What Love is for Shakespeare

Like every other poet, mainly characterized by idealism and creativity, William Shakespeare views love as an eternal and ideal state of being. People often look at its grim features. But Shakespeare chose to distinguish love from pain, as what it naturally is. This essay will try to discuss love as seen by Shakespeare and written in his 66th sonnet. Shakespeare wrote the sonnet by citing important influences on love – time and place, beliefs, church and politics, life and death, change, and permanence. He admits that there are impediments because of these factors, but he refuses to give in and be stopped by them. He said, â€Å"Let me not to the marriage of true minds admit impediments. † These impediments for him are considered to be fixable, as he said in Much Ado (MA. II. 2. 1-4. ). Shakespeare disagrees on the kind of love that is easily broken or vanished. He thinks that it is permanent and doesn't yield to heavy toil and suffering. He said, â€Å"Love is not love which alters when it alteration finds, Or bends with the remover to remove:† This is actually common to everyone, particularly those who are new to such intense feeling and have not yet experienced the pain of their first love. However, Shakespeare thinks of love as an unyielding and enduring connectedness. He then compared it to a beacon used by sailors in shipping, unshakeable even by great waves and storms. â€Å"O, no! it is an ever-fixed mark, That looks on tempests and is never shaken. † Love guides every wandering soul like the northern star guides every sailor. He wrote, â€Å"It is the star to every wandering bark, Whose worth's unknown, although his height be taken. † Also, love is not a plaything or a toy easily broken by ageing. â€Å"Love is not Time's fool,† proves that love is not based on physicalities that rots as Time dictates. Love endures even Time and doesn't change in distance served. The fleeting time is measured by weeks and hours but these don't matter really for a love that endures change. Death may end everything and given that we don't believe in continued life after death, reincarnation perhaps, love will bring people to their end, still holding each other tight, even with their hands cracked by age. He said, â€Å"Love alters not with his brief hours and weeks, But bears it out even to the edge of doom. † However love may seem perfect and eternal to Shakespeare, he still realizes that everything has an end. This is explained by a seemingly underscored concluding couplet of the sonnet. Love will always be a part of life that is temporary. Nonetheless, he has already made his claim and established his points on the wondrous feeling brought by love to the extent that he seeks challenges from other people and willingly sacrifices the validity of all his sonnets, the melting pot of his romanticism, when this treatise on love is proven wrong. This sonnet has been read widely, like all of his other works, and became the basis for those who seek answers on the question of what love really is. It is never wrong to be idealistic, especially on issues as fulfilling as this. However, we must always accept that everything has its end. Since everyone who feels such love is going to die anyway. Still, Shakespeare is one of those who aims high and gives this very particular topic the right for eternity and endurance. Love is never a simple thing, it is wide and complicated. It digs in people's hearts and reveals what they truly are, without much consideration of what others might say or what time has kept ahead for him. It is worthy of the best imaginations, best literatures, and best descriptions no matter how painful it is at times, the happiest point of loving is always far eternal than that of other source of happiness.

Graffiti & art Essay

The word graffiti is basically used to refer to a form of art that involves making of images, scrawls, scratches or painting letters on surfaces in various ways. It has been in existence for years. The use of graffiti has sparked debate from two camps. It is regarded both as unsightly and unwanted by critics who claim that defacing anything under the pretext of graffiti is simply a form of vandalism while its supporters claim that it is a worthy way of displaying their messages. Introduction Graffiti traces its history to the ancient Greece and the Roman Emperor. It has since evolved from a simple scratch to the modern spray paints and markers. Graffiti has been used to pass social and political messages for quite along time. But though used as such, it still remains an illegal practice in most countries in the world. This has led to a lot of protests and debates from simple artists and scholars alike on whether to legalize it or not. Questions on the safety of the society with legalized graffiti form headlines in such debates. This essay will therefore try to state reasons why graffiti should be left to be in our societies due to its numerous positive impacts that surpass the negatives. Reasons to Support Graffiti †¢ To Preserve Memories The graffiti that are put on stone carvings can stay for years and years to help pass a message to the future generation on how the history of some ancestral practices. A massage that could have required several words to explain can just be put in a single drawing using graffiti. These practices helped revolutionary soldiers to curve their names as well as those of them who died during the war on monuments for remembrance. Cultures have developed and traditions have been preserved, thanks to the graffiti practice. To add onto this it is also reported in (Reda Joseph, 2006) that those countries that are actively involved in the promotion of graffiti have even earned themselves international recognition for example Brazil, which boasts of unique and rich graffiti scenes This has made the country to be considered a centre of inspiration for modern graffiti artists (Lost Art & Caleb Neelon, 2007, 7). †¢ Source of Income The art has been used for decades and decades for the economic advantage of its players. Those individuals that need to have some information sent to the public, or want to uplift the facial look of their premises, cars or any other asset of theirs have to part with some money in return for the services done to them. The artists in this case have therefore benefited a great deal from such payments. There have been reported cases of schools being established to teach those who aspire to have graffiti as a professional course. This has in turn made the instructors to change the societal perception of graffiti apart from gaining from the payments of the courses. The spread escalated in the years 1960s when it was incorporated in the hip hop, rap and rock culture by the then artist (Peter Shapiro) . With this positive reception of the graffiti culture, a lot of exhibitions have been organized leading to staggering sums of money for the artists as well as organizers. Graffiti culture has been picked up by almost everyone in the society. Reported of late in most if not all countries is the graffiti sported on buildings, trains and cars. This shows that the business is not just about to fade away, but needs to be embraced in the modern society then defined well enough to fit perfectly in any given modern setting. This spread has also led to a newly founded wave of creativity and a more professional approach to graffiti. Graffiti also sparks innovation. With the emerging nature of competition in the practice, only technology can help one artist to ride over the others. Modern experimentation has seen the incorporation of some additional arts and technologies as those seen in the graffiti writers in the latest media, where they use projected images and magnetic light emitting diodes (K. Varnedoe and A. Gopnik, 1991). †¢ Radical and Political Use For the voiceless, the oppressed, the socially challenged and all these people who feel disadvantaged in one way or another, graffiti offers a way out to help them address their views. Graffiti is just one tool of expressing resistance to a system of for example governance. In 1990s, graffiti resurfaced with a new look and a refreshed objective, it became more focused on political matters more than social oppression. †¢ Academic and other Uses of Graffiti Contemporary analysts as well as art critics both agree on the artistic value of graffiti and are acquainted with it as a public art which making it a basic necessity for social emancipation or for achievement of a political goals. In case of a conflict in the society, graffiti can be used to bring dialogue and address cleavage between the warring groups. The Belfast and Los Angeles murals have been used to this effect to offer a mode of â€Å"communication and self expression† for those who feel ethnically, socially and racially alienated. Campaigns against moral degradation or any other unaccepted social practice can easily be done using graffiti. When coupled with a bit of stenciling of one or more colors the, the message appears more concrete. This form of advance graffiti was used by artists like Mathangi Arulpragasam, John Fekner and Lucy Lippard, to address decaying environmental concern, political and social issues in their times. Conclusion The life of all human beings is influenced by three main factors: that is, the need to act in a socially accepted manner, to do what one feels good about at that particular time and to maximize ones resources. Without motivating people to act responsibly in any social setting, the first two factors become top priorities. These are the reasons why graffiti has taken a strong root in the current society and has made a stable foundation; instead of just fading away it is seen to be spreading with time. Graffiti has helped people who seek anonymity, but want to give out an opinion to the public on a sensitive matter. Since permanent graffiti is considered a criminal offense, one can resort to the use of non-permanent paints to make it hard for the police to apprehend. Because after all there is a possibility that such temporary graffiti can as well last for a long time than even the permanent works depending on how the community view the artist’s work. Graffiti has evolved to an elaborate painting of letters which is taken as a complete art form with its own aesthetics, particularly the graffiti murals. But it still faces a major opposition from several quarters, from those who treat it as public nuisance†¦to them; it means to deface the good landscape and degrades the community. And the fact that it is illegal makes it unpopular in the eyes of the public. The commercial billboards and numerous advertisements that are spotted in the public space have to be considered if graffiti should be banned. And if the relevant authorities claim that such companies who own them pay tax, then they need to allow graffiti on walls if graffiti artists can find some sponsors like stores, restaurants and other businesses. Or alternatively, such authorities should just let the so called â€Å"public spaces† be made use of by graffiti without charging them. As a final remark, it can be said that, yes! Graffiti is a revolution, and just like any other revolution it might be taken to be a criminal offense. But it also has to be in everyone’s mind that people who are oppressed, depressed or suppressed require an outlet, and graffiti offers them this. So let these people write on walls. Just like clearing the homeless off the streets is not sustainable solution homelessness, erasing graffiti in itself is an act in futility. (Sara Rudin) Work Cited â€Å"Art Crimes† by Sara Rudin: http://www. wm. edu/so/jump/spring96/graffiti. html. â€Å"Is the Writing on the Wall for Graffiti†, PR News Wire (2004-07-28). And â€Å"Jail for leader of graffiti gang†. BBC News (2008-07-11). Retrieved on 21st November, 2008. En Cams â€Å"A History of Graffiti in Its Own Words†, New York Magazine: Press release. K. Varnedoe and A. Gopnik. â€Å"High and Low: Modern Art and Popular Culture. New York: The Museum of Modern Art, 1991. Lost Art & Caleb Neelon: â€Å"Graffiti Brazil†. London: Thames and Hudson, 2005, 7. Peter Shapiro: â€Å"Rough Guide to Hip Hop†, 2nd. ed. , London: Rough Guides, 2007. Reda, Joseph (April 25, 2006). â€Å"Bill/Resolution: O06037†. County Council: Passed Legislation. Council of New Castle County, Delaware: Retrieved on 21st November 2008. Thematic strategy on the urban environment — European Parliament resolution on the thematic strategy on the urban environment (2006/2061(INI))

Star Wars Informative Speech

Star Wars What movie franchise has been the most powerful film franchise in history? Who could forget traveling through space fighting evil, using the force, and defeating the empire? Yes I am talking about Star Wars. The franchise includes 6 movies and countless games, toys, and books. Now I know y'all must be thinking â€Å"she only thinks star wars in so important cause it’s her favorite movie or she’s a geek or something like that† Well to be honest I have never in my life seen any of the movies. I’ve seen bits and pieces but none of them the whole way through.Although that it true Star Wars has influenced my life. Star Wars is and will be for years to come the most influential, powerful, and profitable franchise in history. The saga began in 1977 when George Lucas released his first movie after striking a deal with 20th century fox in which he retained all rights to the movie and sequels and 40% of all box office sales. He began with what at the time was just Star Wars: A New Hope, now Episode 4, which grossed $1,416,050,800(one billion 416 million 50 thousand 800) to put this into perspective the cost to produce this first movie was $13 million.In 1980 he released The Empire Strikes Back, now episode 5, which grossed $780536100(780 million 536 thousand 100). 1983 saw the release of Return of the Jedi, now Episode 6, which grossed $747772300 (747 million 772 thousand 300). Lucas decided the movies needed a prequel so in 1999 he released The Phantom Menace, episode 1, which grossed $674365200 (674 million 365 thousand 200). In 2002 Attack of the Clones, episode 2, grossed about 425 million 074 thousand 300 dollars.In 2005 Revenge of the Sith, episode 3, grossed 471 million 630 thousand 400 dollars. Though that was supposed to be the end in 2008 the animated film Star Wars: The clone wars grossed 35 million 20 thousand 908 dollars. That brings the total star wars film series to 4 billion 550 million 450 thousand 8 dollars. In 2005 Forbes Magazine stated that the star wars franchise had grossed over $20 billion and growing, that number is believed to be closer to $27 billion now. That number is a far stretch from $4. 5 billion right?Well the Star wars franchise includes much more than just the 6 movies box office totals. The video and DVD sales are about $3 billion 775 million as said by statistic brain. This includes all DVDs and movies from all 6 movies and Star wars the clone wars. The video game sales grossed $2. 9 billion. These games range from the oldest super Nintendo games to the newer PlayStation and Xbox games. The book sales have grossed $1. 82 billion. This is an example of just 1 of the 23 books my boyfriend alone has, all together there are over 100 books written.The toy sales have grossed 12 billion this includes all collectibles, action figures, and toys such as puzzles, Legos, coloring books, or bobble heads that talk. The last bit is considered â€Å"other† which includes licensing, television shows, and merchandise grossed appx. $1. 304 billion to date. Merchandise includes Pez despisers, posters, and any other Star Wars affiliated product. Now let’s discuss the creator George Lucus and the producer of the movies 20th Century Fox. George Lucus’ net worth is believed to be between $3. and $3. 6 billion and growing. He wrote every movie and through negotiation kept all rights to the movies and all affiliates so to this day continues to get profits from all Star Wars licensed products. 20th century fox grossed appx. $2 billion 730 million 270 thousand 5 dollars from producing all of the movies. Originally around 1975 when they were approached by Lucus to produce the movies they were reluctant because they didn’t know if the world was ready for a major science fiction movie of this type.It was the best risk they ever took. Now you can see that Star Wars has been the most influential franchise in history. Almost everywhere you look there is som ething Star Wars. The simple fact that I have never seen any of the movies and I knew most of the characters and even some quotes before this speech show its influence. This franchise has not only monetarily profited many, but has shaped the views and lives of pretty much every member of the last three generations.

The Power of Images Article Example | Topics and Well Written Essays - 750 words

The Power of Images - Article Example Feeling bad about our body and life is their goal. Also, he tries to deliver the true purpose behind them, the effects of them on people, how they surround us, and how much they are seductive. As well, advertisers do not want the consumer to notice them for them to believe in them with time. He talks about the history of commercials and how strong they are now. He focuses on the purposes of the advertisements and commercials. He talks about what they are trying to influence in our lives. According to him, the advertisers want the receiver to believe in what they do by showing us stunning images to sell their products to yield more money. Finally, the reason Davis discusses these myths is to deliver a message to the reader to be careful and to make them aware that images can be read and understood in many different ways, and they have to learn how to read those images. If they succeed in that, then they could control what to accept from the image and what to refuse (Synthr-6 76). First, in Clipper Magazine (June-July 2015), the advertisers show us a huge deck with a green view. Also, there is a couple and their son and daughter. All the family are dressed casually. The girl is wearing a red sweater, a black jeans, white shirt, and white shoes. The boy is wearing a green T-shirt, a black jeans, and brown shoes. The mother is wearing a silver blouse, a black jeans, and brown boots

Research Proposal and Marking Schedule Coursework

Research Proposal and Marking Schedule - Coursework Example After identifying the target market, appropriate methodologies should be used to incorporate them in the research. However, since the market is wide and consists of very many people, it might not be an easy task to involve the whole population in the research. Because of this, there will be a need to use a sampling technique which is appropriate for the type of research and the target population to be used as the subject of the study. The most appropriate sampling technique to use is simple random. Under this design, each and every member of the target population will be granted equal chances of participating in the research. Meaning, they will be randomly selected to participate in the research. If this is properly done, it will be possible for the research to generate a set of accurate and error free data which can be generalized as a representative of the entire population. Besides, it will help in reducing the costs of conducting a research because it might be so challenging to subject the whole population to the studies. For the researchers to gather the necessary required information about the market, it is incumbent upon them to use the most appropriate tools during their research. Based on this fact, the research will incorporate the use of the following tools in the collection of data: After taking the population sample, they will be engaged in interviews. During this time, the researcher will meet the subjects and ask them questions which they will be expected to answer. However, for this to be effectively done, appropriate questions should be designed so as to enable them to give the information which can be used to by the researcher to know about their attitudes, tastes and preferences towards tea and coffee (Amor, 2009). At the same time, the questions should be properly designed to be much flexible. Meaning, there should be both open and closed ended questions. However, the respondents should

Presentation critique Essay Example | Topics and Well Written Essays - 750 words

Presentation critique - Essay Example The 18th century saw great movements to abolish the trade stem up and grow. In the early years of 19th century however, Britain as well as US declared the trade illegal and in 1833, the entire British Empire consented to the abolishment of the trade. The slave trade thrived in the Atlantic regions as was necessitated by the various commodities that were exchanged between Europe, Africa as well as America. The African continent offered Africans as slaves in exchange of commodities and in often times without any gain to America. The American continent on the other hand provided Europe with cotton, Tobacco and sugar. Africa then benefited through textile, rum as well as manufactured goods from the Europeans. The concern here would be how literature would reveal the mutual benefit between the three continents while in actual sense the Africans lost as slaves were fetched from them through disguise. Spain, France, Portugal, Norway, Netherlands, Sweden as well as England were the major cou ntries from Europe, which participated within the slave trade. The main merchandize of trade from the European continent were Brass utensils, beads, pewter, guns, gunpowder, spirits as well as food commodities. Trading nations were identified through hoisting of the flag and a specific slave trader would be stationed there for maintaining good relations with the African correspondences participating in the trade. Slaves were obtained through negotiations with the natives as well as by raids that were organized periodically by the Europeans. It is worth noting that the Africans played the two roles of perpetrators and victims to the slave trade. The Portuguese were strategic in the trade by targeting the African countries that were at war and they would side with one side and acquire slaves from the loosing country. The Africans therefore were wittingly used to capture and trade fellow Africans for trade under the disguise of collaboration while in other instances, Europeans would ra id Africans for such supplies. The actual journey in trade involved the transport of the slaves through water where depending on the number of slaves on board, the terms ‘loose-packing’ and ‘tight-packing’. Loose packing meant that few slaves would be packed together with large quantities of cargo. Tight packing on the other hand had a higher percentage of live to dead slaves on board was bigger to that of loose packing. Tight packing however dominated much of the slave trade. The slaves suffered extreme conditions of heat, congestion in docks, sexual harassment, staying in chains as well as exposure to unhealthy conditions. In extreme cases, the slaves on transit would rebel and this would result too many deaths through suicide and violence. Nevertheless, there were exceptional cases where slaves received fair treatment from their captors as shown by the case of Olaudah Equiano who was capture at age 11 and received good treatment all through. The second p resentation however covers much of regulations and laws that were crafted to address the slave trade at different regions. For instance, in America, slavery was a common feature though existing policies and laws inhibited the rights of citizenship of the slaves there. The Northwest ordinance provided the boundary between states that adopted slaves and those that abolished it. Indentured servants were the commonly used aids instead of slaves within the Free states. There was a noted

Project Essay Example | Topics and Well Written Essays - 750 words - 10

Project - Essay Example Some of the problems experienced by Elixier Company, according to the financial analyst in the accounting department, the problems range from errors caused by manual entry; which is time consuming while at the same time resource consuming due to the verification process, to issues of late payments and failure to take advantage of stipulated price discounts. The company faces the problem of different quantity and price factor for each part due to the fact that suppliers do not fulfil their contracts. Additionally, there is difficulty in the management of information in the account payable area since it involves many documents and as the company grows, so does the number of documents in circulation. This can also be explained in the sense of cost increasing with growth in any firm (Beesley, 2003). As earlier stated, the main purpose of this research is to provide insight on the stated problems that the Elixier Company undergoes within its accounting department. This will be achieved by focussing on objectives such as discovering the main issues related to Elixier’s accounting department, which is a step that has been covered as explained above. At the end of the research, it is our hope to come up with relevant solution to curb these ailing happenings. Additionally, we hope to come up with recommendations that will be useful in their performance as a company while improving their accounting department. In order to identify and provide solutions to the problems in question, it is of essence to understand the methods used. The data collection and analysis process gives a proper illustration of the scope of knowledge of the researcher and therefore validates this research. This is backed by the fact that the information was gathered from credible sources that are knowledgeable about the organization in question and its existing problems. The provision of a viable solution to Elixier’s

Quote expansions Essay Example | Topics and Well Written Essays - 750 words

Quote expansions - Essay Example The streams of traditional progressive, radical queer and trans politics developed over time and in the context of a rapidly changing political, economic, and social landscape. There are two main features of the second half of the twentieth century that shaped the context in which the queer and trans movement developed which includes the active resistance and challenge by radical movement to state violence, and subsequent systematic counterattack, and the immense disorder and transformation of the global economy. Queer, trans, and gender nonconforming people are funneled into the criminal system for many reasons but primarily due to systemic oppression because trans, queer, and gender-variant people experience widespread discrimination, harassment and violence. This interprets into higher risks of imprisonment. Administrating gender can relate the above concept to three precise areas of jurisprudence where the presidential term of gender customs causes trains people the most difficulty. They consist of classification, sex separation, and access to health care. This concept illustrates how anti-discrimination and hate crime laws, are not succeeding to target the most pressing legal problems of the community. Furthermore, it conceptualizes how the governmental focus on areas like poverty law, immigration law, and disability law are the right objects of law reform intercessions. After the 9/11 attacks, the attitude toward gay and lesbian rights changed a bit, as Duggan (44) suggests. This reading relates to Spade’s reading in that it states how neoliberal politicians and state employers started accepting the diversity at the least level. There have been gestures of inclusion from the government, such as from Bush’s administration in the past, which aimed at including the sexual minorities into employment and other areas of life. No matter they are a

Development of Women during the 1920's to the 1930's Essay

Development of Women during the 1920's to the 1930's - Essay Example She says, "No change had a greater impact on women's roles than the transition from primarily an agricultural economy to a corporate, commercial, industrial one, a change that took slowly over decades Harrison (1997)." She goes on to note that this was particularly true of the African American woman's movement in that, "Urban working-class mothers, especially African-Americans, themselves engaged in industrial production or domestic work for pay; by 1920, about 9 percent of married women worked outside the home for wages (Harrison, 1997)." Harrison goes on to note the complex way in which The Great Depression effected the transition of women being housewives to contributing to the working class. During The Great Depression unemployment rates rose to 25 percent and with many men out of work, their wives were subject to do remedial jobs that men wouldn't take like house cleaning, nursing, dry cleaning and secretary jobs, as Harrison notes "in fact most women worked only at jobs that men did not do and so by the start of World War II, almost 15 percent of wives were working, up from 12 percent at the beginning of 1930. The remedial work women suffered through during 1920 to 1930 eventually escalated during World War I when men were sent off to war. There was a void in the working class and women were needed to take on jobs that were traditionally reserved just for men. The image of the hardworking American woman became personified in the billboard plastering's of the "Rosie the Riveter" image. Millions of women gained access to government and non-military factory jobs and as Harrison notes during World War I, "The percentage of women in the work force went from pre-war figures of 25 percent to a wartime peak of 38 percent (Harrison, 1997)." These work figures are significant because it was through employment women could establish self-worth and liberate themselves from a dependence on men for personal survival. These higher paying positions were temporary though, and as soldiers returned from war women were quickly weeded out of industry positions and this began a trend of women leaving the labor force and focusing on raising families leading into the late 1940's on through to the 60's. Despite the transition for equal rights during the 1920's and 30's, women still had slim to no authority over their identity or future as it applied to their place in society in the United States. During this period there were excessive reports of domestic violence, and in the medical world women were habitually over-diagnosed with having psychological disorders and in many cases sent away to medical facilities. No work better captures the complexities of this issue and time in American history than Sylvia Plath's "The Bell Jar." In her article, "A Ritual For Being Born Twice" Sylvia Plath's The Bell Jar, Marjorie G. Perloff analyzes the popular appeal the novel holds among young women. The concept of the emotional distress that comes from illness conflicting with the psychological and social boundaries, used to confine women during the 1930's, is interpreted as a major contribution to the books growing fan base. The major draw the book has is the complex nature of Esther's dysfunct ions. She is mentally ill in a way that leaves her situation

Examine the different ways in which good is used in meta-ethics Essay Example for Free

Examine the different ways in which good is used in meta-ethics Essay a) Examine the different ways in which good is used in meta-ethics. Meta-ethics is the study of the meaning of moral language. It describes presuppositions and language of morality. There are a number of different ethical theories for the meaning of good used in meta-ethics. The four main headings under which most acceptable theories can fit under in some shape or form. These are Ethical Naturalism (or Definism), Intuitionism, Emotivism and Presciptivism. Definism theory states that all ethical statements are similar to non-ethical statements and can, therefore, be approached in the same way. In the same way that we can verify a scientific fact, ethical naturalism theory states that we can verify an ethical statement. They are both prepositional. Definism states that ethical statements are just a type of short hand for more complex propositions. So therefore, in terms of Ethical Naturalism, if I were to use the term good in a number of examples, it would just be a summary word to sum up all the other words I wish to have incorporated into my sentence. For example, in the sentence: I am good at football, the word good is used to mean skilled or talented. This does not mean that good means skilled or talented, but simply that both of these words are incorporated in the single use of good. In another sentence, good could be used as a short hand for a completely different set of words. In the sentence, It is good to see you, good is used to mean pleasant, nice or heart warming. Again this does not mean that good means pleasant or nice, but simply that both these words are incorporated in the single use of good. A contradictory theory to Definism is Intuitionism. Intuitionism states that good is indefinable. Intuitionism also holds that basic moral truths are objective and stand independently of what people my fell or think. Intuitionism holds that we should pick out our moral principles through what we think or feel. There is no definition of good that can always hold true. For example, if someone were to define good as pleasing, an Intuitionist would respond by pointing out that not all pleasing things are good. A similar theory to Intuitionism is Emotivism. An Emotivist believes that moral judgements simply express our feelings on a subject. If someone were to claim something was good, an Emotivist would see this as an emotional exclamation, not a truth claim, and would take it to mean that the person approves of the thing/action/person etc. Another fairly similar theory is Prescriptivism. Prescriptivists believe that in using moral language such as good/bad or right/wrong, we are simply prescribing our opinions. In other words were are saying, do this, and let everyone do the same in the same situation. Therefore, if someone were to say giving to charity is good, what he or she is really saying is you ought to give to charity. This again, means that good not used as a universal truth, but in this case it is used as a universal prescription. In summary: in Definism, the term good is simply a short hand for more complex propositions that apply to that particular example. In Intuitionism holds that good in indefinable and therefore has no universal meaning. Emotivists believe when we use the term good or make other moral judgements, we are simply expressing our feelings. So, therefore, if I say something is good, this is simply an exclamation and therefore cannot be true or false and cannot be reasoned upon. Lastly, Prescriptivism holds that when we say something is good we are prescribing a particular opinion and making it known to other that we feel they should do the same. b) Anything people approve of must be good. Discuss The response to this question depends on how we define the term good. Can we loosely define good as moralistic? There is a common theory that believes that our morals our simply a product of our culture and background. Therefore, there will be different moral codes in different societies. If each individual society has equal validity, it must be agreed that there can be no universal moral code. This theory is called Cultural Relativism. Cultural Relativism therefore holds that good means socially approved. Therefore if we rearrange the above statement, replacing the word good with the Cultural Relativists definition, we find ourselves looking at a slightly odd sentence which looks as follows: Anything that people approve of must be socially approved. Now there are two ways to interpret this sentence. The first would be to question the number of people included in the generalization of the word people. If the sentence is intended to mean, if anybody approves of something, it must be socially approved, then the statement is not true. However, we can also take the sentence to mean, If the majority of people within a society approve of something, then it is said to be socially approved. If we swap good back into the sentence we end up with a statement that looks like this: if the majority of people within a society approve of something then it is good. Thus we have formed the central principle of Cultural relativism. In terms of the other theories that define good, only one can be applied. Definism would argue that the statement is simply a short hand for more complex propositions. So in this case, good is used to mean beneficial or correct. Since this is possibly true, Ethical naturalists would have a fairly strong argument here. Emotivism, Intuitionism or Prescriptivism cannot really apply here as they are all subjective and based on opinion and in this case good cannot be used an exclamation of opinion.

Challenges for SMEs in Vietnam and Korea

Challenges for SMEs in Vietnam and Korea Recommendations for the government/policy makers Properly aware and assess the roles of SMEs and start-up firms in the national economy system The Korean government soon realized the roles of SMEs, especially start-up firms in economic reform after the financial crisis is 1997. They published some Law and Regulations on SMEs support since the end of the Korean War, some of which are the SMEs Bank Law (July 1961) and the SMEs Cooperation Law (December 1961). In addition, the governmental institutions and banks to support SMEs were born really soon, they were able to merge into a comprehensive and trustworthy â€Å"system† to maintain the health of SMEs. This reflects the early awareness of the Korean government in the roles of SMEs. In Vietnam, the roles of new enterprises need to be further considered. Besides the measures to enhance the performance of state-owned enterprises, we need to have intensive measures to support SMEs, especially start-up firms because they are the strategic instrument in economic growth. Obviously, when joining WTO – an international playground, SMEs in Vietnam in its current state w ill find it hard to compete.. To fully aware of the condition as well as roles of these enterprises, we need to conduct surveys and researches to find out at which proportion SMEs have contributed to the country’s GDP and other growth indexes. Further, we based on these indexes to evaluate the potential and at what extent the establishment of new firms can reinforce the growth rate of the economy as a whole. Create a suitable environment for SMEs and start-up firms Since the very beginning state of economic reform, regulations concerning SMEs and start-ups activities were clearly and specifically declared. They were also improved through times to adapt to the economic and social conditions of each time phase. Besides the synchronized legal environment, they also own a set of solutions for SMEs: since they start the business till dismissal. The Korean government always tries to create favorable business environment for the growth of start-up firms and SMEs. To minimize the gap between chaebol firms and start-up firms, the government established many institutions and associations to support start-ups firms, namely SMBA, SMBC, KOTEC†¦ as well as provide guarantee for these firms to receive funds from commercial banks with preferential interest rates. When SMEs encounter hardship during operation, the government also comes up with business incubators to help them overcome problems by legal consulting, opening fairs, malls to increase the chanc e of trading and finding business partners. For any nation in the world, favorable business environment is the basic factor, not only for SMEs, but also for big corporations to grow. Vietnam is no exception. Nowadays in Vietnam, the business environment is thriving more than ever before. Business law, finance law, credit monetary trading, labor situation have been improved a lot with the foundation, adjustment, supplement of the Business Code 2005, Investment Code 2005, State Bank Code and Credit Institutions Code 2003†¦ These Codes basically have no discrimination among different business sectors. Moreover, we also have other regulations concerning the operation of SMEs, namely Official Letter No. 681/CP-KTN on June, 26th 1998 by the Government Office on strategies orientation and SMEs development policies, Decree No. 90/2001/ND-CP on November, 23rd 2001 on support SMEs. These regulations only emphasize on the most basic matters and have yet compete or consistent. Also, the management level is still not flexible in apply ing those regulations, leading to redundancy in procedures and confusion in dealing with the legal system. Discrimination between big corporations and SMEs is another factor with negative impact on the business environment. Although the policies of the government clearly state that all business sectors needed to be equally treated, there still exists discrimination from some government officials in bank loans, access to preferential policies, land use, information access on exporting market, staff training Moreover, the social environment also has trong impact on business operation of highly sensitive firms like start-ups and SMEs. That is because there still exists some obsolete prejudice on these firms such as counterfeited goods, smuggling or commercial fraud. Support start-up firms in terms of financing It is safe to say that funds is the most severe problem for entrepreneurs when starting their own business. There are already countless enterprises each year failing to come alive or going bankrupt since the very beginning of operation due to lack of capital. Therefore, support from the government is highly essential for SMEs, especially start-up firms. These support can be implemented by a number of ways, suggested as below: Develop finance investment firms and establish credit guarantee funds It is clear that we soon need to establish credit guarantee funds for SMEs and start-up firms, for them to access to finance when they do not have enough resources for mortgage, pledge, or lend from banks and credit unions as raised in Decree 90/2001. The credit guarantee funds like KCGF, KOTEC and SMBC in Korea are able to guarantee start-up firms for short-term, mid-term and long-term loans for the feasible ideas and business projects. At the same time, they share risks with credit institutions in case of default risk from SMEs The lessons from Korea and other developed countries like America, Taiwan show that credit guarantee is considered one of the most effective measures to improve the capital of an enterprise, and Vietnamese enterprises are no exception Loosen the lending requirements Our government should adjust policies on mortgages for loans. Currently, most start-up firms find it hard to access to commercial bank funds because they own no or little assets. In addition, the requirements on mortgage is too high to meet. One example is most commercial banks use land use right as mortgage, which is quite impossible to afford for these types of firms. The recommendation for this is, in some specific cases, banks can assess the potential and value of feasible business projects to minimize their risks. Banks in Vietnam can learn from KOTEC in Korea, where they have a set of technical and commercial criteria to rate a firm before providing funds. Firms guaranteed by KOTEC also have higher chance to survive in the long run, which means their assessment is highly effective and we can learn a lot from their system. Besides, venture investment funds should be encouraged to grow, especially foreign investment funds. Expand forms of financial lease Expanding forms of financial lease is a useful solution for firms to overcome their own problems on financing for technology. Financial lease is an intermediate form of long-term credit, where those demanding funds do not receive cash to purchase equipment and asset but directly receive the demanded asset. The leasee periodically pays fee and buys the whole asset after a specific amount of time. However, in Vietnam, both the government and enterprises have yet aware the strength of this form, so it has not been fully developed. According to the studies â€Å"SMEs development process† of the Development Loan Program for SMEs in Vietnam, there currently exists many obstacles in developing financial lease: (i) lack of legal procedures, regulations and policies for this matter. The funds of the leasors are also very limited due to the strict regulations of the State Bank of Vietnam, (ii) the enterprises are still short in full knowledge and awareness of this practice’s adva ntages, (iii) lack of complete agreement between the leasors and the government as the base to develop policies on this. Towards the current state as mentioned above, the government needs to look into and adjust the regulations to ensure a competitive yet favorable business environment for the financial lease corporations, which can solve the financing problem for SMEs. Develop other financial services Commercialize the debt market: Currently, corporations have increasingly appropriate funds of others, making lots of SMEs fall into the â€Å"artificial funds shortage† situation. Sometimes, commercial banks have to hold loans but cannot receive principal before maturity date. Commercializing debts will help SMEs escape from the pressure of variable capital, for instance, through discounting financial instruments like negotiable certificate of deposit. In many other countries in the world, this practice is quite popular but it is fairly new for enterprises in Vietnam Boost the performance of financial institutions: we can do this by increasing the equity of credit institutions, creating capacity to improve performance and adapt to risks. Simultaneously, they can completely handle overdue debts by developing mortgage handling enterprises and buying back mortgages, collateral from commercial banks. This research applies a remote-monitored system towards the financial markets on the basis of international standards. Encourage the growth of financial consulting services, accounting, auditing and related services for financial problems of SMEs Preferential tax, charges policy The government can also establish more preferential policies for SMEs on credit, tax in a simple way. We should also avoid excessive yet inefficient tax policies, which leads to difficulties in manage and implement those policies. Recommendations for start-up firms/SMEs Build their own finance capabilities Besides the government policies and support on finance, start-up firms also need to take advantage of this opportunity or else it will go to waste. Currently, the roles of SMEs and start-up firms are gradually realized by the government and the society. The social development strategy nowadays also pays special attention to SMEs. Therefore, those firms need to take good advantage of these chances. In the meantime, start-up firms can have easy access to the credit funds from banks, financial institutions, financial lease firms The enterprises can also increase their funds by seizing investment opportunities from other sources. Through the foundation of feasible and persuasive business plans, firms can entirely raise funds from venture investment funds or crowd-funding. By cooperating with other firms, SMEs can enhance their manufacturing process by solving the obstacles together with each other, best exploiting their capacity and cooperation, developing the domestic and foreign business network, as well as jointly combating the competitive pressure from big corporations. Raise their management capacity SMEs need to have their own business strategies to enhance the human resources and management capacity in a global economic context. One of the weaknesses of SMEs in Vietnam is the human resources problems. They lack properly trained labor to meet the requirements of technology application, foreign language, business knowledge, Internet access†¦ The business management system is pretty obsolete and incomprehensive. Therefore, business owner and the management level need to apply modern management system, focusing on knowledge on market, the legal system, technology application and building their own business culture and ethics: honest about the products, fair competition, compliance with the law, responsible for the customers and the society, and build trust with the customers. For the labor force, we need to have scheme to train them properly with the most update techniques and information possible. The enterprises also need plans to attract highly-trained employees by their salary, bonus, allowance, promotion†¦ policies. Besides, strong business culture is also necessary to establish and develop. Actively access technology Firms on their own should actively seek new opportunities to get access to new technology and equipment. Then, they can flexibly apply technology transfer to create more added value. Also, focusing on developing technology infrastructure to apply e-commerce business is popular in the recent years. On material, one way to exploit this is to make full use of the global sources of material, another is to consider using existing materials, which means diversity and stability sources of materials for manufacturing. On technology, SMEs need to go in full swing and use their existing dynamic spirit to grasp and seize rare opportunities on technology. One huge obstacle for enterprises in this matter is limited capital, however, as mentioned, SMEs have many ways out. They can use the government support, cooperate with other larger firms, transfer from foreign enterprises, participate in science fairs†¦ In specific, SMEs need to construct and develop their own information infrastructure to push information technology application and apply e-commerce. Investing in these is proved to cost reasonably but bring high efficiency. It can saves energy and cost for an enterprise, which lifts the management efficiency but at the same time, it can quickly grasp and exploit the market’s information, helping the business activities more professional and flexible. Focus on market research, export promotion, brand and image building Focusing in market research Start-up firms and SMEs need to vigorously improve on market research after Vietnam has joined WTO. Only thorough and detailed market research brings a well-rounded business plan. In the context where resources and capabilities is limited, they need to cooperate with the authority and government in pushing e-commerce, searching for market information through the Internet, as well as joining in knowledge sharing in different prestigious association. Enhance brand investment Almost SMEs in Vietnam are not fully aware of the importance of brand building and protection. In the next few year, when we penetrate more into the global economy, this can be a huge risks as there will certainly be many more conflict and disputes on brand. Therefore, SMEs need to have their own strategy for brand right now. Those enterprises need to have well-rounded knowledge about brand. Training for staff to aware of the importance of brand and reputation is vital. In the global context as it is today, when the brand of SMEs in Vietnam have yet owned a strong position in the domestic and international market, support from the government and other large corporations in brand building in of great importance. Ignoring this stage in the business plan means they actively put themselves in difficult situation later. Their competitors may use this to destroy the company. Actively apply international standards in business activities As analyzed, one of the biggest challenges for SMEs in Vietnam to penetrate into the international market is the international trade standards. Every countries and trade organizations in the world have their own set of regulations concerning the products’ standards. During the integration process, it is compulsory that start-up firms and SMEs in Vietnam should compel with these regulations. The lessons from Korea shows that, applying international standards in manufacturing and trading helps raise the export volume of SMEs in this countries. Therefore, it is essential for enterprises to actively apply these standards in their business activities. Depending on the requirements, the selected countries’ rules and the firm’s capacity, the firms can freely choose the standards like TQM, ISO 9000, HACCP, GMP, ISO 14000, SA 8000†¦ Besides, we need to understand and adapt to standards in hygiene, safety, rules on packing and marking†¦ These international standards can be an obstacle for SMEs in Vietnam in the short run but they will definitely bring practical value for them, helping them to strongly thrive in this most stable way.

Voltaire Essay -- essays research papers

Voltaire was a talented, assertive, and controversial French writer from the eighteenth century enlightenment period. He was born in 1694 to a wealthy family in Paris, and given the name Francois-Marie Arouet. During the early years of his life Voltaire endured many hardships. For instance, his mother passed away when he was seven leaving only his father and older brother to raise him. Unfortunately, this added insult to injury as Voltaire despised both his father and brother. Nevertheless, Voltaire's determination allowed him to rise above his early misfortunes, and he later went on to pursue college at the College of Louis-le-Grand in Paris. Once there he studied literature, despite his father's wishes that he pursue a carreer in law. It was during this stretch of the young writer's life he first voiced his oppositions on the established church and government in France. By the young age of twenty two Voltaire was exhiled to Sully-sur-Loire for writing a satire of the Duke of Orleans, the ruling regent of France. Voltaire's bouts with those in power continued throughout most his life. In fact, he was subject to brief spells in prison on more than one occasion for aggrevating the reigning Monarch. Despite French governmental attempts to deter or imprison him, Voltaire went on to become an exeptional philosopher, author, and leading figure of the enlightenment The overall message of "Candide" is that every human being has the p...

Behavioral Outcomes in Abused Children Essay -- Effects of Child Abuse

The research at present was done to discover what types of behaviors are presented by abused children. Research has shown that there are not specific behaviors that an abused child will exhibit. However, there are certain behaviors that can be watched for by parents, caregivers, and other adults. These behaviors may be shown in the form of a problem child or the opposite in a quiet isolated child. The Effects of Child Abuse on Behavior Many people assume that there are specific behaviors associated with a child who is or has been abused. However, research shows that there are many different behaviors such children may exhibit. These behaviors are usually from one end of the spectrum or the other. However, no matter the type of behavior displayed by the child the abuse is very destructive to the child in many ways; psychologically and biologically. Their future will hold many problems in learning, emotions, and behavior (Brassard et al., 2009). It is important to remember that just because a child shows the same behaviors as an abused child does not mean that the child has been abused. Research being done on these behaviors only gives explanation of the behaviors but they are not certain to occur. Much research being completed is to help teachers, doctors, and others that work with children on a daily basis something to look for when child abuse is suspected. Each study that has been accomplished explains different behaviors and the reasons for them. These behaviors can manifest two main types of children; the problem child or the isolated child. Types of Abuse There are four main types of abuse; physical, sexual, psychological, and neglect. Physical or biological abuse is when violent actions are imposed to a child by th... ...onmgr14&vid=7&hid=18 Relich, R., Giblin, P. T., Starr, R. H., Jr, & Agronow, S. J. (1980). Motor and social behavior in abused and control children: observations of parent-child interactions. The Journal of Psychology, 106, 193-204. Retrieved from http://ezproxy.mc.edu:2054/ehost/pdfviewer/pdfviewer?vid=10&hid=18&sid=ecc52210-ab37-4879-91fb-601063008a50%40sessionmgr14 Sim, L., Friedrich, W. N., Davies, W. H., Trentham, B., Lengua, L., & Pithers, W. (2005, December ). The child behavior checklist as an indicator of posttraumatic stress disorder and dissociation in normative, psyhiatric, and sexually abused children. Journal of Traumatic Stress, 18, 697-705. Retrieved from www.ebscohost.com Vandenberg, B., & Marsh, U. (2009). Aggression in youths: child abuse, gender, and SES. North American Journal of Psychology, 11, 437-442. Retrieved from www.ebscohost.com

Father/Son Relationships in Shakespeares Henry IV, Part One Essay

Father/Son Relationships in Shakespeare's Henry IV, Part One    The relationship between a father and his son is an important theme in Shakespeare's Henry IV, Part One, as it relates to the two main characters of the play, Prince Hal and Hotspur. These two characters, considered as youths and future rulers to the reader, are exposed to father-figures whose actions will influence their actions in later years. Both characters have two such father-figures; Henry IV and Falstaff for Prince Hal, and the Earl of Northumberland and the Earl of Worcester for Hotspur. Both father-figures for Hal and Hotspur have obvious good and bad connotations in their influence on the character. For example, Falstaff, in his drinking and reveling, is clearly a poor influence for a future ruler such as Prince Hal, and Worcester, who shares Hotspur's temper, encourages Hotspur to make rash decisions. The entire plot of the play is based on which father-figure these characters choose to follow: had they chosen the other, the outcome would have been wholly diff erent. At the start of the play, the reader sees that Prince Hal has been acting in a manner which has disappointed his father. The King compares Hotspur to Hal, saying that Hotspur is à ¬A son who is the theme of honour's tongue,à ® and that à ¬riot and dishonour stain the brow of [Hal] (I.i.3).à ® He even wishes that the two were switched: à ¬Then would I have his Harry, and he mine (I.i.3).à ® The King obviously does not approve of Hal's actions, and believes that, if Hal does not change his ways, he will be a poor successor to the throne. This is quite true, as Hal spends the majority of his time in seedy taverns, associating with what his father calls à ¬rude societyà ® (III.ii.... ...ators to join them, and who sets the wheels of the revolution in motion. The consequences of the Hal and Hotspur's choice in father-figures are indeed what leads the play to its final outcome. Hal, who sides with his father and not Falstaff, becomes a noble prince and redeems himself in the eyes of his father. Hotspur, on the other hand, sides with Worcester, and their collective tempers lead them to make the rash decision to revolt. Their tempers are also responsible for other poor decisions that evade the chance of truce, resulting in the inevitable failure of the rebellion. Indeed, all could have been prevented if Hotspur sided with his father, rather than his uncle, and Hal would have become a desolate criminal had he followed Falstaff. Works Cited Shakespeare, William. Henry IV: part one. Ed. P. H. Davison, New York: Penguin Books, 1996.

Structural Functionalist

A society is a complex unit, made up of interrelated parts. All these parts form the structure of the society and each sub unit has to perform its given task. Social structures are stressed and placed at the center of analysis and social functions are deduced from these structures. This perspective looks at how the various parts of the society come together and perform their individual tasks interdependently and interrelated to promote social stability and order and in turn the smooth functioning of the society. Structural functionalism is a framework for building theory that sees society as a complex system whose parts work together to promote solidarity and stability. This approach looks at society through a macro-level orientation, which is a broad focus on the social structures that shape society as a whole, and believes that society has evolved like organisms. This approach looks at both social structure and social functions. Functionalism addresses society as a whole in terms of the function of its constituent elements; namely norms, customs, traditions, and institutions. As a structural theory, Functionalism sees social structure or the organisation of society as more important than individual. Functionalism is a top down theory. Individuals are born into society and become products of all the social influences around them as they are socialised by various institutions such as the family, education, media and religion. Functionalism sees society as a system; a set of interconnected parts which together form a whole. There is a relationship between all these parts and agents of socialisation and together they all contribute to the maintenance of society as a whole. Structural functionalism concentrates on the positive and negative functions of social structures. Societal functionalism is a particular type of structural functionalism that aims to explain the role of social structures and institutions in society, the relationship between these structures, and the manner in which these structures constrain the actions of individuals. According to structural functionalists, individuals have little to no control over the ways in which particular structures operate. Indeed, structural functionalists understand individuals in terms of social positions. It is not individuals who are ranked, but positions that are ranked according to the degree to which they contribute to the survival of society. High-ranking positions offer high rewards that make them worth an individual’s time and effort to occupy. The structural functionalist perspective also takes into account the concept of value consensus. Functionalists believe that society is held together by this consensus, or cohesion, in which members of the society agree upon, and work together to achieve, what is best for society as a whole. They share the same ideas, beliefs and morals which bind them together. Functionalists believe that without such collective shared values and beliefs, achieving social order is impossible and social order is crucial for the well-being of society. They believe that value consensus forms the basic integrating principle in society. And if members of society have shared values they therefore also have similar identities, this helps cooperation and avoids conflict. Value consensus also ensures that people have shared: – Goals, Roles and Norms. Any social system has four basic functional prerequisites: * adaptation * goal attainment * integration and * Pattern maintenance. The function of any part of the social system is understood as its contribution to meeting the functional prerequisites. Adaptation refers to the relationship between the system and its environment. In order to survive, social systems must have some degree of control over their environment. Food and shelter must be provided to meet the physical needs of members. The economy is the institution primarily concerned with this function. Goal attainment refers to the need for all societies to set goals towards which social activity is directed. Procedures for establishing goals and deciding on priorities between goals are institutionalized in the form of political systems. Governments not only set goals but also allocate resources to achieve them. Even in a so-called free enterprise system, the economy is regulated and directed by laws passed by governments. Integration refers primarily to the ‘adjustment of conflict’. It is concerned with the coordination and mutual adjustment of the parts of the social ystem. Legal norms define and standardize relations between individuals and between institutions, and so reduce the potential for conflict. When conflict does arise, it is settled by the judicial system and does not therefore lead to the disintegration of the social system. Pattern maintenance refers to the ‘maintenance of the basic pattern of values, institutionalized in the society’. Insti tutions that perform this function include the family, the educational system and religion. No theory has been there without any criticism. The structural functionalist perspective also has been criticized on the grounds that it neglects the negative functions of an event such as divorce. The perspective justifies the status quo and complacency on the part of society's members. Functionalism does not encourage people to take an active role in changing their social environment, even when such change may benefit them. Functionalism sees active social change as undesirable because the various parts of society will compensate naturally for any problems that may arise.

A Raisin in the Sun Textual Analysis (2008)

The film ‘A Raisin in the Sun’ (2008) is the hybridity genre of comedy and a realist drama. Its setting is a small apartment in Chicago, in the 1950s at times of racism segregation and also segregation towards women. The situation is that the protagonist is the film wants to be rich. The target audience for this film would be from the age of 18+ as I feel it is directed more to the older people in society although the film is a PG. Its demographic audience would be some one of the B-C2 range. ‘A Raisin in the Sun Todorov’s narrative structure starts with equilibrium as even though the family is poor they are still happy even though they are struggling. Also as they receive the life insurance from Lena’s late husband. It moves on to disruption of equilibrium as when Lena gives Walter the money he loses it in his business. The disequilibrium continues as Ruth, Walters wife falls pregnant and is scared to tell Walter. The reinstatement of equilibrium is when Lena buys the house and they are all able to move in and are finally happy. The codes and convections that show the poorness of the family were there dress codes. There all wore cloths that would be worn by someone of a lower class as they were dirty and you could see that they were sewn back up in places. If they were of the richer class they would wear expensive suits and dress. They lived in a small apartment where there son had to sleep on the sofa, Beneatha and Lena had to share a room, this connotates that the family are struggling and there not enough room for everyone in the small apartment. They had to wake up early in the morning just to have a bath in time for work. All these add up to the fact that the segregation in those times was bad, and black people had to struggle to survive, and be persistent to be able to find their way through life. A Subversion of gender comes in three times; Firstly Walter ridicules Beneatha for wanting to be a doctor. In the 1950s women tended to be nurses not doctors as they felt men were much more capable and smarter this. But Beneatha had the persistence and had family should of supported her. The second time is when Lena Younger chooses to give Walter the money instead of Beneatha who needed it more for her education, just because Walter was ‘the man of the house’ by Lena’s gesture codes you can connotate that she didn’t really want to give him the money but felt she had to just to please him.. The third time was when Beneatha began to say that she doesn’t believe in God, which earned her a slap across the face from her mother. The director increases the diegetic sound of the slap to emphasize on the importance of it. Also bringing in a close up on Beneatha’s face to show her reaction. Her reaction dennotates shock however connotates the fact that she’s hurt that her mum would ever do something like that to her.

College Writing Essay

Because story is used so pervasively to make arguments about how we should perceive the world around us and our place in it, we must learn to analyze what argument is being made in narrative, how it is being made, and most importantly, to assert our own response and counterargument about the issues at stake in a story. This semester, we will learn to analyze the form and content of story not only in terms of reading the argument the author advances through the organization of narrative components, but also in terms of how the medium a story is told through influences the shaping, message, and our reception of that story. In Narrative Across Media, you will acquire tools for analyzing narrative in multiple media and in multiple modalities. You will also look at critiques of each specific form of media and make your own argument about how story is shaped by medium, modality, and its narrative form. Finally, you will investigate whether translating narrative from one medium to another really do change the message of the story itself. Beginning with classical rhetorical ideas, you will analyze narrative in news media, in the short story, and in hybrid forms such as the graphic novel before moving into pop music compositions, looking at how narrative is communicated through the lyrics, video, and album art of a pop song. You will have the option of either writing a traditional research paper in print about narrative across media or composing your own work of media translation, and then will learn about the affordances and constraints of the power point frame before finishing with a group film analysis project. COURSE DESCRIPTION: College Writing 11011 This course focuses on themes and issues specifically relevant to the function and roles of narrative, the medium and the modalities it is conveyed through in society. Through the exploration of this course theme, students will develop critical reading, thinking, and writing skills. College Writing 11011 develops students’ reading, writing, and critical thinking skills by emphasizing multimodal reading and writing as critical and recursive processes. Writing is approached as a recursive process that includes prewriting strategies, drafting, revising, and editing. The course helps students recognize and read important themes articulated in multiple modalities within individual texts and between divergent texts, emphasizing that interpretation itself is a process both recursive and contestable, using the multiplicity of valid interpretations and a knowledge of the allowances of multiple modalities to throw into relief the student’s own processes of interpretation and the assumptions these are based on. This course uses works of sustained complexity which, when read together or against each other, bring into focus their different interpretive frameworks and their statements, sometimes agreeing, sometimes complicating the issues being investigated. Students will focus on a particular body of discourse in several short formal compositions, learning to incorporate research into their own contribution to the ongoing discourse, culminating in an extended piece of writing which ties together many of the key themes and issues investigated in the course. STUDENT LEARNING ACTIVITIES: Class- This is a working writing lab-a space within which you will learn to hone your writing and critical thinking skills. There will be brief lectures or demonstrations on matters of common interest almost every day, but work time will primarily be spent in activities that involve writing/ composing, responding to writing/ composing, and revising. We will also devote work time daily to meetings one-on-one with the instructor, in groups of fellow students, or as a class in order to learn how to critically read,  in addition to learning how to construct arguments in multiple modalities, and to give excellent feedback to your fellow writers on their work. In-Class Discussions – Almost every class will involve an in-depth discussion of the assigned readings of the day and their relevance to the journal’s central theme of Narrative Across Media. Students who read the material, annotate it, and come to class with the daily reader-response completed as well as with questions about the ideas presented in the text not only enrich the class, they learn more and receive higher grades. Become an active learner! Assigned Readings – For each class, you will have a reading/reference selection assigned from the principal texts. These assignments will be designed to help you prepare the current assignment and to identify the location of specific references to which you can turn when you need help in any writing task. Apply the advice and information in them to your coursework; students who do so almost always receive higher grades. The texts will provide you with many of the practical techniques and much of the background knowledge you will need to know to write well at Kent State and in your later career. Develop the habit now of turning to them for answers to questions of research and writing, and plan to keep them as permanent references on your Writer’s Bookshelf. Freewrites – Freewriting is an in-class activity that provides a chance for you to exercise your writing skills. The rules are — there are none! The only thing you can do wrong is stop writing. The purpose is to get you into a writing mindset, to encourage fluency in getting words to paper. Freewrites will last about five minutes and may be ‘prompted’ at my discretion. Enjoy freewriting! You will find your most creative, insightful topic ideas during these freewriting sessions. Journal Entries/ Creative Writing – Because we meet only two times per week, you will be required to bring one 1-page journal entry to class per week on loose-leaf paper. These entries can be on the readings for class, montages of poetry and fiction, word-sketches of people you observe in the world around you, musings on how your life is at the moment, and so on. The purpose of weekly independent writing is to have fun with writing and express yourself! If you prefer to work all semester on a longer print, visual, aural, or other project equivalent to the 14 pages of journaling, ask me if it would fulfill this requirement. Reader-Response Papers – For most of the assigned readings, you are required to not only do the reading, but to respond to assigned questions or topics pertaining to the text. These will involve comparing and contrasting how different authors deal with similar themes in their work, applying specific rhetorical analytical tools to the texts to gain a deeper insight into their workings, and using quotations from the texts to effectively prove points you make about that work and its discussion of the themes related to the course. New York Times Article Analysis and Presentation – You will be required to sign up to analyze and lead a discussion on a New York Times story relating to the course theme once during the semester. This involves sending me the link to your chosen article or news element the class period BEFORE you are scheduled to present, and then on the day of the presentation, turning in your discussion questions and your in-depth one-page analysis of the article. Guidelines for this presentation are available on VISTA. Extra Credit – You will be able to earn Extra Credit for the course in several ways. Introduce a News Article for Discussion–For extra credit, volunteer your close reading of an article from any section of the NYT, looking at the central idea of the piece, what the main argument about that idea is, and how the word choice and structure of the piece contribute to communicating that argument (see handout guidelines for preparing your news presentation). Argue with the Readings- you can choose to write a response with citations to one of the course readings or a reading related to the main themes of the course that you have found through your own research. This helps you to gain practice in responding to specific points, word choices, and techniques in the readings. (Example of response with citations: In his essay â€Å"Fire in the Belly,† Lasn claims that culture has become toxic to the mental environment (84). However, I think that he is a little full of it. He offers little actual evidence to prove his points – for example, he claims A (30), and seems to think that stating B is â€Å"proof†! ) Translate a Narrative from One Medium to Another, or from One Mode to a Combination – you can take a class-appropriate narrative from any medium or modality and translate it into another medium or modality. This involves taking the central themes and ideas and representing them in another way. Also include a one page rationale explaining how changing the medium changed what could be said / how it could be said, as well as why you chose to change the work from its original form to the form of the translation. Supplemental Research on Course Topic – do supplementary research on a topic to present informally to the class on the day that the related reading is being discussed. Learn a Composition Program – teach yourself a composition program you didn’t know how to use before, keeping a composer’s/learner’s log while doing so to record the ups and downs of the learning process. We will be using PowerPoint as a class for some compositions, but you can learn about the visual aspects of MS Word, Adobe PageMaker, Audation (a sound composing tool), or Moviemaker/ related movie making composition tool. Many of these programs are expensive to buy, but can be downloaded on a trial basis for free. COURSE GRADES: Your course grade will be determined at the end of semester based on your scores on each of the four main projects (and any revisions you turn in), your in-class participation, and your RQAs. I. Essay 1: A Day Without Mediation (3-5 pg. ) 15 pts. II. Essay 2: Pop Music Analysis (5-7 pg. ) 15 pts. III. Essay 3: Research Paper and Power-Point (5-8pg. , 5+ slide) 20 pts. IV. Essay 4:Film Project Presentation and Write-Up ( 4-7 pg. )10 pts. V. RQAs: Research Question Assignments 10 pts. VI. In-Class Participation (NYT Article Analysis, Freewriting, Journal Entries, Workshop Participation, and Group Discussions of Assigned Readings &Responses.) 30 pts. Total Points Possible: 100 pts. Your Semester Grade will be based on the following percentage scale: A 100-90% B 89-80% C 79-70% D 69-60% F 59% and lower Attendance: Attend classes EVERY MWF, not whenever you feel the urge. Attendance is vital for group workshops. Should you miss class because of illness or other emergency, provide me with documentation explaining the absence. Unexcused absences will lower your course grade. If you miss five or more classes without a valid excuse, we will need to schedule a conference to determine whether you should continue or withdraw/drop. Participation: Come to class prepared to discuss the reading and writing for the day and to participate in workshops. Weak participation (unwillingness to discuss readings & unwillingness to participate fully in workshopping peer papers) will lower your final grade. Learning is doing, so become an ACTIVE student. Late papers: You will be docked 5% of the points possible on an assignment for each class meeting it is overdue. Plagiarism: Plagiarism may take many forms, some of which we will discuss in class. Protect yourself by becoming aware of Kent State University’s policy on academic honesty, and by meticulously documenting your papers when you quote, summarize, or paraphrase other sources. If I find you have plagiarized some of a paper, you will receive no credit for that paper and no option to revise, and your course grade will be lowered. If I find you have flagrantly plagiarized, you will fail the course and the incident will be reported. E-Mails: I will reply to e-mails in 24 hours usually, but not immediate – do not e-mail expecting immediate replies. This is why it is key to ask homework questions in class, and have the contact information for a couple of other people in the class to call for clarification or the assignment, if you’ve missed it. E-Mail Ettiquette: Use Subject Headings! Don’t be SPAM-Blocked! Use a subject heading for your e-mail clearly explaining what you are writing about. Use Appropriate Titles and Spell Names Correctly – In the e-mails to me or to your other instructors, use Netiquette – address me as â€Å"Professor Wagoner† – I do not go by â€Å"Ms, Mrs. , or Miss. † Set Up a Missed Class Lifeline: Do not e-mail the instructor for the assignment. Instead, call or e-mail a reliable fellow student from class to get the homework. -Also check VISTA’s Daily Assignments folder and the course schedule in the syllabus for paper deadlines. Check both places to be current on what is due in class. Where’s the Stapler? Papers must be stapled or paperclipped when you turn them in. I don’t provide staples or paperclips, so you need to be responsible for collating your own papers so that they don’t get mixed up in turn in piles. INCLEMENT WEATHER: You know, that Ohio thing with the gray sky and sleet. If  the weather is nasty outside, listen to a public radio station, or watch a local news channel to find out if class for the day has been canceled. If the news station has not reported class cancellation by 8:30 a. m. , class is not canceled and you should attend. If you commute from out of town and sleet or snowstorms are making travel dangerous, call and ask me if you should try to drive in! Should class be thus canceled, continue preparing assignments as scheduled, and we will condense classroom activities as necessary to catch up with the syllabus. DISABILITY POLICY: In accordance with University Policy 33242-3-01. 3, if you have a documented disability and require accommodations to obtain equal access to this course, please contact me at the beginning of the semester or when given an assignment for which the accommodation is required. Students with disabilities must verify their eligibility through Student Accessibility Services (330-672-3391 or www. kent. edu/sas). ACADEMIC SUPPORT AREA: As your instructor, I invite you to share any concerns about any writing assignment with me. I also invite you to visit the Kent State University Writing Center, located on the fourth floor of the KSU Library. It can be a valuable resource for your writing development, and will facilitate writing at all stages of the writing process. You can seek help from me or the KSU Writing Center for: Choosing an IdeaDocumentation of Sources (MLA & APA) Developing an IdeaContent Revision Drafting an EssayG. U. M. (Grammar-Usage-Mechanics) Instruction To make an appointment, call the Writing Center at 330-672-1787. Help is also available online at the Online Writing Lab (OWL). Call to schedule an online appointment, and visit the website at http://dept. kent. edu/english/WritingCent. Drop-in tutoring is also available at the Information Commons, First Floor of the KSU Library – ask librarian for dates and times! Statement on Enrollment/Official Registration: The official registration deadline for this course is September 8, 2013. University policy requires all students to be officially registered in each class they are attending by the specified deadline (check with your advisors). Students who are not officially registered for a course by published deadlines should not be attending and will not receive credit or a grade. Each student must confirm enrollment on his/her class schedule (Student Tools on Flashline). Errors must be fixed prior to the deadline. Withdrawal from Course: The course withdrawal deadline is November 3, 2013. This is the last day for withdrawing from any or all courses before a â€Å"W† is assigned. Students with low grades should strategize with their advisors about dropping the course without a W (Withdrawal) on transcripts, with a W (by November 3), or without a W (afterNovember 3). These designations refer to different policies about incorporating the course grades into your cumulative GPA and should be treated very seriously. Check with your advisor to confirm withdrawal dates. Student Accessibility Policy University Policy 3342-3-01. 3 requires that students with disabilities be provided reasonable accommodations to ensure their equal access to course content. If you have a documented disability and require accommodations, please contact the instructor at the beginning of the semester to make arrangements for necessary classroom adjustments. Please note, you must first verify your eligibility for these through Student Accessibility Services (contact 330-672-3391 or visit www.kent. edu/sas for more information on registration procedures). STUDENT CHEATING AND PLAGIARISM: Condensed Version [For the complete policy and procedure, go to www. kent. edu/policyregister and search for policy 3342-3-01. 8, or see http://www. kent. edu/policyreg/chap3/3-01-8. cfm or http://www. kent. edu/policyreg/chap3/upload/3342. 3. 01. 8. pdf ] Cheating and plagiarism constitute fraudulent misrepresentation for which no credit can be given and for which appropriate sanctions are warranted and will be applied. The university affirms that acts of cheating and plagiarism by students constitute a subversion of the goals of the institution, have no place in the university and are serious offenses to academic goals and objectives, as well as to the rights of fellow students. â€Å"Cheat† means to intentionally misrepresent the source, nature, or other conditions of academic work so as to accrue undeserved credit, or to cooperate with someone else in such misrepresentation. Cheating includes, but is not limited to 1. Obtaining or retaining partial or whole copies of examinations, tests or quizzes before these are distributed for student use; 2. Using notes, textbooks or other information in examinations, tests and quizzes, except as expressly permitted; 3. Obtaining confidential information about examinations, tests or quizzes other than that released by the instructor; 4. Securing, giving or exchanging information during examinations; 5. Presenting data or other material gathered by another person or group as one’s own; 6. Falsifying experimental data or information; 7. Having another person take one’s place for any academic performance without the specific knowledge and permission of the instructor; 8. Cooperating with another to do one or more of the above; 9. Using a substantial portion of a piece of work previously submitted for another course or program to meet the requirements of the present course or program without notifying the instructor to whom the work is presented; and 10. Presenting falsified information in order to postpone or avoid examinations, tests, quizzes, or other academic work. â€Å"Plagiarize† means to take and present as one’s own a material portion of the ideas or words of another or to present as one’s own an idea or work derived from an existing source without full and proper credit to the source of the ideas, words, or works. As defined, plagiarize includes, but is not limited to a. The copying of words, sentences and paragraphs directly from the work of another without proper credit; b. The copying of illustrations, figures, photographs, drawings, models, or other visual and nonverbal materials, including recordings of another without proper credit; and c. The presentation of work prepared by another in final or draft form as one’s own without citing the source, such as the use of purchased research papers. Academic Sanctions, From Section D The following academic sanctions are provided by this rule for offenses of cheating or plagiarism. Kent campus instructors shall notify the department chairperson and the student conduct office each time a sanction is imposed. Regional campus instructors shall notify the regional campus dean and the student conduct officer each time a sanction is imposed. Regional campus student conduct officer shall notify the Kent student conduct office each time a sanction is imposed by a regional campus Instructor. The following academic sanctions are provided by this rule for offenses of cheating or plagiarism. In those cases the instructor may 1. Refuse to accept the work for credit; or  2. Assign a grade of â€Å"F† or zero for the project, test, paper, examination or other work in which the cheating or plagiarism took place; or 3. Assign a grade of â€Å"F† for the course in which the cheating or plagiarism took place; and/or; 4. Recommend to the department chair or regional campus dean that further action specified in the rule be taken. The department chairperson or regional campus dean shall determine whether or not to forward to the academic dean or to the vice president for the extended university a recommendation for further sanction under this rule. Procedures for invoking sanctions. (From Section E) (1) Academic administrative procedures pertaining to paragraph (D)(1)(a) of this rule. In the event that an instructor determines that it is more probable than not that a student in a course or program under the instructor’s supervision has presented work for university credit which involves an act of cheating, plagiarism or cooperation in either, then the instructor shall: (a) Inform the student as soon as is practical, in person or by mail, of the belief that an act of cheating or plagiarism has occurred. If the student cannot be reached in a reasonable period of time, the instructor may proceed with sanctions, notifying the student in writing as promptly as possible of the belief and the procedural steps the instructor has taken. (b) Provide the student an opportunity to explain orally, in writing, or both, why the student believes the evaluation of the facts is erroneous. (c) If the explanation is deemed by the instructor to be inadequate or if no explanation is offered, the instructor may impose one of the academic sanctions listed in paragraph (D)(1)(a) of this rule. Where appropriate, the instructor may recommend the imposition of academic sanctions listed in paragraph (D)(1)(b) of this rule. In addition, the instructor may refer the matter to the dean of the college, campus, or school in which the student is enrolled for imposition of academic sanctions listed in paragraph (D)(1)(b) of this rule. (d) The instructor shall notify the office of judicial affairs of the circumstances and action taken. Such notification will be used as background information in the event that formal conduct charges are initiated against the student. (e) The instructor shall inform the student in writing of the right to appeal, and the procedure to follow. (f) The instructor shall keep the evidence of cheating or plagiarism in a secure place and provide it upon request to any appeals officer or the conduct officer. The instructor shall provide copies on request to the student at the student’s expense. (g) The instructor shall cooperate with academic and student conduct personnel in any appeal of the decision, and/or in adjudication of any disciplinary proceedings. Academic Appeals. The general principle that applies to the following procedures is that an appeal is directed to the administrative level immediately above the unit from which the appeal emanates. Appeals are limited to the following reasons: a. The decision is arbitrary or unreasonable, b. The decision resulted from a procedural error, c. The decision is not in accordance with the facts presented, d. New information is available which may suggest modification of the decision. Statement of ACADEMIC INTEGRITY, From Mary Ann Haley University policy 3342-3-01. 8 deals with the problem of academic dishonesty, cheating, and plagiarism. None of these will be tolerated in this class. The sanctions provided in this policy will be used to deal with any violations. If you have any questions, please read the policy at http://www. kent. edu/policyreg/chap3/3-01-8. cfm and/or ask. Learning Outcomes Statements for ENG 10000-40000 Courses ENG 11011 – COLLEGE WRITING I †¢ Rhetorical Knowledge–By the end of their Tier I writing course, students should be able to recognize the elements that inform rhetorical situations. This understanding should enable them to produce texts that – o Have a clear purpose o Respond to the needs of intended audiences o Assume an appropriate stance o Adopt an appropriate voice, tone, style, and level of formality o Use appropriate conventions of format and structure †¢ Critical Thinking, Reading, and Writing–By the end of their Tier I writing course, students should be able to – o Use reading and writing for inquiry, learning, thinking, and communicating o Analyze relationships among writer, text, and audience in various kinds of texts. o Use various critical thinking strategies to analyze texts †¢ Knowledge of Composing Processes–By the end of their Tier I writing course, students should be able to – o Understand writing as a series of recursive and interrelated steps that includes generating ideas and text, drafting, revising, and editing o Recognize that writing is a flexible, recursive process o Apply this understanding and recognition to produce successive drafts of increasing quality †¢ Collaboration—By the end of their Tier I writing course, students should understand that the writing process is often collaborative and social. To demonstrate that understanding, students should be able to – o Work with others to improve their own and others’ texts o Balance the advantages of relying on others with taking responsibility for their own work †¢ Knowledge of Conventions—By the end of their Tier I writing course, students should be able to – o Employ appropriate conventions for structure, paragraphing, mechanics, and format o Acknowledge the work of others when appropriate o Use a standard documentation format as needed. o Control syntax, grammar, punctuation, and spelling †¢ Composing in Digital Environments—Developments in digital technology are expanding our understanding of â€Å"writing. † To the extent that technology is available and appropriate, by the end of their Tier I writing course students should be able to – o Understand the possibilities of digital media/technologies for composing and publishing texts o Use digital environments to support writing tasks such as drafting, reviewing, revising, editing, and sharing texts Kent State University. Proposed Statement of Student Academic Intent: Our Student Commitment to establishing habits of Excellence, Honesty, Integrity and Professional Accountability in classes on all campuses at Kent State University. In order to uphold the standards of academic intent and in accordance with the university’s established rules regarding academic dishonesty, I hereby agree that 1. I will not plagiarize, 2. I will not cheat, 3. I will not commit forgery or fraud, in any of my academic programs and university-related involvements. I recognize that I have the right to inform professors/authorities if I witness a violation of this statement of Student Academic Intent, just as others have a right to do so with me. As members of an academic community, in the spirit of self -motivated and self-disciplined learning, we must take greater personal responsibility for our actions and cannot shelter individual or collective inappropriate practices. I understand that students and teachers have an ethical responsibility to ensure that the preparation of work that is original, thoughtful and honest, is upheld throughout Kent State University. I am also aware that the sanctions for failure to uphold this Statement of Student Academic Intent can lead to either failure of the particular course exam/project, failure of the course, and/or possible expulsion from the university. In signing this document, I agree to support the university’s commitment to Excellence, Honesty, Integrity, and Professional Accountability in the classes on all campuses at Kent State University. Printed Full Name: _______________________ Signature: ______________________________ Date: _______________ Initiated by the Members of the 2009 Student Advisory Council of the. College of Arts & Sciences. Awaiting University- wide approval. COLLEGE WRITING BIO – SHEET NAME MAJOR____________________________ CLASS YEARMINOR POINT of ORIGINCAMPUS HOME E-PORTFOLIO, BLOG, or WEBSITE E-MAIL ADDRESS What professional goals do you hope to work toward during your time in this course? What have your lifelong experiences with writing & reading been like? Do you enjoy writing? Why/why not? Do you enjoy reading? Why/why not? (Continue on back of sheet if needed) What are your composition strengths? Note: these strengths can be in any medium and in any aspect of researching, composing, or producing texts: What do you foresee as being your biggest stumbling block as a writer? What else are you taking this semester? What medium do you read most of your stories in, and what are your favorite kinds of stories? What do you like about these stories – what makes them so appealing? (Examples: TV Shows, Video Games, Music, Books, etc. ) What was the last text you read for fun? (Can be book, magazine, back of your cereal box, etc. ) What was the last book you read? Was it fun? What are your favorite activities? What is some of your favorite music? What is your favorite stress food? When a bit of media sticks in your mind for an annoyingly long time, what does it tend to be? Give a current example. (Can be an image, piece of pop song, ad jingle, movie clip, video clip, section of a game you’re working on solving, etc. ). COLLEGE WRITING 11011 FALL 2011 PROJECTS and READINGS SCHEDULE I. A Day Without Mediation – Week 1-Week 3 WK 1 – COURSE INTRO AUG 27- AUG 29PAPER I – PREWRITING T- COURSE INTRO. For TH, Turn in BIO-SHEET and ACADEMIC HONESTY SHEET (In the syllabus). READ and WRITE RESPONSE to – LASN â€Å"Culture Jam† PDF (BL), DAVIS â€Å"Television† (C ) for TH. TH – NO MAPS FOR THESE TERRITORIES and Discussion. Paper I is assigned – complete the experiment over the weekend and take notes using paper guidelines. FOR TUE, READ and RR to TURKLE and VONNEGUT. WK 2 – Sept 3-5PAPER I – DRAFTING T- For TH, READ and RR – Steven Johnson â€Å"Watching TV Makes You Smarter†(BL). TH- WRITE Draft I of â€Å"A Day Without Mediation† for TUE Sept 10. WK 3 – Sept 10-12PAPER I – REVISING & EDITING T- DRAFT I of PAPER I WORKSHOP. For TH, read O. Henry â€Å"Gift of the Magi† and Maupassant â€Å"The Necklace. † (C ) TH- For TUE, Revise and Complete FINAL DRAFT of PAPER I to turn in with all prewriting and notes. PAPER II ASSIGNED. ANSELL SMYTHE RESPONSE ASSIGNED. -Also, look for three possible songs complex enough for analysis, and write about why each one might be good for a deeper analysis. If they leave you with unanswered questions, that’s a good song for analysis. II. Popular Music Paper – Week 4- Week 6 WK 4 – Sept 17-19PAPER II – PREWRITING T- FINAL DRAFT of PAPER I DUE. ANSELL SMYTHE RESPONSE DUE. For TH, read Cheever â€Å"The Swimmer† (C ), and complete your analysis of lyrics for the song you will base your paper on for TH. Music Workshop #1. TH- LYRICS ANALYSIS DUE. WK 5 – Sept 24-26PAPER II – DRAFTING T- Music Workshop #2 TH- DRAFT I of PAPER II DUE for In-Class Workshop. For TUE, READ and RR -Anderson â€Å"Hands,† and Anderson â€Å"Form, not Plot† (C ). Music Workshop #3. WK 6 –Oct 1-3PAPER II – REVISING T- Atwood â€Å"Happy Endings,† & Cortazar â€Å"A Continuity of Parks† (C ) For TH, prepare Draft II of Paper II for Workshop. TH- DRAFT II of PAPER II DUE for In-Clas Workshop. Discuss Atwood, Cortazar. For Tue, complete and revise Paper II. III. Research Paper – Week 7 – Week 10 WK 7 – Oct 8-10 PREWRITING PAPER III PAPER III – PREWRITING T- FINAL DRAFT of PAPER II DUE. PAPER III – Research Paper – Assigned. -For TH, Brainstorm Topics and Bring Top 3 Research Paper Topics to Class Meeting in Library! Bring Library Card. -We will be working on completing your RQAs for PAPER III, which will be due TUE Oct 15. -For TH, READ and RR on Gilman â€Å"The Yellow Wallpaper† (C ). TH- LIBRARY DAY MEETING – Meet on First Floor Computer Lab of Library. -Prepare RQA Report for Tuesday using research gathered today. -Will discuss and collect â€Å"The Yellow Wallpaper† RRs Monday also. WK 8 – Oct 15-17 PAPER III – DRAFTING T- RQA Report.