University Ideal Search

Words that stand out to me are “Randy roosters and operatic hens”, “true songster”, and “swoops, bleats, echoes, rapidly repeated bebops-I mean rebopped bebops-...”. Most of these words are adjectives. The phrase “Randy” is describing the roosters, operatic is describing the hens, “true songster” is describing Bird, and the last quote is describing what Bird’s music sounded like. The language in these words are general and specific, when talking about the last quote, where Bird’s the sound of music is described.

Students have rights just like everyone else, even if they are in a school environment. It can be humiliating and dangerous to a student's well-being to have their property searched and violated. Some students are even willing to sue if they feel they were unjustly searched. Dear faculty of high schools across America I implore you to think before you decide to search through and violate a student's cell phone; I believe that this practice is harming students.

For instance, when Dr. Seuss rhymed in The Lorax, he didn’t create new words to rhyme with authentic words, yet in The Sneetches, he invented new words to rhyme with specific words. For example, in The Sneetches, Dr. Seuss stated, “And it berked, and it bopped them about, but the thing really worked!” Dr. Seuss created the word “berked” to make sure that the flow of the rhyme scheme would be consistent. When he rhymed in The Lorax, he used relevant words and the rhyme scheme stayed persistent. For instance, in The Lorax, Dr. Seuss affirmed, “Don’t knock at his door. He stays in his Lerkim on top of his store. He stays in his Lerkim, cold under the floor, where he makes his own clothes out of miff-muttered moof.” Even though Dr. Seuss devised new words in the story, the abstract words did not rhyme with any other words or phrases. Dr. Suess also cogitated many other aspects of each story, such as the characters.

The rhyming scheme uses irregular couplets such as “matter” and “chatter” on different lines. This

The article written by ESPN reporter Jemele Hill explores the tumultuous story of Chris Webber and the University of Michigan. Chris Webber was a basketball star in the early nineties at the University of Michigan and was a major contributor to the university reaching the NCAA championship game two years in a roll. After his career at Michigan, allegations were raised and then founded that Webber received thousands of dollars from than booster Ed Martin while attending Michigan. The receiving of these benefits is a violation of NCAA rules per NCAA by-law 12.3.1.2 and 12.1.2.1.6. The NCAA punished Michigan with several sanctions and loss of scholarships, monetarily, and a vacation of several seasons including the school vacating their appearances

A review of Genetec camera angles 76.58-76.60-76.64-76.71-76.53-76.101 and 76.102 between 0754 hours and 0800 hours captured the following: On May 26, 2017, the institutional search was being conducted in the housing area 15A. At 0754 Officer Mcquillar approaches Cell # 49 assigned to Smith, and the cell door opened. Officer Mcquillar appears to start searching Smith as the officer is standing between the door and two unknown officers appear to be observing Officer Mcquillar conducting the search. Camera 76.60 at 0756 shows Smith coming out of cell # 49 holding the institutional mattress and appears to bump into Officer Mcquillar with the mattress. Officer Mcquillar appears to push the mattress away from his body, then Smith lifts the mattress up in the air and strikes Officer

Another example is “Today, the road all runners come” because of road and runner. Rhyme is similarity of sound between words or the endings of words when used at the end of a line of poetry. The rhyme scheme of “To an Athlete Dying Young” is ABAB. This means that the last word of every two lines rhymes. For example, “So set, before its echoes fade,/The fleet foot on the sill of shade,/And hold to the lintel up/The still-defended challenge cup.” This is an excellent demonstration of the ABAB rhyme scheme because “fade” and “shade” rhymes, as does “up” and “cup.”

scheme makes the mind want to find the next rhyme quickly, therefore speeding up the

Assonance: is the repetition of a vowel sound or diphthong in non-rhyming words (Literary Devices).

Literature searches were conducted to gain access to published research articles using a number of General databases such as Academic Premiere Search, JSTOR, OneSearch, Web of Science, and WorldCat with variations of wording relating to and then blended to extract materials from leading edge resources with the most recent data. Search details include a number of databases which were browsed, including ERIC for educational resources, PubMed, PMC (U.S. National Library of Medicine and National Institutes of Health), PsychINFO for psychological information, EBSCO and ProQuest. Search parameters used the words, “Gold Star, parental death to combat, resilience, military children, parental deployment, social emotional learning, Adverse Childhood

Onomatopoeia is a literary device where a word is used to imitate a sound. Some examples where Alice Walker used this technique was

Apart from the aesthetics in regards to symmetry and resonance, ‘Tool’ uses disjoined rhyme to enhance the theme

Matching words by rhyme and alliteration: the ability to match spoken words by rhyme or alliteration. Having children participating in activities that use similar words and a different word to find the “odd-man out.” Other activities can include sorting tasks, creating poems, creating songs, or listening to poems or songs.

At least one or two of the following devices of sound: assonance, consonance, alliteration, onomatopoeia, and other echoic words.

One of the most recent types of puns is texting pun, challenged by a rapid development of social networks. Alphabetic, numeric, and simplified spelling produce texting puns well. These depend on the increasingly universal tradition of using the sound and/or spelling of alphabet letters, numbers or symbols, or simplified spelling as a way to display or “spell” a word. Cases may be “cre8” for the word "create", or “@mosphere” for "atmosphere". When we spot a texting pun, we immediately try to decipher it, and if we cannot comprehend its meaning, then we quietly “sound it out” in our heads, envisioning how it may sound, and eventually understand the joke.