...In Burning a Book, Stafford conveys in the poem a theme where taking the risks in our lives is what the best choice is. Stafford's proves that taking risks is the best choice in eliminating censorship. He does this by using literary device to emphasize a tone of disappointment towards it. Stafford uses many literary language which causes him to develop the meaning on what the meaning of books mean. The very first stanza helps with describing what books are like and what they represent and mean in our world. In the next stanza, Stafford uses a metaphor to emphasis the negative aspects in our society and how they are like the books being burned, “more disturbing than book ashes are whole libraries that no one got around to writing----desolate towns, miles of unthought in cities, and the terrorized countryside where wild dogs.” (Stafford) Additionally in the very last stanza, “so I’ve burned books....
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... | | |College of Humanities | | |ENG/120 Version 3 | | |Business Literature | Copyright © © 2011, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course explores business and the workplace through imaginative literature and essays. Students may study poems, plays, short stories, and essays with themes or story lines that emanate from the workplace. Students will read, interpret, and analyze the literature while responding to the connections between occupation and personal identity and the connections between the social and personal significance of their relationship with work. Students will note and discuss trends in society that are illustrated by business and workplace attitudes and portrayed in literature. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum...
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...UXT Task 1 (0915) Top of Form | value: 1.00 | value: 2.00 | value: 3.00 | value: 4.00 | value: 5.00 | Score/Level | Articulation of Response (clarity, organization, mechanics) | The candidate provides unsatisfactory articulation of response. | The candidate provides weak articulation of response. | The candidate provides limited articulation of response. | The candidate provides adequate articulation of response. | The candidate provides substantial articulation of response. | | A1. Initial Thoughts | The candidate does not provide an appropriate description of initial thoughts and/or feelings about the work. | The candidate provides an appropriate description, with no detail, of initial thoughts and/or feelings about the work. | The candidate provides an appropriate description, with limited detail, of initial thoughts and/or feelings about the work. | The candidate provides an appropriate description, with adequate detail, of initial thoughts and/or feelings about the work. | The candidate provides an appropriate description, with substantial detail, of initial thoughts and/or feelings about the work. | | A2. Aspect(s) of Interest | The candidate does not provide an appropriate description of at least 1 aspect of the work that most interests the candidate. | The candidate provides an appropriate description, with no detail, of at least 1 aspect of the work that most interests the candidate. | The candidate provides an appropriate description, with limited...
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...“On Democracy” Due: 02/27/08 For the “Everybody Reads” assignment I choose to attend the Central library book group discussion. When I first got there I was really surprised because I thought it was going to be a bigger event than what it was. There was only about 10 people total, and 5 of us were students who were there for this exact assignment. It was a really interesting discussion because half of the people that attended were my age and the other half was about two generations older, so there was a very diverse pool of perspectives and opinions. But because there was a large generation gap it was a bit more difficult for me to share my views, so I mainly listened and observed other people’s thoughts. The discussion itself was very helpful because of the different views people had about the memoir. One of the themes of A Long Way Gone that we discussed was the importance of hope. We mainly talked about how this theme was not constant throughout the memoir and that it changed with time. For example one person brought up how at first Ishmael’s only motivator was the hope of his parents being alive, then when he realized that he would never be reunited with them he had lost his hope. It was only when he remembered what his father had said about a person only lives if they have something to live for which gave him his hope back. As far as themes that’s really the only one that we discussed, but we did discuss a lot of other interesting aspects of the memoir. We discussed...
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...Critical Analysis Paper TE 250 Spring Semester In writing this paper, you must use at least four readings to date from our class that inform your thinking about the questions below. You can also use readings from other courses that inform your thinking. Remember that a strong paper will have a clear focus that is carried throughout the paper and is supported by evidence from the readings, videos, class discussions, and classroom activities. I encourage you to discuss thoughts and ideas for crafting your paper with your colleagues; however, your writing must be your own. Everyone answers number 1 and 2 other questions from the following list of questions. 1. Describe how and why social reproduction occurs. Use examples from your text (Ain’t no Making it) and articles to support your explanation. Chapter 8 2. Describe how human, cultural, or social capital shape individuals’ social and economic mobility. Drawing on examples from Ain’t No Makin it, talk about how peers, parents, and institutions influence this process. (p.418) 3. What impact does linguistic privilege in American society have on students’ opportunities to learn? Consider students’ cultural backgrounds and its alignment or mismatch with school. (Bourideu p.14 4. Our readings suggest that race, disabilities, and special education are interrelated. How might students be disadvantaged in schooling by these labels and concepts? 5. How does heterosexism or homophobia manifest itself in...
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...are still uncertain (Heldman 2004, p. 292). By using this method, it saves our time by determining who among us are going to be the best leader. If we did not use this method we will end up not getting the job done or we cannot even proceed to the next discussion of the project. Next conflict happened during the discussion about what product or service our team is going to produce. We had chosen to build a team park, and we had about 5 sub-themes that needs to be elaborated more on the meaning or to narrow down the meaning of the word we use for the sub-themes. In this case, some of our member argued about the word and which attractions should be categorized under them. For example, the word “fantasy” has a very board meaning, one of the members suggested it as theme under princes, princesses, wizards or dragons and the other linked it more to future technology advancement such as time machine. To handle the conflict we used avoiding and compromising style. First, the leader used avoiding style to smooth things out temporary to avoid further argument and to release the tension between the two parties. When the two parties' tension died down, they continued to think about what they really wanted to do for the “fantasy” theme and decides what...
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...Furthermore, the authors link their motives to prior research by stating that there has been a lack of interview-based work in prior research (Ball et al, 2000; Deegan et al, 2006; O’Dwyer and Owen, 2005). I do see this link as a strong point in contrast to the objective of this article. The objective of this article is not clearly formulated. The authors mention: “We address the fundamental question on (...)” (p.21). However, immediately afterwards they state: “In addition, we shed light on several important questions such as (...)” (p.21). These additions are not related to previously identified questions by the authors but to the themes that derived from the interviews in this study. Therefore, in my opinion this cannot be seen as an explicit objective of the article and the authors could have stated this sentence in a different context regarding the themes derived which relates to the fundamental question being addressed. Comments: The student provides several arguments explaining why he/she believes the authors clearly described their objectives/aims and linked them to prior...
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...HISTORY 4C: WESTERN CIVILIZATION: 1715-PRESENT Description of the Course: This course surveys the history of Europe from the beginning of the 18th century until the end of the 20th century. We will study major political, economic, social and intellectual developments that affected European societies during that time period and changed lives of people throughout the world. Major themes of the course will include the French and Industrial Revolutions, emergence of ideologies such as liberalism, nationalism and socialism as well as their practical impact on politics and culture, the rise and fall of European global dominance, wars and revolution of the 20th century. Goals of the Course: I. Understanding Historical Heritage of our Civilization: The major purpose of this course is to familiarize you with heritage of the western civilization and help you understand significance of its impact on contemporary world. This class will aim to illustrate how the past impacts people’s lives in the present and how our actions, ideas, and self-image are shaped by historical developments. II. Acquiring Critical Thinking: History consists of more than just memorization of names, dates and narratives of historical events. Although knowledge of factual information is imperative, it is important to realize that history is interpretation of facts, trends and ideas. Therefore, neither professor nor Teaching Assistants will give you “right” or “wrong” answers. Instead, another major...
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...SIRIUS COURSES Syllabus United States History to 1865 3 Credit Hours Term/Year: Spring 2012 Reference Number: Classroom: online Instructor: Professor JoAunne Walker Office Location: NCR 126 Phone Number: (318) 670-6362 E-mail: jwalker@susla.edu Web Page: www.susla.edu Office Hours Online Only via Email: MWF 6:00pm-7:00pm IMPORTANT COLLEGE DATES Course Start Date:|1/23/2012| Drop with 100% refund|| Withdraw with “W” grade|| Course End Date:|5/3/2012| Additional critical dates for this course are available at http://www.fscj.edu/current/calendar/index.html. COURSE DESCRIPTION This course emphasizes the African, European, and Native American backgrounds, the Revolution, the Articles of Confederation, the U.S. Constitution, problems of the new republic, sectionalism, westward expansion, slavery, and the Civil War. REQUIRED TEXTS AND INSTRUCTIONAL MATERIALS Carter, C., Amos, J., & Schuchman, S. J. (2009). United States history to 1865 (2nd ed). Jacksonville, FL: Florida Community College at Jacksonville, SIRIUS. ISBN13: 978-0-07-734717-8 LEARNING OUTCOMES The primary objective of this course is to explore the subject matter of the field and to become familiar with the vocabulary and concepts of the field. When you finish this course, you will be able to · Read, analyze, organize, interpret and synthesize facts and information connected to the history of the United States · Evaluate how the development of an American identity has...
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...University Preparation Unit 3: Values and Worldviews - Hamlet Activity 6: Chasing down Allusions in Hamlet Overview | Expectations | Content | Assignment | | Assignment Assignment 1 Complete the following assignment and submit your work to the dropbox. Complete the following chart, relating each reference or allusion given from Act III, below, to the purpose or theme of the play. Submit to the dropbox. Select another one yourself and post it to the discussion board. | If you would like to see how a close reading for allusion and other literary devices is executed, refer to the multimedia presentation “A Guided Tour of Close Reading”. | Allusion | Literal meaning | How it develops theme | Sources | I would have such a fellow whipped for o’erdoing Termagant (II,ii,14) | | | | It out herods Herod (III,ii,14) | | | | “For O, For O, the hobbyhorse is forgot” | | | | | | | | Assignment 2 Discussion Post your choice of allusion from Act III, its literal meaning, its implicit meaning and a statement about how it develops theme to the drop box. Document your sources using correct MLA notation. Enter the discussion here. Rubric View the rubric for this assignment. View the long description of the rubric for this assignment. Assignment 3 Enrichment | Why is this a play about a dead King, and an unresolved hierarchy? Document your sources. Why did Shakespeare choose to use the context of Denmark for Hamlet? Document your sources. Allusions to investigate: ‘Diet of...
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...parents he is also in fact stealing. This obviously makes him feel uncomfortable and throughout the story he is bouncing between being afraid and being brave. Moreover the short story is about the relationship, between Charlie Stowe and his parents, which on the one hand is very good as to his mother, however; on the other hand he barely has a relationship with his father. Theme In “I Spy” several themes can be discovered. However, the theme which our group noticed right away was the “Parent-child-relationship” and more specifically the “Father-son-relationship”. In the very beginning of the text we are told that the boy does not like his father (notice p. 534, lines 22-25) Several times in the short story it is outlined that Charlie is actually terrified of him. In contrary to this he adores his mother (see page 534, lines 25-27). Not until the father is taken away Charlie feels that he loves him (537 bottom). In our group we believe that this sudden feeling of love for the father is due to Charlie wanting his mother to himself. When talking about this with the other groups it led to a discussion whether or not this is a picture [jk4] of Freud’s Oedipus complex. Some did not agree on this since the complex occurs much earlier in life. Besides this some argued that Oedipus did not know his parents which Charlie does. But since Freud was just showing the main idea of the myth instead of using it literary,[jk5] the claim that the short story is also about “Freud’s Family...
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... |Syllabus | | |College of Humanities | | |ENG/125 Version 3 | | |Literature in Society | Copyright © 2010, 2008, 2006 by University of Phoenix. All rights reserved. Course Description This course introduces themes in literature and provides guided study and practice in reflecting on themes which describe the human experience across cultural and societal boundaries. The course includes readings from literature in different genres and cultures. Students study the literature in thematic units and are asked to make connections to their own lives and cultures. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each...
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...would read Beowulf. This text is the best one text to sum up the period with it’s style and several themes. The style is an epic, which brings up in a class discussion what that is and how it applies to the medieval time period. Therefore, we can talk about the ideas of comitatus, Paganism versus Christianity, leadership qualities, and loyalties as themes. The class is also open to the discussion of the elements of literature back then such as: frame narrative, alliterative verse, caesuras, and scops (who told the stories before they were written). The story of Beowulf, containing many of the ideas and elements of literature during the medieval period and so much to teach on, is clearly the best story to chose from...
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...main management theories or themes do you think were applied in the case? The main theme that the management in this case runs under would be that of a strong but unhealthy work culture. Mr Drake appears to be a highly political figure within the company as he strongly dismisses Shelby’s innovations; this shows that is it also not an adaptive or supportive culture. Themes of being stability orientated are also present as it appears that the current management are too entrenched with existing values that they are inept to change, this is also displayed through the hierarchal management within the organisation where there is no two way communication instead “principal communication is down the line”. 2. To what extent do you think the discussion of the case study helped you in forming a better understanding of the theory applicable to this case study? The case study was quite useful in aiding our understanding of the theory related to it as it gives a good insight with a realistic situation that is likely occur and we were able to discuss ways into which the problem should be rectified. It also gave us a good paradigm of what good management and work culture should and shouldn't be. However, I believe that it is not until we are placed into actual working environments and situations like these that we will truly understand the implications as different situations will call for different solutions. 3. If you could pick one idea from the discussion, what did you find most valuable...
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...Ethnographic Observation TSL 4520 Grading Rubric Background (Milde, R., 2001) Common wisdom tells us that there are, in general, two kinds of writing: creative and expository. Creative writing tells about feelings, opinions, points of view, things that originate inside the writer. Expository essays tell about facts, things outside of the writer. Essays on literature examine a literary text, a thing outside the writer. Lab reports describe experiments with chemicals and other stuff that really exists and can be measured. Research is factual; fiction, poetry, and the personal story are emotional. Wrong. Writing is not that simple. The farther you go in your academic or professional career, the less you are able to simply report what you see. The more you know about your chosen field, the more you realize that the researcher argues for his/her point of view even as he/she reports the facts. When we ask how to provide medical care, how to enforce the law, how to work in the legal profession, how to do science, how to educate children – when we ask how any profession should be done – there is always more than one possible answer. We have to decide which answers work best, and the research almost always provides some evidence for both (or many) sides. Facts mean nothing without interpretation – we have to decide what the facts mean, what their consequences are. So we need to get used to using facts, not just reporting them. We need to write expository essays that include...
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