions of textural elements like strings in order to create sense of beauty in his music. The title track in this album has ensured its historical importance. Since then, this track has provided inspiration and solace in moments of humanitarian and social crisis. This paper will show that one of the major contributions in rock and roll in the 70s actually came from Lennon. Through his work and partnership with Paul McCartney, he presented himself as a singer, an instrumentalist and a political activist. He was a man with a knack for introspection and a cynical edge. It is important to pay tribute to such artists like John Lennon and others who had to voice their political concerns through music (Ringo 1). Buffalo Springfield, Creedence Clearwater Revival and Bob Dylan are others who were like him. From time to time they would express their views through music so that they are heard by the public. Perhaps it is because of John and other artists that wars like the Vietnam War came to an end. Conclusion Lennon was a musician whose works warrants more research as he demonstrated how strong he was as a musician. He will be remembered as one of the best activists, husband, musician, a father and most of all a source of inspiration. This is a man who spent the very last years in his life devoting it to spreading of love and peace to the youth. Through his music, he changed the world. He forced the whole world to question war and thus work towards a world of peace. Somebody like Martin Luther King Jr. is remembered for his contributions in the civil rights movement. John Lennon also left a significant impact in music as for sure, he is one of the rock stars. His songwriting partnership is one of the most successful in the 20th century. In rock and roll history, we cant mention popular music in this genre without tracks of John Winston Ono Lennon. Works cited Arkawy, Amy. Still Imagining Peace: John Lennons Legacy, 2009. Retrieved from http://newsjunkiepost.com/2009/12/08/still-imagining-peace-john-lennons-legacy/ Associatedcontent.com. John Lennons Influence on Rock and Roll, 2008. Retrieved from http://www.associatedcontent.com/article/1125638/john_lennons_influence_on_rock_and_pg2.html?cat=33 Marie. Political influence on music in the 60s and 70s, 2008. Retrieved from http://mariepoetryofsong.blogspot.com/2008/10/song-analysis-of-give-peace-chance.html Ringo, Sofia. Make October 9 National John Lennon Day! 2008. Retrieved from http://www.thepetitionsite.com/takeaction/213565590

Literacies for Learning Essay

The necessity for educational institutions to equip students with the skills to cope in a rapidly changing, culturally diverse and globalised 21st century society, has led academics, such as the New London Group, to encourage educators to acknowledge the various literacy forms utilised in the new millennium (The New London Group, 1996) and to adopt a pedagogy of multiliteracies. This essay will explore the components of a pedagogy of multiliteracies and identify the transformations needed for the successful implementation of multiliteracies into educational practice. Likewise, the notion of language as a social practice which influences teaching content and assessment practices in secondary education will be examined, as will the use of multiliteracies in the teaching of the Mathematics curriculum. To understand the role of multiliteracies in pedagogy theory development, it is important to define the term literacy. Literacy is an evolving term that refers to an individualâ₠¬â„¢s ability to construct and comprehend meaning via the accepted symbol systems of one’s country or language group (Winch, Johnston, March, Ljungdahl, Holliday, 2010). These symbol systems include written and spoken language and visual information such as icons and other graphical information. While literacy was traditionally viewed as a cognitive process with a focus on reading, writing and numeracy identification, in recent years its definition has become broadened to encompass the burgeoning text types being generated via multimedia and information technology (Winch et al., 2010). These electronic text types have quickly established themselves as integral components of a diverse range of 21st century vocations and social interactions (Tan, 2006).  A pedagogy of multiliteracies encompasses multimedia and digital text forms as well as traditional written and spoken texts. Likewise, the central role of literacy in a diverse range of knowledge domains and vocations has resulted in educators being encouraged to view literacy as a vital skill underpinning successful teaching and learning in all curriculum areas. The New London Group (1996) viewed the role of design as an ever changing paradigm of three stage teaching and learning processes. The first step, ‘Available Designs’ is determining what resources are available. These resources include texts, symbols, audio and visual resources. The second step is ‘Designing’ which takes these ‘Available Designs’ and places them within a social context, such as the classroom or learning environment, and is facilitated by an individual such as a teacher. This step creates an output with new meaning for both the learning environment and facilitator. This knowledge or new meaning is known as ‘Redesign’ (The New London Group, 1996). Literacy is a social practice that is not just taught in secondary schools, it is something which is part of each individual’s everyday life. According to Anstey & Bull (2000), the way in which an individual may read the world will be strongly linked to the contexts of their own life. The NSW Department of Education and Training (2006) maintains that literacy is a skill that continues to grow and develop and is fundamental to students’ success at school as well as for the rest of their life. For literacy to be successful in schools, it is planned in collaboration with parents and teachers. This collaborative approach reinforces that literacy is inherently a social practice. This approach must include a range of social influences and practices, in order to increase student’s knowledge and skill in the real world for real purposes (NSW Department of Education and Training, 2006). As literacy development is undoubtedly a whole school and community approach, it is essential that a multiliteracies pedagogy, be utilised in the teaching of all curriculum areas. The impact of societal and cultural change is clearly reflected in the mathematics curriculum through the use of digital technologies such as graphical programs and spreadsheets. This use of technology provides numerous opportunities for the teaching of multiliteracies. Through explicit teaching and learning  experiences of digital texts, students are provided with the skills to successfully navigate and comprehend information communicated digitally. These skills can be acquired through students being provided with opportunities to access information via Internet websites. Likewise, students can use information technology to construct their own texts, thus allowing them to communicate their understanding of concepts to others. This may be achieved by encouraging students to construct texts through the use of software programs such as Microsoft Excel and Microsoft Visio, both of which allow students to communicate information graphically. These digital mediums allow students to acquire skills which will assist them in acquiring real world skills which they can utilise to gain and construct meaning, both in and out of the classroom. (Winch et al., 2010). Technology is an essential part of the transformations taking place in the social, political, cultural and economic spheres of contemporary society (Groundwater- Smith, Brennan, McFadden, Mitchell and Munns, 2009). Secondary school teachers need to prepare students with the skills necessary for life in a rapidly changing, technological world. In order to equip students with these skills, teachers must possess deep knowledge of relevant technologies (Treadwell, 2008). The Mathematics curriculum includes teaching of: statistics, probability, algebra, financial concepts, economics, technology, measurement and trigonometry. These strands include skills applicable to an individual’s school/work life, social life and personal life. Mathematics content areas, focus on aspects of society, reform, technology and life skills. It is important for teachers to link the social practice of literacy with the factors of a pedagogy of multiliteracies to create the best teaching environment they can (The New London Group, 1996). Walsh (2006) cites an example of successfully teaching his students literacy practices, through social relationships. Students worked in groups and were able to demonstrate specific social language structures. They were able to â€Å"enact, recognise and negotiate† in a social environment (The New London Group, 1996, p. 3) by design and re-design of Internet web pages. The created web pages were diverse, with each student using their own discourse to create what they believed the web page should contain. Prior to using multi-modal and digital literacy mediums in their teaching, it is essential that teachers be aware of cognitive and language factors in learning. The  ability to use multimodal learning, digital literacies and genres specific to each curriculum area must be carefully planned by the teacher. According to Winch et al., (2010) a multiliteracy pedagogy involves developing the ability to use language purposefully and skillfully in a range of social settings, rather than learning isolated segments of knowledge such as grammar conventions and spelling. Multiliteracy includes the use and creation of multimodal and multimedia texts (Winch et al., 2010). Multiliteracy seeks to address the rapid changes in literacy brought about by globalisation, cultural and social diversity and information technology (Winch et al., 2010). In response to these societal changes, The New London Group (1996), questioned the role of schools and outlined a need for change in literacy teaching due to key changes in three areas of life: working life, public life and personal life (life worlds). Central to these changes, was the need for schools to integrate learning with life experiences that students have both in and out of the classroom. â€Å"As these three major realms of social activity have shifted, so the roles and responsibilities of schools must shift† (The New London Group, 1996, p.18). The New London Group advocated for a change in the way, education was delivered, by enhancing the existing structures and overlaying with a new â€Å"what† and â€Å"how† of literacy teaching (The New London Group, 1996). The ‘how’ of pedagogy comes from a view of how learning is acquired, embedded and utilised. The New London Group (1996) proposed that a pedagogy of multiliteracies is a complex blend of four methods of design. The first is Situated Practice which involves learning by creating meaningful learning experiences that allow students be in an environment where the learning replicates the social use of what is being learnt. It is an environment where risks can be taken and ‘trial and error’ is used to gain mastery of skills or knowledge. It should be used â€Å"†¦developmentally, to guide learners to the experiences and the assistance they need to develop further as members of the community, capable of drawing on, and ultimately contributing to, the full range of it’s resources.† (The New London Group, 1996, p. 33). Situated Practice should be designed to motivate students to want to know, and engage students in their learning in a safe envi ronment. Assessment or evaluation is not considered part of Situated Practice. Overt Instruction is the second method of how a pedagogy of mulitliteracies is  implemented.  This involves teachers guiding and using effective teaching techniques such as scaffolding or explicit instruction to build student’s knowledge and confidence. Examination of the current secondary school’s Mathematics curriculum, (NSW department of Education and Training, 2010) reveals many opportunities for teachers and students to collaborate and engage in dialogue related to mathematical concepts which will guide and provide a scaffold for student learning. For example, the teacher makes links with prior learning, through asking open questions to the group, and uses multi-modal methods such as mathematical symbols, diagrams, charts and pictures to add to the learning. With each progression of new learning in the lesson, the teacher labels a new part of the diagram. Overt Instruction â€Å"†¦.includes centrally the sorts of collaborative efforts between teacher and student wherein the student is both allowed to accomplish a task more complex than they can a ccomplish on their own and they are conscious of the teacher’s representation and interpretation of that task†¦.† (The New London Group (1996, p. 20). Thirdly, Critical Framing focuses on the â€Å"how† of a pedagogy of multiliteracies, through the use and application of real world knowledge. This method is where assessment and evaluation of one’s self understanding can begin in relation to cultural, social, political and historical influences on what has been learned (New London Group, 1996). Teachers are able to encourage students to apply their learning in a practical sense and assess the transfer of student’s knowledge or skill. This knowledge is based on what they have previously learned, and requires students to â€Å"constructively critique it, account for its cultural location; creatively extend and apply it and eventually innovate own† and strengthen their ability to demonstrate what they have learned (The New London Group, 1996, p. 37). A mathematical example of this process is the conversion of degrees to radians. Its real life use is the calculation of the speed of a piece of machin ery. This calculation includes the formula in terms of radians rather than degrees. Finally, Transformed Practice is â€Å"where we try and re-enact a discourse by engaging in it for our real purposes† (The New London Group, 1996, p. 36).  Students need to think and learn outside their own discourse and think about how they can re-create their meaning, linking their own discourses to understand what they have learned. An example of this practice was where students were asked to plan and present a lesson including a Wiki activity and a Prezi (presentation tool) that teaches the concepts from a previous mathematics lesson. In groups, students collaboratively utilised the Internet to research topics, and create: work sheets for others to complete, interactive wiki activities, team tasks, and their own YouTube clips. The lesson included the use and creation of multimodal texts and scaffolding of existing knowledge. Students developed new knowledge through authentic multimodal texts such as image, sound, video and written text (Tan, 2006). Gunning (2002) explores the impact of reading and writing difficulties in a social stance, and highlights that poor instructions given by teachers can contribute to a student’s difficulties. Gunning’s (2002) observations and research serve as a reminder that teachers must be sure to provide the ‘what’ and ‘how’ of multiliteracies, to ensure each student has the opportunity to progress. Teachers need to evaluate their current practice and identify the text types typically used in the Mathematics content areas and consider the social needs and teaching strategies that will develop student’s literacy skills (Goos, Stillman., & Vale, 2007). In a mathematics lesson, students were introduced to the ‘Simpson’s rule’ formula. The lesson’s aim was for students to measure the area beneath a real life object, gain an understanding of what is needed to complete the formula and how the variables are calculated. Students were required to work collaboratively in pairs, discussing various ways in which measurements were taken in order to obtain an accurate result in working out the area of the object. Likewise, students were required to engage in higher order thinking, in order to formulate possible solutions to the dilemma. These experiences provided students with the opportunity to be inclusive in their learning, and consolidate their understanding of key concepts that are relevant to the lesson goals (Prain & Hand, 1999). Teacher observations and questioning during group work, guided the student’s discussions, with the teacher embracing a teaching style where multiliteracies were used. The New London Group (1996) have profoundly impacted on teaching practices, literacy research, policy curriculum and pedagogy (Mills, 2006). Gee (1991) explores  social literacy and the impact of a student’s discourse that are established outside the classroom, from their social group, f amily and cultural ties. Their view of literacy as social practice and their emphasis on incorporating the rapidly increasing number of electronic and multimodal text types in 21st century society into teaching practice represents a clear break away from the single dimensional teaching of literacy. However, for multiliteracies such as digital literacies, multimodal resources and ICT to provide best learning for students, teachers must be prepared to embrace the view that literacy is a social practice and and an essential skill underpinning all curriculum areas. Teachers also need to recognise that each lesson they teach to students provides the opportunity to develop the student’s literacy skills. In order to facilitate this change in pedagogical ideology, teachers must be prepared to evaluate their current teaching practice and adopt a more holistic approach to developing literacy skills in their students. As a consequence, students should be exposed to participative learning experiences with re al life learning outcomes. References Anstey, M., & Bull, G. (2000). Developing multiple and critical readings of text. Reading the visual: Written and illustrated children’s literature (pp. 201-214). Sydney: Harcourt. Gee, J. (1991) What is literacy? In C.Mitchell & K. Weiler (Eds.), Rewriting literacy. New York: Bergin & Garvey Goos, M. Stillman, G. & Vale,C. (2007). Teaching secondary mathematics. Crows Nest, NSW: Allen & Unwin. Gunning, T. (2002). Factors involved in reading and writing difficulties. Assessing and correcting reading and writing difficulties (2nd ed., pp. 26-62). Sydney: Allyn & Bacon. Mills, K. (2006). Discovering design possibilities through a pedagogy of multiliteracies. Journal of Leading Design, 1(3), 61-72 NSW Department of Education and Training. (2010). NSW Department of Education and Training. (2007). Literacy K-12 Policy Retrieved from https://www.det.nsw.edu.au/policies/curriculum/schools/literacy/PD20050288.shtml?query=literacy+policy New South Wales Department of Education and Training. (2006). State literacy plan 2006-2008: Equitable literacy achievements for all students. Retrieved from http://www.curriculumsupprt.education.nsw.gov.au/policies/literacy/guidelinies/plan/index.htm Prain & Hand (1999) Tan, L. (2006). Literacy for the 21st Century. Retrieved from http://iresearch.osprey.url3.net/iresearch/slot/u110/litreviews/literacy4_21st_century.pdf The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. In B.Cope & M. Klantzis (Eds.), Multiliteracies, literacy learning and the design of social futures (pp. 9-37). London: Macmillan. Walsh, C. (2006). Beyond the workshop. Doing multiliteracies with adolescents. English in Australia, 41(3), 49-58 Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy: Reading, writing and children’s literature (4th ed.). Melbourne: Oxford University Press Cope, Bill and Mary Kalantzis (eds), Multiliteracies: Literacy Learning and the Design of Social Futures, Routledge, London, 2000, 350pp. | link

Sup Wumpy

Prompt 2: According to the slide show I have developed an interest in many different foods and would like to try all of them except for the cinnamon. Cinnamon kills people. Cinnamon is too small for the human body to swallow and when trying to do it you choke to death, hence the â€Å"cinnamon challenge. † Otherwise I have no interest in any of the other foods on that list. There is one food, however, that I absolutely adore. Back in the old days my family always loved to go out for dinner. No matter what, it was what always happened.In fact one time I went to Denny’s and got a free shirt and meal because I went there almost every day. Denny’s isn’t just a place to eat. For me it is a way of life. I’m not the only one either. Tons of friends love Denny’s as much as I and sometimes we party together at Denny’s. Every time I go I order a grandslamwich with a side of hash browns and lemonade. It all tastes so sweet and delicious and savor y that I almost never know when to stop eating. Sometimes when I order I just say the usual and everyone knows exactly what to get.It wasn’t always like that though. My dad, back in his youth, had always ordered me a grandslamwich even though I never liked it but after some time I grew attached to the mouthwatering treat. I would go to sleep every night with my window open and I would stare at the twinkling balls of light hiding up in the beautiful night sky†¦. wondering when the next encounter would happen†¦ the encounter with the restaurant of the gods. Now that I grow older and wiser, I realize that Denny’s does have some drawbacks.I assume that since Denny’s has no superior in the restaurant business, it cannot be all hugs and kisses, without even knowing anything about this I can prove it. Newton’s third Law States that â€Å"Every action has an equal and opposite reaction. † Therefore Denny’s cannot be simply amazing in every way. I did some research on this subject and found out that a grandslamwich is about 1500 calories. This is about the size of three big macs. That explains a lot since a big mac basically bows down at the feet of the almighty GRANDSLAMWICH!!!No matter what a grandslamwich will always be my favorite food. Prompt 4: Potato starch contains resistant starch,  and may be helpful in preventing colon cancer. According to this article, the potato actually has a very large effect on cancer, which I had assumed that it did. Potatoes are a staple in diets all over the world and it seems that they can even help prevent cancer! This is a very logical fact. Potatoes are as old as time itself and are especially important in the diet of the average American diet.If potatoes caused cancer a lot more people would be dead than just those who have already been unlucky enough to fall victim to this atrocity of diseases. Who ever thought about writing an article about this was a very deep thinker to a sk whether or not potatoes of all things cause cancer. This was very interesting nevertheless even though I had started out expecting it to be terribly and agonizingly boring. Also if potatoes had vitamins in them (or whatever) that caused cancer, wouldn’t they be cooked out like the alcoholic content in cooking or even the vitamins that help prevent it?In the great words of Biff â€Å"C’mon think McFly think! † (If you don’t get the reference you are dead to me. ) There is a reason that potatoes help prevent cancer, the reason being Potato starch contains resistant starch. Resistant starch helps maintain healthy digestion and may be helpful in preventing colon cancer. Bacteria in the colon ferments resistant starches and produces short-chain fatty acids one of them being Butyrate. Butyrate also has anti-tumor effects because it seems to inhibit tumor cell development and causes tumor cell differentiation and cell death in colorectal cancer cells.

Is Minimum Wage Have On Us - 1217 Words

One of the most frequently asked questions in our country today, seems to be: â€Å"Will I have enough money to live comfortably?† With the ever growing population in America good sustainable jobs are getting harder and harder to find. Many people are settling with low paying, mindless jobs, with no chances of growth, were they are getting paid minimum wage. But, what is minimum wage? Is it a law to help people get more money or it is a law that makes it harder for unskilled workers to find jobs? The real question is; what real effects doesn’t minimum wage have on us? In the mid-20s and 30s factory and mining jobs in America were dreadful places to work at. People working were forced to work long hours for slave wages, never enough to support their families. To help support their families, children very commonly were forced to work, making less than the average America male at the time while doing just as dangerous or more dangerous jobs. On June 25, 1938 President Fran klin D. Roosevelt signed the Fair Labor Standards Act or the FLSA. When it was first signed it was only meant to cover only one fifth of the jobs in America, the manufacturing, mining, and transportation industries. It set the minimum hourly wage to $0.40 per hour and limited the number of hours’ person can work to 40 hours per week. In addition, it banned the use of child labor in the work place and set the minimum working age to 16 years of age. (Grossman, Jonathan) Today minimum wage has expanded to every job inShow MoreRelatedEthical Issues Draft : Finding The Right Minimum Wage1705 Words   |  7 PagesEthical Issues Draft – Finding the Right Minimum Wage Minimum wage has only been around in the United States (US) for a short period of time. Since 1938, the minimum wage has undergone many changes in its laws and regulations and has been raised to extreme amounts in some states. Today states must provide at least the equivalent minimum wage set by the federal government. 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