Robin Hood. How does Howard Pyles outlaw narrative establish fundamental concepts of what it means to be a hero?

Background: In this unit, we have discussed and analyzed some of the traditional concepts of the heroic outlaw. We have focused on classic tales of Robin Hood, compiled by Howard Pyle, and how these tales establish a foundation for the definition and purpose of an outlaw (and an outlaw narrative). In addition, we have discussed the importance of integrating claims and support from scholarly articles to strengthen arguments. Through reading scholarly articles, we can create a voice and enter into the academic conversation. Assignment: For the first essay, you will be required to produce an effective argument based on the novel, The Merry Adventures of Robin Hood, by Howard Pyle. You will be required to use at least two of the scholarly articles provided in this unit. Essay Question: How does Howard Pyles outlaw narrative establish fundamental concepts of what it means to be a hero? Consider the following questions as you brainstorm and develop a thesis: Characters: Is Robin Hood a hero? Is he always portrayed as a hero? How do other characters compare? Historical Relevance: How does the context of the novel influence the characters and themes of the story? How might this novel represent the values and beliefs of its era, and how might audiences respond to Robin Hoods symbolism through these tales? Authority: How are authoritative figures portrayed, and how do the outlaws respond to these characters? What is the social structure within the law-abiding world, and what is the structure among the outlaws? Laws and Moral Codes: What laws do the outlaws abandon, and which do they choose to uphold? What new laws are created to promote order in an unlawful life? How do various characters react to these rules, and what are the consequences for breaking them? Outlaw Life: Are these characters forced into the outlaw life, or do they choose to become rebels? How does the community react to them? Research: Choose at least two of the following articles to synthesize in your essay. ? Graham Seal, The Robin Hood Principle ? John Cech, Pyles Robin Hood: Still Merry After All These Years ? Scott MacLeod, Howard Pyles Robin Hood: The Middle Ages for Americans ? Jill P. May, The Heros Woods: Pyles Robin Hood and the Female Reader A successful essay will include a clear and direct thesis, analysis that provides specific examples from the novel with connections to selected scholarly articles, and a conclusion that clearly illustrates your argument.

Potential of Africa as Destination and Motivation of Adventure Tourism: A case of Nigeria

CONTENT: Include a section at the start about the research approach you will use(Philosophical perspective, quantitative or qualitative etc). Also write a section about other method/s you could have used to address this research question and why you haven’t done so (pros and cons of these methods) 1. Study Area (Where the study will take place) use two region or cities in Nigeria with adventure tourism 2. Sample procedure and size (Types of method that will be used to analyse the kind of data to be collected) 3. Questionnaire design 4. Conducting the survey 5. Treatment of Data Data Analysis Methods

Children are connected with and contribute to their world- Children respond to diversity with respect :Discuss

PART A Aboriginal Perspectives in Early Childhood (500 words) Develop an Aboriginal perspective activity that can be utilised in an early childhood setting. You are to develop one 20 60 minute activity that teaches the children a culturally appropriate Aboriginal concept. This may include (but is not limited to) Aboriginal concepts of Dreaming, lore, values, food, shelter, animals, plants, language, community people, pedagogy, songs, dance and artists. You will need to identify the Aboriginal perspective, targeted age group and one related EYLF outcome. This activity needs to be different from the ones submitted onto our Module 3 discussion thread. I need you use this activity: We took a small group of 4 years old children to scarred tree which is located at Hide museum next door to our centre. ( check the email Scar tree located at Heide Museum We sat down around the tree and discussed with the children about: – The meaning the importance and what is significant – How The Wurundjeri people carve the tree to make a canoe to use for hunting eel and other fish from the Yarra River – How the Indigenous people used the bark to make Conoes, shelter and shields – 5 different songs ( check the email Scarred tree located at Heide Museum ) On our walk to Heide, we collect barks that had fallen from the trees. The children had used this barks to draw and recreate their own interpretation on the Scarred tree. ( We set up the table in art corner with some different colours paints for them ) If it is not clear activity, please message me. Also read the email introduce my work place to understand more Please use this EYLF Outcome :Children are connected with and contribute to their world- Children respond to diversity with respect :Children have a strong sense of identity Children learn to interact in relation to others with care, empathy and respect. NQS guiding principle: Australias Aboriginal and Tarres Strait Islanders cultures are valued throughout all education and care services. PART B Aboriginal Pedagogy in Early Childhood (500 words) Select one of the Aboriginal 8 Ways of Learning; story sharing, community links, deconstruct/reconstruct, non-linear, land links, symbols & images, non-verbal or learning maps. Identify what it is and why it is a useful strategy in the early childhood setting for all learners. You will need to select a different strategy from the Aboriginal 8 Ways of Learning to the one you selected for the Module 4 discussion thread.

Explain your choice by connecting it to Karen Armstrong’s definition of myth (Book title-A short history of myth).

Vincent and a Story of Your Choosing PART ONE: https://www.youtube.com/watch?v=fxQcBKUPm8o#action=share Watch the short film Vincent. Where do you see the Apollonian impulses in Vincent and where do you see the Dionysian impulses? Find one concrete example of each and explain them for the class – this requires including a brief explanation of Apollonian or Dionysian – in your own words. These are important terms that we will engage with throughout the semester. PART TWO: Choose a children’s book, fairy tale, or nursery rhyme that contains Dionysian or Apollonian impulses. Summarize the story briefly for the class (especially if you think it is not well-known), and then discuss what makes it either Dionysian or Apollonian – or perhaps a little of both – by pointing to specific scenes or characters. Title your post with the name of your story. Do not post on a story someone else has already chosen. Part Three: Part Two: Choose a modern work of the imagination from our time (book, film, TV series) that you think operates as a myth for our time. (This should be a work of fiction.) Explain your choice by connecting it to Karen Armstrong’s definition of myth (Book title-A short history of myth).