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The first time that Morgan is introduced in the legend is in Vita Merlin, an extensive narrative written by Monmouth. “Dated from 1150, Vita Merlini makes the first allusion to Morgan, the chief of nine wondrous sisters. Capable of shapeshifting and a master-healer, Morgan rules over the magical island Avalon” (8). The first appearance of Morgan has been perceived as a “master-healer,” a character who possess positive values and performs goods to the others. It is similar, or even identical, to the Morgan le Fay in Wells’ Artie’s Angels. She serves as a “co-president” of the Angels, helps taking care of their team when Artie is away, contributes positive influences on the community, assists the team to fight against the injustice, stands as …show more content…
Rather than envying and cursing the girls that Artie dates in the Academy, Faye chooses to stand with Artie, supports him, lets him cry in her arms when Yvonne dumped him and when Artie chooses to leave Saronda (Wells, 170, 174). These actions allow readers to believe that Faye is a reasonable and thoughtful woman. This is very important that Wells makes Faye into this type of character; it not only makes the reader admires and respects her, but it reserves a seat for her as the leader during their social movement. As Alison Fox identifies in her review on Getting to the heart of leadership: emotion and educational leadership, she addresses that “[head teachers] should remain aware that their emotions have as much of an influence on culture as the culture might be found to enact upon them” (Fox, 311). For one to be respectful and successful, one must understand that his/her emotion will affect the group. This is exactly what Wells is doing with Faye in her role in the Angels. We know she admires and loves Artie, but she chooses to retain her emotions and make decisions that are the best for others. Imagines the Angels with Artie and Faye disagrees with each other all the time, refusing to compromise because of personal issues; there will be hardly any work being done if Faye and Artie interact like this. However, they choose to work as leaders; they win their trust as leaders not only from other characters but from readers as well; they gather other young men and women who are interested in combating the “unsavory” and “lawless” streets in their radiation
She was a foundation member of the Art Gallery Society of New South Wales and a member of the Society of Interior Designers of Australia, was a teacher of printmaking and sculpture at the National Art School and was also involved in a variety of charitable activities.
She’s a great player, who holds multiple records and has played professional softball for a decade. She became the first player to accumulate 300 career hits in 2014 and set a enduring league record for hits in 2011. She’s also tied second in amount of stolen bases. She’s also overall a really great person. She has a foundation, the Natasha Watley Foundation, which promotes active and healthy lifestyle choices for all age groups and cultures who are ready to make a difference. It encourages softball as an alternative outlet of daily stressors and hosts a 5k walk in support of the cause. She puts a focus on the social issues that affect women. She’s opening doors and changing lives. She wants to make softball a sport for
She led the team to a Conference championship and a State Championship. As a Senior she was the #1 player in the nation, averaged a triple double with 31 points, 14 rebounds and 10 assists. For the second consecutive year in history, she led the team to a state championship and led the nation in scoring. All four years in high school she was selected to be on the all-state team, all-region team, and all-conference team. During the summers of her High School years she would continue practicing and playing for an AAU team.
This chapter gives us perspective into the girl’s side of campus and also gives us deeper access into the Special Services Committee. Hubner presents this information while adding his own writing style. One of the techniques the author utilizes is that he paraphrases the events in her life but uses direct quotations when he is trying to emphasize a point or catch the reader’s attention. He also does not censor her life which gives the chapter a realistic appeal. His word choice sways the reader into feeling compassion and sympathy for Candace. Throughout the chapter he refers to Candace as a marvelous actress. In doing so he presents her as a subject who is adored by the public, but also as someone who is capable of portraying herself in multiple character roles opposite of who she really
Throughout the book Alyce proves to be a very empathetic and caring young girl. One of the times Alyce shows her empathy, the Midwife was trying to help a woman give birth, but the lady was having some trouble and Jane tried so much that in the end she just gave up to go help someone else she knew would pay her more, deciding to abandon the woman who was in need of help. Alyce decided that it wasn’t fair, and that a lady shouldn’t be left like that when she needed help, “The memory of the proud, frightened, Joan of a moment ago kept her there. And she asked herself, What would the midwife so if she were here? … Alyce took a deep breath and returned to Joan’s side” (59), so she decided to help Joan even though the midwife was too selfish to do so. Alyce also respects the people who don’t respect her, so when the village boys that had recently stopped teasing her were doing something that would have definitely gotten them in trouble if the midwife had seen them, she knew they’d have been in trouble so she went up to the midwife and talked to her to hold her off so the boys could get away. Alyce likes helping people that need help when no one else will help them, for example when she’s found a job at an inn after she’s given up her career as a midwife’s apprentice and a few people ride to the inn asking for help because they claim the lord’s wife is being eaten by a stomach worm but Alyce immediately realizes the lady is pregnant and decides to help her even though she’s a bit uncertain at first because of her recent failure.
She shows the perspective of many different people to show a seemingly neutral overview of the situation surrounding the status of valedictorian. Her frequent use of interviews and dialogue allows for her to show her opinion or position on the matter while still maintaining her status of neutrality; the claims simply appear to be the positions of others. The structure of her essay and positioning of her interviews also are deliberate and subtly support Talbot’s message. She grouped the interviews so that negative statements about valedictorians were positioned near the beginning and arranged the interviews with good outlooks on valedictorians near the end, separated by a chunk of historical context for the school system. The context used as a divider influences the reader to think the following interviews are stronger and more well reasoned because the audience has information to relate what the speakers are saying to. This establishes the intent behind the essay as the layout encourages the perception of the positive interviews as well written.
Katie’s teacher, Mr. Dubey, puts a very high emphasis on the students at Katie’s school about how important school is. Because Katie starts to feel bad for using David to get into Harvard, his attitude toward the topic changes and he tells that she should be self-serving and not really care what people say and to not "ruin the rest of your life just because you feel a little guilty right now"(74). All of these conflicting messages on what Katie should be like, how she should treat others an...
Now I wished that I could pen a letter to my school to be read at the opening assembly that would tell them how wrong we had all been. You should see Zachary Taylor, I’d say.” Lily is realizing now that beauty comes in all colors. She is also again being exposed to the fact that her way of being raised was wrong, that years and years of history was false. “The whole time we worked, I marveled at how mixed up people got when it came to love.
We first meet her as the ugly old lady that was along side Lady Bertilak in the castle, she is covered head to toe but is described as “repulsive to see and shockingly bleared (Winny 2011: 55).” In the end we find out she is really Morgan le Fay. Though she is not mentioned very much in Sir Gawain and the Green Knight, but she plays a very significant role. Morgan le Fay is really King Arthur’s half sister and sent the Green Knight, who we also find out is the same person as the Lord Bertilak, to King Arthur’s in the very beginning of the poem. She does so to test King Arthur’s knights as well as to scare Queen Guenevere to death (Winny 2011: 137). “Through the power of Morgan le Fay” she controls Lady Bertilak as well as Lord Bertilak to do the work and test King Arthur’s knight, Sir Gawain (Winny 2011: 137). The whole time Morgan le Fay had power over most of the characters. She was the one that set up the idea that Sir Gawain would have to meet the Lord Bertilak/Green Knight at his chapel and set up the agreement that Sir Gawain and Lord Bertilak/Green Knight to exchange gifts daily. Though Lady Bertilak did go about testing Sir Gawain with her own power, it was Morgan le Fay who made it happen. This whole poem would not have happened if Morgan le Fay did not set up the whole thing. Morgan le Fay had power over everyone and everything throughout the entire
When Miss Hancock came to teach at the high school, she was filled with eccentricity and liveliness. This enthusiasm quickly turned into disappointment as the students swiftly discounted Miss Hancock. The student's first impression of Miss Hancock was that she was a joke, and they didn't take her very seriously. This rapidly dampened Miss Hancock's spirit "By then, stripped of 15 years of overblown confidence, she offered her material shyly, hesitantly, certain of rejection, of humiliation," (Pg.
...story of AP Frank, Julie, Audrey, Sam and the others can be any number of students they may know. More importantly the book offers readers a chance to also evaluate their own experiences in high school. It is recommended that potential readers of Robbins’ expose’ recall or identify a student in the community or within themselves who are goal driven or preoccupied with success as they read. Perhaps from this perspective the reader may gain an insider perspective to the true culture of academia around them.
“School can be a tremendously disorienting place… You’ll also be thrown in with all kind of kids from all kind of backgrounds, and that can be unsettling… You’ll see a handful of students far excel you in courses that sound exotic and that are only in the curriculum of the elite: French, physics, trigonometry. And all this is happening while you’re trying to shape an identity; your body is changing, and your emotions are running wild.” (Rose 28)
player of a team. Judith, though, is more of a mascot on the sidelines. After rallying her people’s
For one, she sends kids up to age 5 a book every month. If you just sign up your child at the website called imagination library and there's already 956,710 kids on it. She also is always looking for charities to give too. She gives to Barbara Davis Center for Childhood Diabetes, Boot Campaign, Cancer Research, UK Dogs Deserve Better, Imagination Library, Operation Once in a Lifetime, Save The Music Foundation stated in looktothestars. She is always giving to people that need help. She has helped so many people like the kids that she is giving to and not only is she helping kids but she is helping animals that needs
Morgan le Fay is the single most important character in SGGK. Even though she is an absolutely vital character, she is named exactly once. It is at the end of the poem that the Green Knight (Lord Bertilak) reveals to Sir Gawain that everything in the poem, from the main challenge to the smaller tests, was Morgan’s idea and should be credited to her ingenuity and magic (SGGK, l. 2445-2470). Part of