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In the “Tragedy” discussion this week, you explored the function of conflict in a tragedy and how the conflict is enhanced by certain literary elements and techniques. In this discussion activity, you will focus on comedy. Sharon E. Cooper’s Mistaken Identity: A Ten Minute Play is a modern comedy that centers on the quest for love and understanding. The function of the conflict in this play and the way the literary elements and techniques enhance the conflict is different from what we studied in Macbeth . In your initial post State a conflict that you see present in Mistaken Identity: A Ten Minute Play (please refer to the Types of Conflicts Found in Literature .) Respond to one of the following, providing specific textual references to illustrate your ideas: Describe a key conflict in the play and how it corresponds to a character’s development. Describe two key literary techniques and elements and techniques of drama that aid in developing the conflict. Explain how and why the conflict in this comedy is different from and/or similar to the conflict explored in tragedy. Initial post must be 200 to 300 words in length and posted by Day 3. .

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Term Paper: Chief Security Officer Due Week 10 and worth 200 points You have been hired as the Chief Security Officer for a local University. For this role you will be responsible for establishing and maintaining an enterprise wide information security program to ensure that all information and data assets are not compromised. Knowing the concepts that are presented in the course, you will develop a plan to carry out a security program that deters computer crimes, establishes a process for investigation and outlines which laws are applicable for possible offenders. Write a 8-10 page paper in which you: Research the Internet for recent computer hacker attacks or other crimes that have been committed against higher educational institutions( especially IN THE UNITED STATES ,US) 1. Analyze the processes put in place by other higher education institutions in order to prevent these crimes from reoccurring. 2. Recommend processes, methodologies, or technology that can be purchased to lower computer crime threats. Include specifics on pricing and the level of support and maintenance that would be required. Research the Internet for current laws and government agencies that exist in your region that address the threat of computer cyber-crimes. (Dallas, Texas is my local area) 3. Identify the laws that would be effective to convict offenders. Determine what computer crime fighting government programs exist within your region that can complement your security operations. Research the internet for computer forensics technology that can be used by the University. 4. Identify the types and determine the costs of technology that can be used for gathering electronic evidence, evidence from hardware, evidence from Firewalls, or cell phones. 5. Use at least four (4) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources. Your assignment must follow these formatting requirements: · Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. · Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: · Describe federal computer-related laws and legislation. · Explain the techniques of computer criminals and hackers. · Describe organized crime and cyber terrorism crime. · Evaluate and explain the various methods of computer forensics and evidentiary gathering techniques. · Summarize the various types of computer crimes toward individuals. · Use technology and information resources to research issues in the investigation of computer crime. · Write clearly and concisely about computer crime ...

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Baugh Building Room 279 ● 210-924-4338 ext. 270 ● [email protected] University Writing Center Rev. 2/2017 LITERARY ANALYSIS THESIS STATEMENTS  A thesis in a literary analysis or literary research paper can take many forms.  The thesis statement is one of the (if not the) most important parts of your paper. Think of it as the foundation of a house. If your foundation is weak and poorly constructed, what do you think happens to the house?  The thesis statement is the announcement of your analytical argument that you intend to make and prove in the duration of your paper. It is a road map for the paper—it tells the reader what to expect from the rest of the paper.  It should be placed somewhere in the introduction of your paper. Many like to put it as the last sentence(s) of their introductory paragraph which is fine. A thesis statement is usually, but can be more than, one sentence long.  Your thesis statement should include two parts: WHAT and WHY. o WHAT: What claim are you making about the text? o WHY: Why should we care? Why is your claim important? Your thesis should answer the “so what?” question. SAMPLE THESIS STATEMENTS These sample thesis statements are provided as guides, not as required forms or prescriptions. #1 The thesis may focus on an analysis of one of the elements of fiction, drama, poetry or nonfiction as expressed in the work: character, plot, structure, idea, theme, symbol, style, imagery, tone, etc. Example: In “A Worn Path,” Eudora Welty creates a fictional character in Phoenix Jackson whose determination, faith, and cunning illustrate the indomitable human spirit. Note that the work, author, and character to be analyzed are identified in this thesis statement. The thesis relies on a strong verb (creates). It also identifies the element of fiction that the writer will explore (character) and the characteristics the writer will analyze and discuss (determination, faith, cunning). Further Examples: The character of the nurse in Romeo and Juliet, who serves as a foil to young Juliet, delights the reader with her warmth and earthy wit, and helps realize the tragic catastrophe. The works of ecstatic love poets Rumi, Hafiz, and Kabir use symbols such as a lover’s longing and the Tavern of Ruin to illustrate the human soul’s desire to connect with God. Baugh Building Room 279 ● 210-924-4338 ext. 270 ● [email protected] University Writing Center Rev. 2/2017 #2 The thesis may focus on illustrating how a work reflects the particular genre’s forms, the characteristics of a philosophy of literature, or the ideas of a particular school of thought. Example: “The Third and Final Continent” exhibits characteristics recurrent in writings by immigrants: tradition, adaptation, and identity. Note how the thesis statement classifies the form of the work (writings by immigrants) and identifies ...

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How to Read and Understand an Expository Essay The Initial Reading Read the first paragraph (or section for a longer essay). Then, read the conclusion. Identify what seem to be key concepts introduced in the opening of the essay and those concepts that have been emphasized or that have emerged in the conclusion. Scan any headings or subheadings for a sense of progression of the development of key points. With a pen in hand, begin reading the essay from the beginning, marking in your notes or on the printed page the main ideas as you see them appearing. From your list of main ideas, annotated in the margins of each paragraph and copied to a separate page or note card, try to reconstruct mentally the main ideas of each paragraph. Identify key passages that you may wish to use as direct quotations, paraphrases, summaries, or allusions in the drafts of an essay. Subsequent Readings/Reviews Always begin by reviewing first your notes and note cards on which you have copied the annotations of main ideas from each paragraph. Turn to the text of the essay only when you fail to remember the exact reference made in the annotations of main ideas. Identify the Mode of Development Is the purpose of the essay to inform, persuade, entertain, or to explore? What is the conclusion of any argument the author may be developing? As an informational work, is the author's voice prominent or muted? Be sure that you understand the writer's viewpoint and purpose: Is the writer trying to explain his or her own opinion? Trying to attack another's position? Trying to examine two sides of an issue without judgment? Is the writer being persuasive or just commenting on or describing a unique, funny, or interesting aspect of life and what it 'says about us'? As a piece of entertainment, what specific literary humorous devices does the author employ? (See burlesque, hyperbole, understatement, other figures of speech.) As an exploratory work, what is the focus of the inquiry? What is the author's relationship to that focus? Is s/he supportive, hostile, indifferent? What? Analysis of the Author Explain the author's attitude toward the subject of the essay. Is s/he sympathetic to the thesis, issue, or key concepts? Explore on the Internet and/or other electronic or print media any information you can find about the author and the essay. Explain how this external information better helps to understand the essay. Explain what seems to be the author's motivation in writing the essay and what s/he hopes to accomplish with the composition. Identify any other factors in the author's biography or notes that seem relevant to the purpose of the composition. Some Major Essayists Benjamin Franklin (1706–1790) St. John de Crevecœur (1725–1813) Thomas Paine (1737–1809) Thomas Jefferson (1743–1826) James Madison (1751–1836) Alexander Hamilton (1757–1804) Ralph Waldo Emerson (1803–1882) Abraham Lincoln (1809–1865) Margaret Fuller (1810–1850) Henry David Thoreau (1817–1862) Frederic.

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Short Story Critical Paper Assignment Page count : 3-4 pages Format: MLA, double-spaced, 12-point font Required sources : The short stories we’ve read to date Now that we have nearly completed the short fiction unit of this course, it’s time to get to work on your critical papers. The goal of a “lens analysis” essay or critical paper is not to simply compare and contrast two or three works of literature, but to put them in conversation with one another. We aren’t necessarily interested in how two or three particular stories contrast (because every story is different in a myriad of ways). We’re interested in looking at the ways the stories and their writers illuminate one another, how elements of craft and author intention are evident across multiple works of literature, and we’re interested in seeing how these elements of craft work to create different effects and create meaning in many works of literature. Start your paper by formulating a two or three-sentence thesis statement or argument . You must then pull no less than two quotes from each story or text, passages of the story that serve as evidence to your thesis/argument. You may choose one of the following essay topics (or another idea altogether) to address in your paper: Character: Choose protagonists (main characters) from two or three of the stories we’ve read. What does the protagonist most want? Make an argument. Who or what is in his/her way (antagonist)? Why is this a source of conflict or tension for him/her? What is the crisis? How does the climax or ending give you more insight into the meaning of the character’s desires and the overall theme(s) of the story? How do those desires change throughout the story? Detail & Description and Imagery: What sensory details make the world of the characters in these stories come alive? How is description working to affect meaning? What does the imagery add to the sensory in terms of emotional associations it brings to the text? Does the image recur (i.e. “the things they carried”)? If so, how does this repetition work to create meaning or enhance theme? Do you notice any objective correlatives, metaphors or examples of personification that enhance or affect meaning? Pick two different passages in each story you choose, and discuss how the writer’s choice of details and imagery helps characterize a place or a person, suggesting something that goes unstated (subtext) in the themes. Subtext: What goes unsaid in the dialogue and how does the writer give us hints to this subtext? Choose at least two passages of description of action or dialogue from two different stories and “read between the lines.” How are character gestures, imagery and/or metaphor working to help you “read between the lines” or uncover the subtext and Hemingway’s Iceberg Theory. What do you think is the purpose of subtext? What effect does subtext have on the reader? Point of View and Voice: How does the author’s use of sty.

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In this section you will probably see how considerations about character overlap with last weeks explanation of plot. At the center of a story's plot is the story's conflict. And that conflict is always between people, or at least it's always between characters (sometimes they are actually not people, in the literal sense). As you begin to think about character, be careful to distinguish between two possible definitions of character: · the personality of the individual. · the particular individual in a literary work. When talking about the individuals who populate stories, round (or well rounded) characters are usually considered essential to quality fiction. We might also describe these characters as complex and three dimensional (in this sense, they seem realistic). Flat characters are those who are not shown in true complexity. · In lesser story telling, these might be stock characters who are sometimes too clearly used as plot devices. · Or in finer stories they are used as types for allegorical purposes, as features of the story's landscape, as necessary but brief participants in action, or to enhance readers' understanding of a central character (See Chekhov’s Misery for an example of the latter). Another way of looking at character in a story is to ask how the writer develops his or her characters: · Through dialogue? · Exposition and description? · Actions? · Other characters or the setting? Key Distinctions Protagonist: this is a label for the main character whose actions move the story forward… often associated with the hero or anti-hero. Antagonist: the primary character or force in the story that acts in opposition to the protagonist. Another note: protagonists and antagonists are not always human or even individuals. The setting in Jack London’s story, To Build a Fire, is actually the antagonist. Because of the need for an empathetic main character (see distinctions between empathetic and sympathetic here) , the protagonist is almost always human or, if nothing else, a symbolic representation of human desires. An interesting variance in formula to consider: Satan, as portrayed in Paradise Lost. The fallen angel initially takes on the role of an apparent anti-hero. However, Milton reveals him to be a fool by the end of his epic poem and ultimately a false-protagonist. The real character making all of the key choices that advance the story forward? God. Why did Milton have a story where the main character seems to shift? It does fit his story's purpose: to show the appeal of evil (the initial empathy that the poem creates for Satan). As the poem progresses, however, Satan's argument becomes more pathetic, obviously manipulative, and less empathetic. Another good question to answer: is the character dynamic or static? Usually, main characters change in some way, making them dynamic characters. If the main character doesn't change, he or she usually keeps us interested by his or her desire to change or keep from changing. Th.

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