Representation Of Reality In Jacob's 'Essay On Cheers'

Jacob Riis’ book How the Other Half Lives is a detailed description on the poor and the destitute in the inner realms of New York City. Riis tries to portray the living conditions through the ‘eyes’ of his camera. He sneaks up on the people flashes a picture and then tells the rest of the city how the ‘other half’ is living. As shocking as the truth was without seeing such poverty and horrible conditions with their own eyes or taking in the experience with all their senses it still seemed like a million miles away or even just a fairy tale.

The sun has risen and a young boy jumps out of bed with excitement, as he knows today he gets to go to his first professional baseball game. His father had bought him the tickets for his birthday months ago, and the boy had been counting down the days ever since. He put on his favorite ‘Cleveland Indians’ shirt, and ran downstairs to eat his yogurt and waffles for breakfast. As he ate, his mother saw him happily drawing Jacob’s Field, using his brown crayon to put the finishing touches on the base paths. The boy had a penchant attitude for baseball, as it was the first game his father ever taught him to play, and because of that, he would play whenever he could; with rocks and a stick, with his friends in the yard, and in his head when he

The story follows Jacob Jankowski who was an old man living in a nursing home, as he looks back about a time that defined his life. In the 1930’s, 23-year-old Jacob’s life changed drastically. One minute he was finishing his Veterinarian degree at Cornell and planning to follow his father in the family business. The next his parents passed away in a car wreck, turning his world upside down.

Everyone is taught these rules when they are young and how they obey them can affect their future occupation. Jonas possess the qualities of intelligence, courage, integrity, and the capacity to see beyond, which caused him to be selected by the Elders as the new receiver of memory. In becoming the receiver of memory, Jonas has a new set of rules that include: the ability to lie, allowing him to be exempt from all governing rules regarding rudeness, which allows him to ask any question, to not take any other medication besides his daily injection, and to not discuss his training with anyone including his family and the Elders. Jonas’s training consisted of the Giver showing him memories from the past, in order for Jonas to experience emotions that have been taken away from him, such as love and fear. Having experienced a variety of emotions, memories and having shared the feeling of love with Fiona, Jonas decides that something needs to be done in order for everyone to retrieve their emotions and memories.

Jacob cuts up a pair of his mother's stockings and fashions them into a balaclava.

Although his memory was exceptional, he forgot things such as his age in certain events.

During this series of events it can be deemed that Jacob is an unreliable narrator through the unrealistic events, and because Jacob can be declared delusional. Jacob can be declared delusion, because he is currently ninety years old, experiencing memory loss, and taking medicine. For instance, a week earlier Jacob’s family came to visit and he did not know who they were, “I didn’t know them. I faked it, though- when they made their way toward me and I realized it was me they had come to see, I smiled” (Gruen 218). Sara Gruen implies that the reader should be questioning what Jacob is saying when he claims that he is walking out of the nursing home because even Jacob says, “Nobody seems to think it odd that an old man is standing in his slippers

In the book, The Giver ,Lois Lowry conveyed the idea that memory is connected to humanity by showing the reader that without memories people’s lives would be meaningless, dull, and boring due to their inability to change and be individuals. A few weeks after Jonas becomes the new Receiver, he and the Giver are in the Annex when the Giver decides to tell Jonas about the true importance of memory and that without memory people live dull, boring lives due to their lack of ability to be individuals. The Giver explains to Jonas about how people need memories because that is what makes them human, “It's just that... without the memories it's all meaningless” (105). Humans can’t feel emotions and value life if they don’t remember

To try to deal with his memory of his parents and sister Bella, Jacob develops ways to repress his memories of losing his family during the Holocaust. His painful memories of losing his parents haunt him throughout his life. Memories that are so vivid, he has a difficult time letting go of his past most importantly his sister Bella whom he admires and loves unconditionally. His growing affection toward his sister and trying to recreate his memories leads him to create his view

Listless is the air in an empty room, just swelling the curtain; the flowers in the jar shift.

My client, Jacob, is a 22 year old senior in college, and desires to deadlift with proper form. His overall goal is to gain muscle mass on a semi-ectomorph body frame. His knowledge and experience with the deadlift movement is nominal. He wants to increase the weight he lifts, but under an initial consultation, I noticed that his initial movement, breaking the weight from the floor, was inadequate to improve his performance goal. Jacob admitted his novice status in the use of free weights for mass building, and submitted to begin learning as if he were unaware of any knowledge of the movement. Gross motor skills showing need for improvement were scapular retraction and load preparation in the lower body in order to break the bar from

The portrayal of Jacob Riis’ views through his book ‘How the Other Half Lives,’ is conveyed by storytelling and is largely made of logos, however the key component is actually ethos, like a politician running a campaign, Jacob Riis’s uses logos and pathos to create a persona of authority on the topic of the poor in New York City. I am going to look in depth on how Riis uses different approaches to convey his views to his audience: why does do some of Riis’ key texts contradict each other? Is he conscious of if? Is it brilliant?

Defending Jacob is a courtroom drama that also examines the family dynamic and how it can shift or crack under pressure. It’s ending stirred up a lot of mixed feelings. The trial concludes with a suicide note written by Patz confessing to the murder of Ben Rifkin, causing Jacob to be acquitted. After the trial, the Barbers decide to go on vacation, so that they can get the feeling back of being a “normal” family. They are having an ideal vacation, until Hope, Jacob’s “girlfriend” that he met on the holiday, goes missing. Her body washes up on the beach several weeks after her disappearance, and while many believe that there were signs that pointed to her windpipe being crushed, her death is ultimately ruled an accident because of the body deterioration in the water.

The poem Forgetfulness by Billy Collins is described about the nature of forgetting things. The writer of the poem is defined as someone who is suffering from forgetfulness. I get the feeling that the person who is writing this is intended to be someone older, someone who has lived through many experiences. The speaker is addressing everyone who will one day get one get old and realize that they too will start to forget things. I believe that the written himself is warning the audience about memory loss later in life and relates to memory loss as a whole and how it tends to affect himself and others.

When considering how best to support the academic success of Jacob, a teacher must take into account his unique situation and exceptionalities. It’s obvious that Jacob is struggling on multiple levels, being an ESL student with ADHD who missed some key foundational skills by not attending 1st or 2nd grade. In order to aid his literary endeavors, a teacher will have to develop an individualized plan to meet his needs and overcome his challenges. Certain factors that a teacher should analyze include culture, the possibility of special education,