Assignment Instructions
This final project will require you to gather research material, analyze it, evaluate it, and bring it together to act as support for your writing. All options require strong critical engagement with both the focal primary text(s) and with the required peer reviewed sources.
General Requirements for the Project:
All submissions must:
use 3 peer reviewed sources in addition to whatever primary texts they discuss (and these sources must be used, actually cited, in the essay, not just listed in the works cited at the end)
be 1000-1500 words long
must be original to this class and assignment (no submissions from other courses and or previous forums are allowed)
be in MLA format and use MLA style citations (see The APUS Library MLA Guide for MLA formatting models; most of you sources will probably need to use the "Journal Articles" model)
BE CAREFUL that you do not create a cut and paste essay of information from your various sources; your ideas are to be the focus of the essay, and the research should only supplement and support your ideas. Also, take great care not to plagiarize; if in doubt, cite the source. See the sample essay for an example of an MLA formatted essay.
These projects will be graded using the Research Project Essay rubric .
DISCLAIMER: Originality of attachments will be verified by Turnitin. Both you and your instructor will receive the results.
TOPIC
Satire in The Importance of Being Earnest: Oscar Wilde is known for his satire, and The Importance of Being Earnest is no exception to Wilde's usual mode of satirical writing. The effect of satire will change, however, depending upon the audience, and one of the fascinating things about this play is that the people Wilde satirizes are also the people he expects to be watching the play. Why does Wilde satirize the viewers who will be buying the tickets? What kind of reaction might he be aiming to evoke in his audience?
Works to Cite
Jordan, Robert J. "Satire and Fantasy in Wilde’s’ The Importance of Being Earnest’." ARIEL: A Review of International English Literature 1.3 (1970).
Reinert, Otto. "Satiric Strategy in ‘The Importance of Being Earnest’." College English 18.1 (1956): 14-18.
Roger J. Kreuz & Richard M. Roberts (1993) On Satire and Parody: The Importance of Being Ironic, Metaphor and Symbolic Activity, 8:2, 97-109, DOI: 10.1207/s15327868ms0802_2
WEBSITE LINKS AND RESEARCH NOTES:
https://www.mesacc.edu/~paoih30491/ArgumentClaims.html
The above link has 2 sections on TYPES OF CLAIMS AND ETHOS, PATHOS, AND LOGOS
http://artsedge.kennedy-center.org/interactives/greece/theater/playsTragicStructure.html
On Tragedy as a FORM. Will be of help when you attempt Antigone.
http://www.theatrehistory.com/origins/ridgeway001.html
Origin of Tragedy.
https://www.britannica.com/art/short-story
On the origin and development of the short story format.
https://www.history.com/topics/womens-history/feminism-womens-history
On Feminism. Useful when you work on .
This document outlines key questions to consider when performing a contextual analysis of a text. A contextual analysis examines a text within its historical, cultural, and textual context. It considers factors like the social, political, and philosophical conditions when the text was created. The key questions provided help analyze what the text reveals about itself and its intended audience, the author's intentions and reasons for writing, what occasion prompted the text, if it calls readers to action or reflection, and any non-textual circumstances that impacted the text. Considering these questions helps situate a text within its original context.
This document outlines key questions to consider when performing a contextual analysis of a text. A contextual analysis examines a text within its historical, cultural, and textual context. It combines formal textual analysis with investigating the social, political, economic, and intellectual conditions when the text was created. The document lists seven questions to guide analyzing what the text reveals about itself and its intended audience, the author's intentions and reasons for writing, what occasion prompted the text, if it calls readers to action or reflection, and non-textual circumstances influencing the text. The goal is to fully situate a work within its original context.
Context introduction to contextual analysis.revision versionGuerillateacher
This document outlines key questions to consider when performing a contextual analysis of a text. A contextual analysis examines a text within its historical, cultural, and textual context. It combines formal textual analysis with analyzing the social, political, economic, and philosophical conditions when the text was created. The document lists seven questions to guide analyzing what the text reveals about itself and its intended audience, the author's intentions and reasons for writing, what occasion prompted the text, if it calls readers to action or reflection, and non-textual circumstances affecting the text.
What is a literature review A literature review is NOT.docxphilipnelson29183
What is a literature review?
A literature review is NOT a book review; it is a review of the literature. THE literature, in this
case, means all of the research you have collected. Your secondary sources only. The
scholarship.
So, why am I doing this?
Because good researchers—good writers—do it. You may be tempted to just jump directly from
gathering materials to writing an essay (or you may have been tempted to skip the research part
altogether); however, before you can write an essay, you need to identify a purpose for your
writing and develop a plan for using your sources. You need to synthesize; the lit review is that
synthesis. This is also an important step in proving your expertise before I allow you to edit and
annotate a fairy tale.
So, what am I looking for?
Basically, you are looking for patterns of association; you want to look at the body of scholarship
(the literature) you have collected and decide how it all works together. You need to see the
literature as a body of research rather than separate pieces. The scholarship is written by real
scholars who are familiar with one another’s work and sometimes know each other personally; it
is a kind of elaborate conversation. You are listening to that conversation, waiting for a good
opportunity to jump in.
So, I have six pieces of literature to review, right?
Well, you have AT LEAST six pieces. It will actually be easier to write a lit review of more
sources; eight or ten sources would be a good number. This does require more research and more
time for reading, but the payoff is greater expertise and more to discuss in the review.
Okay, so what do I do first?
First, make sure you have gathered the literature. For this assignment, I am only permitting you
to use the CSCC Library databases to gather your sources. Specifically, you will look at the
Academic Search Complete, MLA International Bibliography, and Literary Reference Center
databases; if these don’t turn up 6-10 good sources for you, then you can search other databases
(and I have posted a video showing you how to do this research, so make sure you watch it). You
are NOT permitted to locate web based sources, even via Google scholar. And I am asking you
not to use books, simply to save time.
And then?
Once you have all of the literature, you should read it and understand it. It isn’t absolutely
necessary to pore over each page of each source—this would likely be hundreds of pages of
difficult reading. Use your reading skills—the first two or three pages usually contain the thesis
and main arguments—the last couple of pages will often contain some kind of summary or
conclusion. Look for important headings in between. I strongly suggest highlighting the thesis
(probably more than a single sentence) and the main points (topic sentences) and any interesting
passages you may want to reference later.
But how do I write the lit review?
You should begin by grou.
Assignment 2: Project Paper
Due Week 8 and worth 200 points
The Project Paper focuses on a suggested topic related to art, architecture, history, music, or literature. The project will reflect your views and interpretation of the topic. This project is designed to help you stretch your mind and your abilities to be the creative, innovative, and critical thinker you already are!
Choose one (1) of the topics from the list of topic choices below. Read the topic carefully. Write a three to four (3-4) page paper (750-1,000 words) that responds to each of the items described in the topic.
Note
: Your instructor may require you to submit your topic choice for approval before the end of Week 5.
For the topic you choose:
Support your ideas with specific, illustrative examples. If there are questions or points associated with your chosen topic, be sure to answer all of the listed questions and address all of the items in that topic. If your topic requires you to do several things related to the topic, be sure to do each of the things listed.
While some of the topics tend to lend themselves toward particular writing genres, you are not restricted to the specific format suggested for the individual topic. For example, you may do an “interview,” a “proposal,” a “letter,” a “short story,” a “blog,” an “essay,” an “article,” or any other written genre for almost any of the topics. The project is intended to be fun as well as informative, so feel free to be creative with the delivery of your information.
Use at least three (3) good quality academic sources with one (1) source being the class text.
Note:
Wikipedia
and other similar Websites do not quality as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page.
Topic choices (pick 1):
Self-Portraits.
Journal.
The Renaissance artists Titian, Rembrandt, and Durer have each painted self-portraits. Imagine yourself as one of these artists (or another artist of your choice that has painted a self-portrait) and write a journal expressing your thoughts on “your” art (in other words, the journal entries the artist would probably write.) (1) Explain “your” primary reason for painting a self-portrait. (2) Describe “your” artistic choices in composition: use of color, space, etc. (3) Explain what the portrait represents about “you” (as the artist.) (4) Explain “your” choices of subject with regard to at least three other specific pieces “you” have painted.
Ladies & Gentlemen.
Survey & Report.
Some may believe that being “gentleman” or a “lady” in today’s society is an outdated notion, but others may disagree. (1) Briefly summarize the main characteristics of a well-rounded person, “l’uomo universal,” referring to specific sections within the excerpt from
The Courtier
which identifies these characteristics. (2) Create a “survey” based on the identified characteristics and “poll” at least ten people to find out whether or not the characteristics are rel.
Write a 1,500 word (5-7 pages) paper that addresses 1 of the plays from the d...Rohitt201263
FOR MORE CLASSES VISIT
www.tutorialoutlet.com
write a 1,500-word (5-7 pages) paper that addresses 1 of the plays from the Drama Unit. A minimum of 6 citations, including the primary source and at least 5 secondary, scholarly sources, is required for this assignment. Before you begin writing the paper, carefully read the guidelines for developing your paper topic that are given below. Review the Research Paper Grading Rubric to see how your submission will be graded.
This document outlines key questions to consider when performing a contextual analysis of a text. A contextual analysis examines a text within its historical, cultural, and textual context. It considers factors like the social, political, and philosophical conditions when the text was created. The key questions provided help analyze what the text reveals about itself and its intended audience, the author's intentions and reasons for writing, what occasion prompted the text, if it calls readers to action or reflection, and any non-textual circumstances that impacted the text. Considering these questions helps situate a text within its original context.
This document outlines key questions to consider when performing a contextual analysis of a text. A contextual analysis examines a text within its historical, cultural, and textual context. It combines formal textual analysis with investigating the social, political, economic, and intellectual conditions when the text was created. The document lists seven questions to guide analyzing what the text reveals about itself and its intended audience, the author's intentions and reasons for writing, what occasion prompted the text, if it calls readers to action or reflection, and non-textual circumstances influencing the text. The goal is to fully situate a work within its original context.
Context introduction to contextual analysis.revision versionGuerillateacher
This document outlines key questions to consider when performing a contextual analysis of a text. A contextual analysis examines a text within its historical, cultural, and textual context. It combines formal textual analysis with analyzing the social, political, economic, and philosophical conditions when the text was created. The document lists seven questions to guide analyzing what the text reveals about itself and its intended audience, the author's intentions and reasons for writing, what occasion prompted the text, if it calls readers to action or reflection, and non-textual circumstances affecting the text.
What is a literature review A literature review is NOT.docxphilipnelson29183
What is a literature review?
A literature review is NOT a book review; it is a review of the literature. THE literature, in this
case, means all of the research you have collected. Your secondary sources only. The
scholarship.
So, why am I doing this?
Because good researchers—good writers—do it. You may be tempted to just jump directly from
gathering materials to writing an essay (or you may have been tempted to skip the research part
altogether); however, before you can write an essay, you need to identify a purpose for your
writing and develop a plan for using your sources. You need to synthesize; the lit review is that
synthesis. This is also an important step in proving your expertise before I allow you to edit and
annotate a fairy tale.
So, what am I looking for?
Basically, you are looking for patterns of association; you want to look at the body of scholarship
(the literature) you have collected and decide how it all works together. You need to see the
literature as a body of research rather than separate pieces. The scholarship is written by real
scholars who are familiar with one another’s work and sometimes know each other personally; it
is a kind of elaborate conversation. You are listening to that conversation, waiting for a good
opportunity to jump in.
So, I have six pieces of literature to review, right?
Well, you have AT LEAST six pieces. It will actually be easier to write a lit review of more
sources; eight or ten sources would be a good number. This does require more research and more
time for reading, but the payoff is greater expertise and more to discuss in the review.
Okay, so what do I do first?
First, make sure you have gathered the literature. For this assignment, I am only permitting you
to use the CSCC Library databases to gather your sources. Specifically, you will look at the
Academic Search Complete, MLA International Bibliography, and Literary Reference Center
databases; if these don’t turn up 6-10 good sources for you, then you can search other databases
(and I have posted a video showing you how to do this research, so make sure you watch it). You
are NOT permitted to locate web based sources, even via Google scholar. And I am asking you
not to use books, simply to save time.
And then?
Once you have all of the literature, you should read it and understand it. It isn’t absolutely
necessary to pore over each page of each source—this would likely be hundreds of pages of
difficult reading. Use your reading skills—the first two or three pages usually contain the thesis
and main arguments—the last couple of pages will often contain some kind of summary or
conclusion. Look for important headings in between. I strongly suggest highlighting the thesis
(probably more than a single sentence) and the main points (topic sentences) and any interesting
passages you may want to reference later.
But how do I write the lit review?
You should begin by grou.
Assignment 2: Project Paper
Due Week 8 and worth 200 points
The Project Paper focuses on a suggested topic related to art, architecture, history, music, or literature. The project will reflect your views and interpretation of the topic. This project is designed to help you stretch your mind and your abilities to be the creative, innovative, and critical thinker you already are!
Choose one (1) of the topics from the list of topic choices below. Read the topic carefully. Write a three to four (3-4) page paper (750-1,000 words) that responds to each of the items described in the topic.
Note
: Your instructor may require you to submit your topic choice for approval before the end of Week 5.
For the topic you choose:
Support your ideas with specific, illustrative examples. If there are questions or points associated with your chosen topic, be sure to answer all of the listed questions and address all of the items in that topic. If your topic requires you to do several things related to the topic, be sure to do each of the things listed.
While some of the topics tend to lend themselves toward particular writing genres, you are not restricted to the specific format suggested for the individual topic. For example, you may do an “interview,” a “proposal,” a “letter,” a “short story,” a “blog,” an “essay,” an “article,” or any other written genre for almost any of the topics. The project is intended to be fun as well as informative, so feel free to be creative with the delivery of your information.
Use at least three (3) good quality academic sources with one (1) source being the class text.
Note:
Wikipedia
and other similar Websites do not quality as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page.
Topic choices (pick 1):
Self-Portraits.
Journal.
The Renaissance artists Titian, Rembrandt, and Durer have each painted self-portraits. Imagine yourself as one of these artists (or another artist of your choice that has painted a self-portrait) and write a journal expressing your thoughts on “your” art (in other words, the journal entries the artist would probably write.) (1) Explain “your” primary reason for painting a self-portrait. (2) Describe “your” artistic choices in composition: use of color, space, etc. (3) Explain what the portrait represents about “you” (as the artist.) (4) Explain “your” choices of subject with regard to at least three other specific pieces “you” have painted.
Ladies & Gentlemen.
Survey & Report.
Some may believe that being “gentleman” or a “lady” in today’s society is an outdated notion, but others may disagree. (1) Briefly summarize the main characteristics of a well-rounded person, “l’uomo universal,” referring to specific sections within the excerpt from
The Courtier
which identifies these characteristics. (2) Create a “survey” based on the identified characteristics and “poll” at least ten people to find out whether or not the characteristics are rel.
Write a 1,500 word (5-7 pages) paper that addresses 1 of the plays from the d...Rohitt201263
FOR MORE CLASSES VISIT
www.tutorialoutlet.com
write a 1,500-word (5-7 pages) paper that addresses 1 of the plays from the Drama Unit. A minimum of 6 citations, including the primary source and at least 5 secondary, scholarly sources, is required for this assignment. Before you begin writing the paper, carefully read the guidelines for developing your paper topic that are given below. Review the Research Paper Grading Rubric to see how your submission will be graded.
Essay Instructions Literary AnalysisInstructions for the Li.docxdebishakespeare
Essay Instructions: Literary Analysis
Instructions for the Literary Analysis Essay (English 1302 Online)
Literary Analysis
In this essay you should combine your practice responding and analyzing short stories with support derived from research. So far, in the discussion boards, we have practiced primarily formal analysis. Now I want you to practice "joining the conversation." In this essay you will write a literary analysis that incorporates the ideas of others. The trick is to accurately present ideas and interpretations gathered from your research while adding to the conversation by presenting
your own
ideas and analysis.
You will be evaluated, in part, on how well you use external sources. I want to see that you can quote, paraphrase and summarize without plagiarizing. Remember, any unique idea must be credited, even if you put it in your own words.
Choose one of the approaches explained in the "Approaches to Literary Analysis" located at the bottom of this document. Each approach will require research, and that research should provide the context in which you present your own ideas and support your thesis. Be sure to properly document your research. Review the links in the "Writing about Literature" tab as these will help guide you.
While I am asking you to conduct outside research, do not lose sight of the primary text to which you are responding---the story! Your research should support
your
interpretations of the story. Be sure that your thesis is relevant to the story and that you quote generously from the story.
Purpose: critical analysis, writing from sources
Length: 5 pages, approx 1500 words
Documentation: Minimum of 5 sources required. Documented in MLA format. (Note: review the material in "finding and evaluating sources" to help you choose relevant and trustworthy sources.)
Choose from the following short stories, all located in the folder located in this unit.
A Perfect Day for a
Bananafish
The Short Happy Life of Francis
Macomber
The Wall
The Swimmer
The Lesson
At the Auction of the Ruby Slippers
The Bound Man
The Birthmark
For Esme... with Love and Squalor
Below are some examples. I do not require you to choose one of these topics. They are just here to give you an idea of the type of approaches that will work for this essay.
1. Philosophical analysis: How do the stories by Jean Paul Sartre and Albert Camus reflect the philosophy of existentialism?
2. Socio/cultural analysis: What opinion about marriage and gender roles does Hemingway advance in "The Short Happy Life of Francis Macomber"?
3. Historical analysis: What social dilemmas faced by African Americans in the 1960s might have inspired Toni Cade Bambara to write "The Lesson"?
4. Biographical analysis: What events in Salman Rushdie's life might have influenced the events in "At the Auction of the Ruby Slippers"?
5. Psychological analysis: How is John Cheever's "The Swimmer" a metaphor for the psychology of .
This document provides a summary of an academic writing lecture. It discusses fine-tuning work, editing, and differences in academic writing across cultures. The lecture covers revising arguments, supporting claims, logical fallacies, concise writing, and editing techniques. It also examines how paragraph structure, plagiarism, and notions of individualism in writing can vary between cultures due to linguistic and rhetorical differences.
Research Project Research Paper or Final Project6-8 pages, regu.docxdebishakespeare
This document outlines the requirements for a research paper assignment, including:
- The paper should be 6-8 pages, double-spaced, with approximately 1500 words and use MLA format.
- Several draft components are due at different times, including a short proposal, bibliography, and peer reviews.
- The paper involves researching an object in depth related to topics like art history, race, identity, or the American experience. Students must analyze the object's meaning and significance within its historical and social context.
Annotated BibliographyDue Nov 2829GenreMediumAnnotated .docxdurantheseldine
Annotated Bibliography
Due: Nov 28/29
Genre/Medium: Annotated Bibliography
Purpose: The writer of an annotated bibliography uses the bibliography to compile a list of sources to build research. The form includes a brief summary of the source and your own critical assessment of its relevance, objectivity, appropriateness, and usefulness. It is a tool that helps you keep an organized and thoughtful record of the research process and relevant information about the topic.
To this end, you will put together an annotated bibliography in preparation for Assignment 3. In addition to the primary text (Whistling Vivaldi) the bibliography will include three types of textual information: 1) a mainstream news/ magazine article, 2) a scholarly/academic “peer reviewed” article, and 3) a web-based multimedia or blog-style article.
Format: Your annotated bibliographies must paragraphs must contain a topic sentence, clear evidence from the reading, and coherent sentences on a topic. It will use transitions affectively to cohere the overall piece together. It must answer: 1) What is the information in the article you are summarizing? and 2) What is your critical assessment of the article?
Instructions:
1. Cite in MLA-citation format the name of the article.
2. Draft one or two paragraphs for each of the sources you list in your annotated bibliography.
3. Review the information in the bibliographies with your classmates to improve the grammar of the text and consider points that might help you build your argument in Assignment 3.
Grading Rubric:
25-20
20-15
15-10
10-5
5-0
Content & evidence
Excellent annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources effectively.
Good annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources.
It is an adequate annotated bibliographies. It lays out the aspects of the topic well, but does not evaluates the sources.
Does not fulfill the requirements of an annotated bibliographies.
Paragraphs are too poorly written to be useful.
Information Literacy
Citation is correct. It also provides specific evaluations about the appropriateness of the medium and the information for academic research.
Citation is correct. It provides specific evaluations about the appropriateness of the medium.
Citation is correct. Citation is accurate. It needs to speak to the appropriateness of the medium and the information for academic research.
Citation is not correct. Does not include any information about the medium and appropriateness for academic research.
Citation and assessment are not adequate.
Summary Questions – Aristotle, Confucius
Put things in your own words unless the question asks for a direct quote.
Answer each question in 8-12 sentences.
1. How does Aristotle describe the relation between virtue and pleasure? Give and
explain one direct quote from the reading as part of your response.
2. Think of a famous person (politician, celebrity.
Your week one paper asks you to do this..Week 1 Identify a su.docxransayo
Your week one paper asks you to do this..
Week 1: Identify a subject organization. Provide an initial assessment of some organizational problem utilizing relevant OD and change themes. Provide an annotated reference list of at least five peer-reviewed resources that can help you better understand the OD and change themes, and assess the organizational problem.
USE THESE LEVEL ONE HEADINGS AFTER YOU PROVIDE A BRIEF INTRODUCTION THAT INTRODUCES THE PURPOSE OF THE PAPER AND THE SUBTOPICS YOU WILL COVER.
Case Organization
In this section address the questions, what is the organization? what does it do? and who does it do it to/for? (BE SURE where you are providing facts about the organization you provide credible sources to support your claims of fact.)
Initial Assessment
In this section provide an initial assessment of some organizational problems that are evident in your case study organization. Your assessment in other courses have focused on problems related specifically to individuals, group/teams, or organizational levels (that were the focus of the specific course). In this course, you will use your full range of organizational and leadership theory knowledge across all levels and interact between the levels to determine needed interventions and change.
Symptoms
In this subheading answer the question: What are the symptoms of the problems?
Evidence
In this subheading answer the question: What is the evidence that problems actually exist?
Relevant Themes
In this subheading answer the question: What are the relevant OD and change themes that might explain the problems (and not just the symptoms)?
Annotated Reference List
In this section Provide an annotated reference list of at least five peer-reviewed resources that can help you better understand the team’s themes and assess the organizational problem. IMPORTANT – an Annotated Reference List is not like the regular reference list at the end of a paper. An annotated reference list is a list of references that after the reference you provide a brief summary (usually about 150 words) descriptive and evaluative paragraph. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.
The reference you select for your annotated reference list are not the references you use for this paper. They are studies you have selected from the library or other credible sources which will be valuable in your future research on the team issues which may be problematic to your case organization.
As always, contact me if you have any questions. Better to understand what is expected in an assignment before you write it than after it has been graded. Feel free to call me to ASK what an assignment is asking.
Student Name
Professor
Course Name
[e1]Date
Annotated Bibliography: Artifacts Readings[e2]
Motoko, Rich. "Literacy Debate: Online, R U Really Reading?" The New York Times. New
York Times, 27 July 2008. Web. 20 M.
25 slides(not counting title and reference slide)APASOURCES10.docxeugeniadean34240
25 slides(not counting title and reference slide)
APA
SOURCES:10
“Knowledgeable interaction with works of art makes life better: We see more of what can be seen, and we hear more of what can be heard. Our entire existence grows richer and deeper.” (Sporre, 2009, p. 2).
From your studies, you have seen how culture, societal norms, belief systems, and past experiences affect the way people view the world. Learning about these differences in perspective helps us to have a better understanding of the overall human experience. Whether analytical skills are applied to a task at work, or a humanistic point of view enables us to grasp an issue from another angle, these methods of looking at the world help us become more aware of our perceptions and provide a deeper and more meaningful existence.
In this task, you will analyze and interpret three creative works from three separate disciplines of the humanities using methods of subjective and objective analysis. Objective statements are based on simple observations and concrete information. Subjective statements are based on personal opinions, judgments, and feelings. These standard methods of analysis will enable you to critically view and interpret works from the humanities. You will use analytical and critical thinking skills to assess how meaning is constructed and imparted to a viewer or audience and will communicate your thoughts in a multimedia presentation (e.g., PowerPoint, Keynote). While the content of your presentation will focus on analyzing, interpreting, comparing, and contrasting three creative works from separate disciplines, your overarching goal will be to explain how the three works you analyze demonstrate the value of the humanities in meaningful ways.
Background:
Develop a multimedia presentation in which you analyze three creative works from three separate disciplines in the humanities. You will need to select works that share a common theme. This theme must relate to a profession within your field of study at WGU. You will share with your audience how being knowledgeable about the humanities and your selected theme is valuable in regards to this profession.
First you must choose one literary work from the given list below. Choose a literary work that has a theme that resonates with you and consider how this theme connects with your chosen profession. Every profession within your field of study at WGU (Business, IT, Nursing or Teaching) will have humanistic considerations. For example, a civil rights lawyer may be concerned with the theme of freedom, a firefighter with determination, a social worker with compassion, or an engineer with integrity. It is the intent of this task to explore the major themes of the humanities and their relevance to our professional lives.
Once you have selected a literary work, you will need to select two non-literary works from separate disciplines that share the same theme as the literary work you have selected. Your presentation will show how all.
American ImperialismHST165 Version 22University of Phoeni.docxnettletondevon
This document provides instructions for students to write a rough draft of a research paper comparing two art objects from different cultures. It lists four possible object comparisons for students to choose from. It outlines the formatting, content, and citation requirements for the rough draft. The grading criteria assigns points to different sections, including the introduction, thesis, object paragraphs, comparison paragraph, conclusion, title, research citations, grammar, and spelling. Students are directed to use one of the essays from the Sheriff book as a starting point to develop their argument and compare the two objects.
This document provides homework instructions for a class that includes answering questions about a potential class project, reading about annotated bibliographies, and bringing printed answers to the next class. It also provides information about what annotated bibliographies are, including that they summarize and evaluate sources, and examples of annotated bibliography entries.
Reading Journal for World HistoryYour journal includes refle.docxscuttsginette
Reading Journal for World History
Your journal includes reflections and observations on the reading. This is an opportunity to share your perspective on the topics you find most interesting. You may also want to share your insights on the type of questions historians address and how we attempt to understand societies.
Starting with Chapter 2 you will notice a particular feature called “Sources from the Past”. Please use two or more of these sections each time you turn in your journal. Put the title of the document in bold so I will know which documents you read. For example, you might have read selections from the
Epic of Gilgamesh
or
Hammurabi's Laws
. Relate the document to the events in the chapter.
I also encourage you to write about pictures, maps, or other features you find in the reading.
You do not have to write about every chapter. Usually you get the best results if you take on one or two topics each time you turn in the journal. It helps if you label the topics. You may use any style, but please divide your writing into paragraphs.
You can earn 50 points for two and a half solid pages (double spaced) of quality writing. You are welcome to write more and you can earn up to 60 points for each time it is assigned. I mainly consider how much you have thought about topics in the reading and how you use the documents or other evidence available in the chapters.
Suggested Journal Prompts
Here are some prompts that you might want to use:
1.
What did you find most interesting or surprising (in a particular section)? How does the material relate to what you learned earlier, perhaps in other classes?
2.
What trends do you seen in this chapter that have shaped the world we live in today?
3.
If you did a movie set in the time period of this chapter, what would be the key elements in your movie? Tell how you imagine some of the characters, and what challenges they would face.
4.
Describe the time span covered in this chapter. How does the span relate to key events? Why do you think the authors chose this span of time? Would you arrange it differently?
5.
How might we understand the history differently from someone living in the time period? Do you think people will react to this chapter differently, depending on their cultural background?
6.
When examining a document: What is the historical context? What do we know about the source? How can the document help us understand the society in that time and place?
16 hours ago
Exam VI (Chapters 19-21 and Themes)
Please choose four of the topics below. Write four essays, with about 1.5 pages of writing for each essay. Please also include one or more pictures with each essay. Please make sure you answer the questions in a clear and concise way, with short to medium sized paragraphs. You may use information from our course reading and also from the Websites and Videos section.
The first four questions relate to Chapters 19-21. The last four questions relate to the course as a whole; ...
This document provides instructions for a literary analysis assignment. Students are asked to write a 3-4 page analysis of a short story that incorporates research from outside sources while advancing their own interpretation. The analysis must use one of several approaches, such as a formal, historical, biographical, sociological, philosophical, or psychological analysis. Students are expected to accurately cite at least 3 research sources in MLA format to support their own thesis about the short story. Examples of potential topics are given for each analytical approach.
Literary AnalysisWhat distinguishes literature from other forms o.docxSHIVA101531
Literary Analysis
“What distinguishes literature from other forms of knowledge is that it cannot be understood unless we understand what it means to be human.” (J. Bronowski)
There are many ways to interpret, analyze, and evaluate literature. Perhaps you’ve already been asked to make an observation or take a position about a work of literature (whether a poem, short story, novel, play, or film) and examine such elements as plot, characters, theme, setting, conflict, structure, point of view, imagery, or symbolism. When you are asked by a teacher to write an interpretation, a critique, or a literary analysis, you are being asked to figure out what is going on in a work of literature. Much more complicated than merely summarizing a piece or writing a personal reaction to it, literary analysis requires that you read between the lines of a text and discover something meaningful there. Why does a specific image recur throughout a poem? How does a novel relate to a social issue facing the author at the time it was written? Do you recognize a pattern or perceive a problem with a character’s behavior in a play? How is the role of women significant in a movie? Answers to all of these questions can be determined only through critical thinking and the synthesis of your ideas.
· An interpretation—explains a text’s overall meaning or significance, explaining your reasoning for this interpretation with supporting evidence from the text.
· A critique—also called a critical response or a review, it provides your personal judgment about a text, supported by reasons and references to the work of art and often secondary sources.· A formal analysis—different from a critique in that examines a work of art by breaking it down into various elements to discover how the parts interrelate to create meaning of effect.
· A cultural analysis—examines a work of art by relating it to the historical, social, cultural, or political situations in which it was written to show how the author was influenced by personal experiences, events, prevailing attitudes, or contemporary values.
How can I persuade readers that my view or interpretation is reasonable?
First, be sure that your view or interpretation asserts a debatable claim.
For instance, if you were to say that “Antigone is a play about a young woman who questions authority,” you wouldn’t be saying much beyond a summary. But if you said that, “Antigone’s punishment is well-deserved because she violates the laws of the king,” that is debatable. Another student could just as easily argue that Antigone’s punishment is not well-deserved and that she should be commended for respecting the higher laws of the gods over the laws of the king.
Because you are essentially arguing that your perspective is a valid one, you have to support it effectively with reasons, evidence from the piece (direct references to specific quotations, lines, passages, scenes, etc.), and—if required—secondary sources (articles and bo ...
HUM 200 Project Part One: Exploration Document Guidelines and Rubric
Overview
We all share common experiences that can be generally classified within the major themes of art. Examples of these themes include love, mortality, identity,
truth, and beauty. The representation of these themes through various media reveals central beliefs shared by a common people. The comparison of objects
from the humanities with similar themes helps to uncover not only the uniqueness of each respective cultural artifact, but also a shared human consciousness
that transcends time and place.
Your project for this course has two parts. In Project Part One, you will complete an exploration document examining two cultural artifacts that you select,
identifying a theme common to both of them and developing a thesis statement related to the theme and artifacts. You will also identify an audience who would
be interested in your artifacts, theme, and thesis statement. In Project Part Two, you will develop a presentation for your audience. In your presentation, you
will discuss the impact of the cultural artifacts, theme, and thesis statement on both individuals and society, supporting your claims with evidence. You will also
explain how study of the humanities has impacted you both personally and professionally.
In Project Part One, you will demonstrate your mastery of the following course outcomes:
Illustrate the impact of the humanities on personal and professional experiences
Select appropriate and relevant resources in the humanities in investigating expressions of human creativity
Communicate effectively to specific audiences in examining fundamental aspects of human culture
Apply essential principles of the humanities in exploring major themes of human culture and creativity
Prompt
Choose two cultural artifacts to analyze. These artifacts may take the form of any artistic medium, such as literature, poetry, music, film, dance, painting, and
sculpture, and so on. Then, identify a common theme and compare your examples to one another as expressions of the same theme in different cultural
artifacts. Chapters 3 through 6 in the Soomo webtext will walk you through this process.
Specifically, the following critical elements must be addressed:
I. Describe the cultural artifacts that you chose. Consider questions such as these in your response: What is the name or title of the artifact? Who is the
author or artist? What is the date or time period when the artifact was created? What is the cultural location or physical setting of the artifact? In
addition, you could consider including a photograph or image of each cultural artifact, if they are visual artifacts.
II.
Identify at least one common theme that will serve as the framework of your exploration document. How is the theme expressed in your artifacts?
1
III. Explain how the theme you identified is related to your personal experience. ...
1
Islamic Art History
Guideline
The 4-part analysis method
The 4-part analysis method that art historians use:
• physical properties
• formal or visual structure (also known simply as form)
• subject matter and symbolism (also known as content or meaning)
• cultural context
•
1-The first part of the four-part analysis considers physical properties.
Questions:
Here are some questions we ask when we examine physical properties:
• What type of artwork is it: painting, sculpture, architecture, textile, woodwork?
• What is the work made of: stone, crushed minerals, inlaid lapis lazuli?
• How is that material visible? Is it smooth and hard or textured and rough?
• How has the material been handled? What technique was used to manipulate the
material?
• How big is the work? How does it compare to the size of a human body? Hint: The
textbook provides scale comparisons for all illustrations.
Evidence:
When we answer those questions, we provide evidence as it appears in the work of art.
2- Form
Form refers to the appearance of the work of art. We also call it the visual structure or style of
the work of art.
Form consists of how the artist uses the materials to create visual expression. This expression
comes through the building blocks of the work of art known as the visual elements (color, line,
light, texture, shape, space) and composition (organization of shapes, balance, and proportion).
The choice of how to handle these building blocks of the work of art--known as formal elements
and principles of design--is sometimes dictated by how all artists of a particular time and place
work. We call this a period or cultural style. In other cases, especially in the modern era, the
choice of formal characteristics is individual and the artist has a personal style.
2
What about form in architecture? This refers to the building blocks of floor plan, structural
elements like columns and domes, and the decorative elements that adorn the building.
Artists of a particular period and culture typically share similar forms or style. Knowing the
formal characteristics of this style an essential part of art history.
Questions:
When you analyze form or visual structure, here are some questions to ask.
• Is the work naturalistic? Does it look like things do in nature or does it depart from
visible forms? How?
• How is space presented? Does it create an illusion of three dimensions or is it flatter?
• How is color handled? Do the colors look like they do in nature? Do they repeat
throughout the image?
• How is line handled? Are things outlined? Are there real lines (like a road) or implied
lines (like a line of sight)?
• How are light and shadow handled? Is everything bathed in an even light or are there
dramatic highlights and deep shadows? Does shading help make things look three-
dimensional?
• How is the work organized? Is everything lined up in a row or are they grouped in a
pyramid ...
Short Critical EssayShort Critical Essay ProjectThis project i.docxbudabrooks46239
Short Critical Essay
Short Critical Essay Project
This project is worth 10% of your final grade, due March 27, 2015. It is an individual assignment. Late assignments are penalized 5% per day including weekends to a maximum of 50%. Senate regulations require all term work to be submitted by the last day of classes April 8, 2015, after which work cannot be accepted and a grade of 0 will be given.
Write a 750-1200 word argumentative essay related to the topic of the responsibility of affluent nations and their citizens to people without even basic sustenance, discussed in Peter Singer’s paper “Famine, Affluence, and Morality.”
In your essay, you must make reference to Singer’s paper “Famine, Affluence, and Morality” and the paper you read in producing the annotated bibliography in Assignment #17. Both papers must be listed in your bibliography. Other sources may also be referenced but this is not required, though all sources used must be listed in the bibliography. Your project must begin with a standard form representation of your argument followed by a diagram of the argument, using between 10-15 premises. Your argument must include at least one deductive inference and one inductive inference and these must be identified (by type) and indicated on your diagram (i.e. on the arrow connecting the premises note “disjunctive syllogism” or “analogy”).
Quotations should be referenced in the text as follows:
“text” (author year, page number(s)). Note the final punctuation comes after the reference. If a text has to be altered slightly for grammatical reasons put the changes in square brackets.
E.g. Here we have some text I have written followed by a quote to verify my interpretation. If you wish to emphasize part of the quote use italics and note “my emphasis”, otherwise you might commit the fallacy of accent. In the passage I quote below, the emphasis was in the original, as noted. Where some text irrelevant to my purposes was left out I use ellipsis (…).
Fodor’s account of early language learning is an account of predicate acquisition and it remains the cornerstone for his thesis that we possess an innate representational system as rich as any natural language we can learn. “What, then is being denied?... that one can learn a language whose predicates express extensions not expressible by predicates of the representational system whose employment mediates the learning” (Fodor 1975, p.86, emphasis in original).
Include a bibliography, citing all sources used to write the essay as instructed for Assignment #17.
Include a word count.
Grading Rubric for Short Critical Essay
The essays is graded out of 10, with points assigned as follows:
Thesis statement: the essay is an argumentative essay with a thesis statement, i.e. conclusion.
1 point
Standard form and Diagram: standard form and diagram are included and match each other and the s.
This document outlines the key aspects of historical research and analysis of primary sources. It discusses how historical research relies on primary sources like documents and eyewitness accounts to interpret past events and explain their causes and effects. It also describes contextual analysis as assessing sources within their historical setting and cultural context. Key questions for contextual analysis include understanding the text, intended audience, author's intentions, circumstances for creation, and calls to action. Content analysis is also presented as a way to quantify qualitative data and summarize it to identify trends and relationships. The overall aim is for students to develop critical skills in understanding Philippine history through primary sources.
i would like this one done as well..same pay $20.00 please read and.docxwalthamcoretta
i would like this one done as well..same pay $20.00 please read and follow all instructions below
Introduction:
“Knowledgeable interaction with works of art makes life better: We see more of what can be seen, and we hear more of what can be heard. Our entire existence grows richer and deeper.” (Sporre, 2009, p. 2).
From your studies, you have seen how culture, societal norms, belief systems, and past experiences affect the way people view the world. Learning about these differences in perspective helps us to have a better understanding of the overall human experience. Whether analytical skills are applied to a task at work, or a humanistic point of view enables us to grasp an issue from another angle, these methods of looking at the world help us become more aware of our perceptions and provide a deeper and more meaningful existence.
In this task, you will analyze and interpret
three
creative works from
three
separate disciplines of the humanities using methods of subjective and objective analysis. Objective statements are based on simple observations and concrete information. Subjective statements are based on personal opinions, judgments, and feelings. These standard methods of analysis will enable you to critically view and interpret works from the humanities. You will use analytical and critical thinking skills to assess how meaning is constructed and imparted to a viewer or audience and will communicate your thoughts in a multimedia presentation (e.g., PowerPoint, Keynote). While the content of your presentation will focus on analyzing, interpreting, comparing, and contrasting
three
creative works from separate disciplines, your overarching goal will be to explain how the
three
works you analyze demonstrate the value of the humanities in meaningful ways.
Background:
Develop a multimedia presentation in which you analyze
three
creative works from
three
separate disciplines in the humanities. You will need to select works that share a common theme. This theme must relate to a profession within your field of study at WGU. You will share with your audience how being knowledgeable about the humanities and your selected theme is valuable in regards to this profession.
First you must choose
one
literary work from the given list below. Choose a literary work that has a theme that resonates with you and consider how this theme connects with your chosen profession. Every profession within your field of study at WGU (Business, IT, Nursing or Teaching) will have humanistic considerations. For example, a civil rights lawyer may be concerned with the theme of freedom, a firefighter with determination, a social worker with compassion, or an engineer with integrity. It is the intent of this task to explore the major themes of the humanities and their relevance to our professional lives.
Once you have selected a literary work, you will need to select
two
non-literary works from separate disciplines that share the same theme as the li.
This document provides guidelines for writing a formal essay at Holy Cross High School. It discusses the overall goals of developing critical reading and writing skills. The key aspects of a formal essay are defined, including having a clear thesis statement with an arguable position and implied reasoning. Guidelines are provided for essay structure, which includes an introduction, body paragraphs with topic sentences and evidence, and a conclusion. Additional guidelines cover writing in third person, using proper tense, avoiding abbreviations and contractions, and documenting sources with parenthetical citations. Formatting requirements such as margins, font, and page numbering are also specified.
1 WRITING ABOUT ART Art is a provocative medium, and yo.docxtarifarmarie
1
WRITING ABOUT ART
Art is a provocative medium, and your challenge in writing about art may often be to define and
evaluate the artist’s choices and techniques, which, according to your intellect and perception, arouse interest
and convey meaning. In most cases you will be translating the visual (what you see) into language (what you
write). In order to do this, you will have to be extremely attentive to the characteristics of the work—which
means that description will incorporate a portion of your essay—and be attentive to the vocabulary of the
discipline of Art.
You must also be able to develop a thesis statement with a detailed analysis and argument about the
artwork you have chosen. Therefore, you must consider what it is you want to say, and use description to
make that point. In many ways, writing an Art History essay is similar to writing other types of essays in the
Humanities. It requires a clear and focused topic, an arguable thesis, an organized format and structure, clear
and coherent paragraphs, and a command of grammar and style.
Thesis Statement
Most academic essays seek to persuade readers to understand a specific issue in a specific way—the
writer’s way. The writer’s thesis statement offers this substantial but concise assertion of her/his
understanding (usually in one to two sentences in the introduction or near the beginning of the essay), thereby
providing an essay with its judgmental focus.
Perhaps, though, in writing about art you might want to offer a well thought-out central idea rather
than an overtly argumentative statement. For example, “African art was a major influence on the work of
Pablo Picasso” states a well-documented and widely shared opinion that is interesting but uncontroversial.
Of course, a paper on this topic would have to fully elaborate on that relationship and offer examples of it.
The difference between an idea and a thesis statement is in their degree of contention. The above
example of a central idea could be debatable, but mainly the disagreement would arise if the writer does not
adequately explain and illustrate the idea through detailed description, intelligent criticism, and analysis,
and not because of the idea itself.
However, in a thesis statement—such as, “Picasso’s treatment of women in his art mirrors the
distorted vision he had of women in general”—it is more obvious that readers will either strongly disagree or
agree, by the very nature of the claim itself. Moreover, even if the writer advances a stimulating argument
with impressive evidence in defense of the thesis, because the claim is so contentious, a reader may still
disagree.
Using Sources
A good research paper often includes evidence from both primary and secondary sources. Whether you are
using primary or secondary sources, remember to explain and analyze the passages that you have chosen from
the texts (or elements you have chosen from the works), and what th.
SummaryDuring Week 4 you will go to an online museum collectionbernadettexrb
This document provides instructions for an assignment to write a persuasive essay about a work of art from an online museum. Students must select one work that exemplifies a broader art movement, and analyze the medium, subject matter, style, technique and symbolism. The essay must describe the art movement's characteristics and interpret how the work fits within the movement and its cultural context to explain its significance. The essay must follow APA formatting and cite at least 3 sources beyond basic online searches. It should have an introduction with thesis, body paragraphs analyzing the work and movement, and a conclusion evaluating the work's importance to art history.
Primary Source Analysis PaperInstructions for Primary Source Analy.docxarleanemlerpj
This document provides instructions for a primary source analysis paper assignment. Students must analyze a primary source document in 2-3 pages and address questions about the source's type, creator, context, intent, content, and relevance. The analysis should be in essay format and incorporate at least one secondary and tertiary source to substantiate the analysis of the primary document. The goal is for students to critically examine the primary source and consider its historical and cultural context.
assignment mental health disordersA 38-year-old woman presen.docxhoward4little59962
assignment mental health disorders
A 38-year-old woman presents to the office with complaints of weight
loss, fatigue, and insomnia of 3-month duration. She reports that she has
been feeling gradually more tired and staying up late at night because
she can’t sleep. She does not feel that she is doing as well in her occupation
as a secretary and states that she has trouble remembering things.
She does not go outdoors as much as she used to and cannot recall the
last time she went out with friends or enjoyed a social gathering. She
feels tired most of the week and states she feels that she wants to go to
sleep and frequently does not want to get out of bed. She denies any
recent medication, illicit drug, or alcohol use. She feels intense guilt
regarding past failed relationships because she perceives them as faults.
She states she has never thought of suicide, but has begun to feel increasingly
worthless.
Her vital signs and general physical examination are normal, although
she becomes tearful while talking. Her mental status examination is significant
for depressed mood, psychomotor retardation, and difficulty attending
to questions. Laboratory studies reveal a normal metabolic panel, normal
complete blood count, and normal thyroid functions.
➤ What is the most likely diagnosis?
➤ What is your next step?
➤ What are important considerations and potential complications of
management?
Note: bibliographic references updated and with a very low plagiarism index.
.
Assignment Marking Criteria and FeedbackStrengths of this as.docxhoward4little59962
Assignment Marking Criteria and Feedback
Strengths of this assignment and how it might be improved:
Your introduction is not terribly relevant. You would do better to keep it simple and signpost the reader.
Your analysis begins with a generic description of the problems associated with intangibility. Remember that this assignment is about the application of theory rather than description. The remainder of your analysis highlights some of the issues in the case study. However, there is no application of theory. You could have used any one of a number of frameworks to frame your analysis and give it greater depth: Servuction model, Flower of Service, Gaps model, etc. Furthermore, I would like to see you explain the reasons for these problems. In this case study, the lack of service culture is a significant issue.
With regard to recommendations, it would again be better if you approach the task in a more systematic way rather than making random suggestions with no indication as to which problems these activities will resolve. For example, are testimonials a priority? Given that the service being offered is poor, there may not be many customers with anything positive to say. Wouldn’t it be better to fix underlying issues first? You recommend personal selling and communications but there is a lack of detail and no explanation as to what problems these activities would address. You recommend that the company needs to act on the feedback it receives (page 6), but you do not say how. Similarly, recommendations like personalised service might be relevant but you do not say what this means in practice.
Overall, there is a lack of application of theory to this response. You need to look back over the lecture slides and use appropriate models to frame your analysis and recommendations. While what you write is sound, it does not directly address the case study. There is insufficient detail.
Very limited reference list (because of the lack of theory in the response). Remember that references should be in alphabetical order.
assessment brief
Module Title:
Marketing Services
Submission Deadline:
Tuesday 12th July 2019
Assessment Component
Coursework (RESIT)
Assessment Weighting:
50 per cent of total module mark
Marking and feedback deadline (20 working days)
13th August 2019
Assessment Instructions
This is an individual case-based assignment that requires you to answer a question in relation to the case study below: ‘Best Car Hire’.
Question: Using services marketing theory, analyse and explain Best’s loss of customersand recommendhow it might improve the customer experience. (100 marks)
General Guidance
· The coursework requires you to select and apply theories, frameworks, and concepts from the first six study units of the module.
· It is your decision as to what theories/frameworks/concepts to use to inform your answer. There is no recommended minimum or maximum number, but generally, quality of application is more important than the quantity.
More Related Content
Similar to Assignment InstructionsThis final project will require you to ga.docx
Essay Instructions Literary AnalysisInstructions for the Li.docxdebishakespeare
Essay Instructions: Literary Analysis
Instructions for the Literary Analysis Essay (English 1302 Online)
Literary Analysis
In this essay you should combine your practice responding and analyzing short stories with support derived from research. So far, in the discussion boards, we have practiced primarily formal analysis. Now I want you to practice "joining the conversation." In this essay you will write a literary analysis that incorporates the ideas of others. The trick is to accurately present ideas and interpretations gathered from your research while adding to the conversation by presenting
your own
ideas and analysis.
You will be evaluated, in part, on how well you use external sources. I want to see that you can quote, paraphrase and summarize without plagiarizing. Remember, any unique idea must be credited, even if you put it in your own words.
Choose one of the approaches explained in the "Approaches to Literary Analysis" located at the bottom of this document. Each approach will require research, and that research should provide the context in which you present your own ideas and support your thesis. Be sure to properly document your research. Review the links in the "Writing about Literature" tab as these will help guide you.
While I am asking you to conduct outside research, do not lose sight of the primary text to which you are responding---the story! Your research should support
your
interpretations of the story. Be sure that your thesis is relevant to the story and that you quote generously from the story.
Purpose: critical analysis, writing from sources
Length: 5 pages, approx 1500 words
Documentation: Minimum of 5 sources required. Documented in MLA format. (Note: review the material in "finding and evaluating sources" to help you choose relevant and trustworthy sources.)
Choose from the following short stories, all located in the folder located in this unit.
A Perfect Day for a
Bananafish
The Short Happy Life of Francis
Macomber
The Wall
The Swimmer
The Lesson
At the Auction of the Ruby Slippers
The Bound Man
The Birthmark
For Esme... with Love and Squalor
Below are some examples. I do not require you to choose one of these topics. They are just here to give you an idea of the type of approaches that will work for this essay.
1. Philosophical analysis: How do the stories by Jean Paul Sartre and Albert Camus reflect the philosophy of existentialism?
2. Socio/cultural analysis: What opinion about marriage and gender roles does Hemingway advance in "The Short Happy Life of Francis Macomber"?
3. Historical analysis: What social dilemmas faced by African Americans in the 1960s might have inspired Toni Cade Bambara to write "The Lesson"?
4. Biographical analysis: What events in Salman Rushdie's life might have influenced the events in "At the Auction of the Ruby Slippers"?
5. Psychological analysis: How is John Cheever's "The Swimmer" a metaphor for the psychology of .
This document provides a summary of an academic writing lecture. It discusses fine-tuning work, editing, and differences in academic writing across cultures. The lecture covers revising arguments, supporting claims, logical fallacies, concise writing, and editing techniques. It also examines how paragraph structure, plagiarism, and notions of individualism in writing can vary between cultures due to linguistic and rhetorical differences.
Research Project Research Paper or Final Project6-8 pages, regu.docxdebishakespeare
This document outlines the requirements for a research paper assignment, including:
- The paper should be 6-8 pages, double-spaced, with approximately 1500 words and use MLA format.
- Several draft components are due at different times, including a short proposal, bibliography, and peer reviews.
- The paper involves researching an object in depth related to topics like art history, race, identity, or the American experience. Students must analyze the object's meaning and significance within its historical and social context.
Annotated BibliographyDue Nov 2829GenreMediumAnnotated .docxdurantheseldine
Annotated Bibliography
Due: Nov 28/29
Genre/Medium: Annotated Bibliography
Purpose: The writer of an annotated bibliography uses the bibliography to compile a list of sources to build research. The form includes a brief summary of the source and your own critical assessment of its relevance, objectivity, appropriateness, and usefulness. It is a tool that helps you keep an organized and thoughtful record of the research process and relevant information about the topic.
To this end, you will put together an annotated bibliography in preparation for Assignment 3. In addition to the primary text (Whistling Vivaldi) the bibliography will include three types of textual information: 1) a mainstream news/ magazine article, 2) a scholarly/academic “peer reviewed” article, and 3) a web-based multimedia or blog-style article.
Format: Your annotated bibliographies must paragraphs must contain a topic sentence, clear evidence from the reading, and coherent sentences on a topic. It will use transitions affectively to cohere the overall piece together. It must answer: 1) What is the information in the article you are summarizing? and 2) What is your critical assessment of the article?
Instructions:
1. Cite in MLA-citation format the name of the article.
2. Draft one or two paragraphs for each of the sources you list in your annotated bibliography.
3. Review the information in the bibliographies with your classmates to improve the grammar of the text and consider points that might help you build your argument in Assignment 3.
Grading Rubric:
25-20
20-15
15-10
10-5
5-0
Content & evidence
Excellent annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources effectively.
Good annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources.
It is an adequate annotated bibliographies. It lays out the aspects of the topic well, but does not evaluates the sources.
Does not fulfill the requirements of an annotated bibliographies.
Paragraphs are too poorly written to be useful.
Information Literacy
Citation is correct. It also provides specific evaluations about the appropriateness of the medium and the information for academic research.
Citation is correct. It provides specific evaluations about the appropriateness of the medium.
Citation is correct. Citation is accurate. It needs to speak to the appropriateness of the medium and the information for academic research.
Citation is not correct. Does not include any information about the medium and appropriateness for academic research.
Citation and assessment are not adequate.
Summary Questions – Aristotle, Confucius
Put things in your own words unless the question asks for a direct quote.
Answer each question in 8-12 sentences.
1. How does Aristotle describe the relation between virtue and pleasure? Give and
explain one direct quote from the reading as part of your response.
2. Think of a famous person (politician, celebrity.
Your week one paper asks you to do this..Week 1 Identify a su.docxransayo
Your week one paper asks you to do this..
Week 1: Identify a subject organization. Provide an initial assessment of some organizational problem utilizing relevant OD and change themes. Provide an annotated reference list of at least five peer-reviewed resources that can help you better understand the OD and change themes, and assess the organizational problem.
USE THESE LEVEL ONE HEADINGS AFTER YOU PROVIDE A BRIEF INTRODUCTION THAT INTRODUCES THE PURPOSE OF THE PAPER AND THE SUBTOPICS YOU WILL COVER.
Case Organization
In this section address the questions, what is the organization? what does it do? and who does it do it to/for? (BE SURE where you are providing facts about the organization you provide credible sources to support your claims of fact.)
Initial Assessment
In this section provide an initial assessment of some organizational problems that are evident in your case study organization. Your assessment in other courses have focused on problems related specifically to individuals, group/teams, or organizational levels (that were the focus of the specific course). In this course, you will use your full range of organizational and leadership theory knowledge across all levels and interact between the levels to determine needed interventions and change.
Symptoms
In this subheading answer the question: What are the symptoms of the problems?
Evidence
In this subheading answer the question: What is the evidence that problems actually exist?
Relevant Themes
In this subheading answer the question: What are the relevant OD and change themes that might explain the problems (and not just the symptoms)?
Annotated Reference List
In this section Provide an annotated reference list of at least five peer-reviewed resources that can help you better understand the team’s themes and assess the organizational problem. IMPORTANT – an Annotated Reference List is not like the regular reference list at the end of a paper. An annotated reference list is a list of references that after the reference you provide a brief summary (usually about 150 words) descriptive and evaluative paragraph. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.
The reference you select for your annotated reference list are not the references you use for this paper. They are studies you have selected from the library or other credible sources which will be valuable in your future research on the team issues which may be problematic to your case organization.
As always, contact me if you have any questions. Better to understand what is expected in an assignment before you write it than after it has been graded. Feel free to call me to ASK what an assignment is asking.
Student Name
Professor
Course Name
[e1]Date
Annotated Bibliography: Artifacts Readings[e2]
Motoko, Rich. "Literacy Debate: Online, R U Really Reading?" The New York Times. New
York Times, 27 July 2008. Web. 20 M.
25 slides(not counting title and reference slide)APASOURCES10.docxeugeniadean34240
25 slides(not counting title and reference slide)
APA
SOURCES:10
“Knowledgeable interaction with works of art makes life better: We see more of what can be seen, and we hear more of what can be heard. Our entire existence grows richer and deeper.” (Sporre, 2009, p. 2).
From your studies, you have seen how culture, societal norms, belief systems, and past experiences affect the way people view the world. Learning about these differences in perspective helps us to have a better understanding of the overall human experience. Whether analytical skills are applied to a task at work, or a humanistic point of view enables us to grasp an issue from another angle, these methods of looking at the world help us become more aware of our perceptions and provide a deeper and more meaningful existence.
In this task, you will analyze and interpret three creative works from three separate disciplines of the humanities using methods of subjective and objective analysis. Objective statements are based on simple observations and concrete information. Subjective statements are based on personal opinions, judgments, and feelings. These standard methods of analysis will enable you to critically view and interpret works from the humanities. You will use analytical and critical thinking skills to assess how meaning is constructed and imparted to a viewer or audience and will communicate your thoughts in a multimedia presentation (e.g., PowerPoint, Keynote). While the content of your presentation will focus on analyzing, interpreting, comparing, and contrasting three creative works from separate disciplines, your overarching goal will be to explain how the three works you analyze demonstrate the value of the humanities in meaningful ways.
Background:
Develop a multimedia presentation in which you analyze three creative works from three separate disciplines in the humanities. You will need to select works that share a common theme. This theme must relate to a profession within your field of study at WGU. You will share with your audience how being knowledgeable about the humanities and your selected theme is valuable in regards to this profession.
First you must choose one literary work from the given list below. Choose a literary work that has a theme that resonates with you and consider how this theme connects with your chosen profession. Every profession within your field of study at WGU (Business, IT, Nursing or Teaching) will have humanistic considerations. For example, a civil rights lawyer may be concerned with the theme of freedom, a firefighter with determination, a social worker with compassion, or an engineer with integrity. It is the intent of this task to explore the major themes of the humanities and their relevance to our professional lives.
Once you have selected a literary work, you will need to select two non-literary works from separate disciplines that share the same theme as the literary work you have selected. Your presentation will show how all.
American ImperialismHST165 Version 22University of Phoeni.docxnettletondevon
This document provides instructions for students to write a rough draft of a research paper comparing two art objects from different cultures. It lists four possible object comparisons for students to choose from. It outlines the formatting, content, and citation requirements for the rough draft. The grading criteria assigns points to different sections, including the introduction, thesis, object paragraphs, comparison paragraph, conclusion, title, research citations, grammar, and spelling. Students are directed to use one of the essays from the Sheriff book as a starting point to develop their argument and compare the two objects.
This document provides homework instructions for a class that includes answering questions about a potential class project, reading about annotated bibliographies, and bringing printed answers to the next class. It also provides information about what annotated bibliographies are, including that they summarize and evaluate sources, and examples of annotated bibliography entries.
Reading Journal for World HistoryYour journal includes refle.docxscuttsginette
Reading Journal for World History
Your journal includes reflections and observations on the reading. This is an opportunity to share your perspective on the topics you find most interesting. You may also want to share your insights on the type of questions historians address and how we attempt to understand societies.
Starting with Chapter 2 you will notice a particular feature called “Sources from the Past”. Please use two or more of these sections each time you turn in your journal. Put the title of the document in bold so I will know which documents you read. For example, you might have read selections from the
Epic of Gilgamesh
or
Hammurabi's Laws
. Relate the document to the events in the chapter.
I also encourage you to write about pictures, maps, or other features you find in the reading.
You do not have to write about every chapter. Usually you get the best results if you take on one or two topics each time you turn in the journal. It helps if you label the topics. You may use any style, but please divide your writing into paragraphs.
You can earn 50 points for two and a half solid pages (double spaced) of quality writing. You are welcome to write more and you can earn up to 60 points for each time it is assigned. I mainly consider how much you have thought about topics in the reading and how you use the documents or other evidence available in the chapters.
Suggested Journal Prompts
Here are some prompts that you might want to use:
1.
What did you find most interesting or surprising (in a particular section)? How does the material relate to what you learned earlier, perhaps in other classes?
2.
What trends do you seen in this chapter that have shaped the world we live in today?
3.
If you did a movie set in the time period of this chapter, what would be the key elements in your movie? Tell how you imagine some of the characters, and what challenges they would face.
4.
Describe the time span covered in this chapter. How does the span relate to key events? Why do you think the authors chose this span of time? Would you arrange it differently?
5.
How might we understand the history differently from someone living in the time period? Do you think people will react to this chapter differently, depending on their cultural background?
6.
When examining a document: What is the historical context? What do we know about the source? How can the document help us understand the society in that time and place?
16 hours ago
Exam VI (Chapters 19-21 and Themes)
Please choose four of the topics below. Write four essays, with about 1.5 pages of writing for each essay. Please also include one or more pictures with each essay. Please make sure you answer the questions in a clear and concise way, with short to medium sized paragraphs. You may use information from our course reading and also from the Websites and Videos section.
The first four questions relate to Chapters 19-21. The last four questions relate to the course as a whole; ...
This document provides instructions for a literary analysis assignment. Students are asked to write a 3-4 page analysis of a short story that incorporates research from outside sources while advancing their own interpretation. The analysis must use one of several approaches, such as a formal, historical, biographical, sociological, philosophical, or psychological analysis. Students are expected to accurately cite at least 3 research sources in MLA format to support their own thesis about the short story. Examples of potential topics are given for each analytical approach.
Literary AnalysisWhat distinguishes literature from other forms o.docxSHIVA101531
Literary Analysis
“What distinguishes literature from other forms of knowledge is that it cannot be understood unless we understand what it means to be human.” (J. Bronowski)
There are many ways to interpret, analyze, and evaluate literature. Perhaps you’ve already been asked to make an observation or take a position about a work of literature (whether a poem, short story, novel, play, or film) and examine such elements as plot, characters, theme, setting, conflict, structure, point of view, imagery, or symbolism. When you are asked by a teacher to write an interpretation, a critique, or a literary analysis, you are being asked to figure out what is going on in a work of literature. Much more complicated than merely summarizing a piece or writing a personal reaction to it, literary analysis requires that you read between the lines of a text and discover something meaningful there. Why does a specific image recur throughout a poem? How does a novel relate to a social issue facing the author at the time it was written? Do you recognize a pattern or perceive a problem with a character’s behavior in a play? How is the role of women significant in a movie? Answers to all of these questions can be determined only through critical thinking and the synthesis of your ideas.
· An interpretation—explains a text’s overall meaning or significance, explaining your reasoning for this interpretation with supporting evidence from the text.
· A critique—also called a critical response or a review, it provides your personal judgment about a text, supported by reasons and references to the work of art and often secondary sources.· A formal analysis—different from a critique in that examines a work of art by breaking it down into various elements to discover how the parts interrelate to create meaning of effect.
· A cultural analysis—examines a work of art by relating it to the historical, social, cultural, or political situations in which it was written to show how the author was influenced by personal experiences, events, prevailing attitudes, or contemporary values.
How can I persuade readers that my view or interpretation is reasonable?
First, be sure that your view or interpretation asserts a debatable claim.
For instance, if you were to say that “Antigone is a play about a young woman who questions authority,” you wouldn’t be saying much beyond a summary. But if you said that, “Antigone’s punishment is well-deserved because she violates the laws of the king,” that is debatable. Another student could just as easily argue that Antigone’s punishment is not well-deserved and that she should be commended for respecting the higher laws of the gods over the laws of the king.
Because you are essentially arguing that your perspective is a valid one, you have to support it effectively with reasons, evidence from the piece (direct references to specific quotations, lines, passages, scenes, etc.), and—if required—secondary sources (articles and bo ...
HUM 200 Project Part One: Exploration Document Guidelines and Rubric
Overview
We all share common experiences that can be generally classified within the major themes of art. Examples of these themes include love, mortality, identity,
truth, and beauty. The representation of these themes through various media reveals central beliefs shared by a common people. The comparison of objects
from the humanities with similar themes helps to uncover not only the uniqueness of each respective cultural artifact, but also a shared human consciousness
that transcends time and place.
Your project for this course has two parts. In Project Part One, you will complete an exploration document examining two cultural artifacts that you select,
identifying a theme common to both of them and developing a thesis statement related to the theme and artifacts. You will also identify an audience who would
be interested in your artifacts, theme, and thesis statement. In Project Part Two, you will develop a presentation for your audience. In your presentation, you
will discuss the impact of the cultural artifacts, theme, and thesis statement on both individuals and society, supporting your claims with evidence. You will also
explain how study of the humanities has impacted you both personally and professionally.
In Project Part One, you will demonstrate your mastery of the following course outcomes:
Illustrate the impact of the humanities on personal and professional experiences
Select appropriate and relevant resources in the humanities in investigating expressions of human creativity
Communicate effectively to specific audiences in examining fundamental aspects of human culture
Apply essential principles of the humanities in exploring major themes of human culture and creativity
Prompt
Choose two cultural artifacts to analyze. These artifacts may take the form of any artistic medium, such as literature, poetry, music, film, dance, painting, and
sculpture, and so on. Then, identify a common theme and compare your examples to one another as expressions of the same theme in different cultural
artifacts. Chapters 3 through 6 in the Soomo webtext will walk you through this process.
Specifically, the following critical elements must be addressed:
I. Describe the cultural artifacts that you chose. Consider questions such as these in your response: What is the name or title of the artifact? Who is the
author or artist? What is the date or time period when the artifact was created? What is the cultural location or physical setting of the artifact? In
addition, you could consider including a photograph or image of each cultural artifact, if they are visual artifacts.
II.
Identify at least one common theme that will serve as the framework of your exploration document. How is the theme expressed in your artifacts?
1
III. Explain how the theme you identified is related to your personal experience. ...
1
Islamic Art History
Guideline
The 4-part analysis method
The 4-part analysis method that art historians use:
• physical properties
• formal or visual structure (also known simply as form)
• subject matter and symbolism (also known as content or meaning)
• cultural context
•
1-The first part of the four-part analysis considers physical properties.
Questions:
Here are some questions we ask when we examine physical properties:
• What type of artwork is it: painting, sculpture, architecture, textile, woodwork?
• What is the work made of: stone, crushed minerals, inlaid lapis lazuli?
• How is that material visible? Is it smooth and hard or textured and rough?
• How has the material been handled? What technique was used to manipulate the
material?
• How big is the work? How does it compare to the size of a human body? Hint: The
textbook provides scale comparisons for all illustrations.
Evidence:
When we answer those questions, we provide evidence as it appears in the work of art.
2- Form
Form refers to the appearance of the work of art. We also call it the visual structure or style of
the work of art.
Form consists of how the artist uses the materials to create visual expression. This expression
comes through the building blocks of the work of art known as the visual elements (color, line,
light, texture, shape, space) and composition (organization of shapes, balance, and proportion).
The choice of how to handle these building blocks of the work of art--known as formal elements
and principles of design--is sometimes dictated by how all artists of a particular time and place
work. We call this a period or cultural style. In other cases, especially in the modern era, the
choice of formal characteristics is individual and the artist has a personal style.
2
What about form in architecture? This refers to the building blocks of floor plan, structural
elements like columns and domes, and the decorative elements that adorn the building.
Artists of a particular period and culture typically share similar forms or style. Knowing the
formal characteristics of this style an essential part of art history.
Questions:
When you analyze form or visual structure, here are some questions to ask.
• Is the work naturalistic? Does it look like things do in nature or does it depart from
visible forms? How?
• How is space presented? Does it create an illusion of three dimensions or is it flatter?
• How is color handled? Do the colors look like they do in nature? Do they repeat
throughout the image?
• How is line handled? Are things outlined? Are there real lines (like a road) or implied
lines (like a line of sight)?
• How are light and shadow handled? Is everything bathed in an even light or are there
dramatic highlights and deep shadows? Does shading help make things look three-
dimensional?
• How is the work organized? Is everything lined up in a row or are they grouped in a
pyramid ...
Short Critical EssayShort Critical Essay ProjectThis project i.docxbudabrooks46239
Short Critical Essay
Short Critical Essay Project
This project is worth 10% of your final grade, due March 27, 2015. It is an individual assignment. Late assignments are penalized 5% per day including weekends to a maximum of 50%. Senate regulations require all term work to be submitted by the last day of classes April 8, 2015, after which work cannot be accepted and a grade of 0 will be given.
Write a 750-1200 word argumentative essay related to the topic of the responsibility of affluent nations and their citizens to people without even basic sustenance, discussed in Peter Singer’s paper “Famine, Affluence, and Morality.”
In your essay, you must make reference to Singer’s paper “Famine, Affluence, and Morality” and the paper you read in producing the annotated bibliography in Assignment #17. Both papers must be listed in your bibliography. Other sources may also be referenced but this is not required, though all sources used must be listed in the bibliography. Your project must begin with a standard form representation of your argument followed by a diagram of the argument, using between 10-15 premises. Your argument must include at least one deductive inference and one inductive inference and these must be identified (by type) and indicated on your diagram (i.e. on the arrow connecting the premises note “disjunctive syllogism” or “analogy”).
Quotations should be referenced in the text as follows:
“text” (author year, page number(s)). Note the final punctuation comes after the reference. If a text has to be altered slightly for grammatical reasons put the changes in square brackets.
E.g. Here we have some text I have written followed by a quote to verify my interpretation. If you wish to emphasize part of the quote use italics and note “my emphasis”, otherwise you might commit the fallacy of accent. In the passage I quote below, the emphasis was in the original, as noted. Where some text irrelevant to my purposes was left out I use ellipsis (…).
Fodor’s account of early language learning is an account of predicate acquisition and it remains the cornerstone for his thesis that we possess an innate representational system as rich as any natural language we can learn. “What, then is being denied?... that one can learn a language whose predicates express extensions not expressible by predicates of the representational system whose employment mediates the learning” (Fodor 1975, p.86, emphasis in original).
Include a bibliography, citing all sources used to write the essay as instructed for Assignment #17.
Include a word count.
Grading Rubric for Short Critical Essay
The essays is graded out of 10, with points assigned as follows:
Thesis statement: the essay is an argumentative essay with a thesis statement, i.e. conclusion.
1 point
Standard form and Diagram: standard form and diagram are included and match each other and the s.
This document outlines the key aspects of historical research and analysis of primary sources. It discusses how historical research relies on primary sources like documents and eyewitness accounts to interpret past events and explain their causes and effects. It also describes contextual analysis as assessing sources within their historical setting and cultural context. Key questions for contextual analysis include understanding the text, intended audience, author's intentions, circumstances for creation, and calls to action. Content analysis is also presented as a way to quantify qualitative data and summarize it to identify trends and relationships. The overall aim is for students to develop critical skills in understanding Philippine history through primary sources.
i would like this one done as well..same pay $20.00 please read and.docxwalthamcoretta
i would like this one done as well..same pay $20.00 please read and follow all instructions below
Introduction:
“Knowledgeable interaction with works of art makes life better: We see more of what can be seen, and we hear more of what can be heard. Our entire existence grows richer and deeper.” (Sporre, 2009, p. 2).
From your studies, you have seen how culture, societal norms, belief systems, and past experiences affect the way people view the world. Learning about these differences in perspective helps us to have a better understanding of the overall human experience. Whether analytical skills are applied to a task at work, or a humanistic point of view enables us to grasp an issue from another angle, these methods of looking at the world help us become more aware of our perceptions and provide a deeper and more meaningful existence.
In this task, you will analyze and interpret
three
creative works from
three
separate disciplines of the humanities using methods of subjective and objective analysis. Objective statements are based on simple observations and concrete information. Subjective statements are based on personal opinions, judgments, and feelings. These standard methods of analysis will enable you to critically view and interpret works from the humanities. You will use analytical and critical thinking skills to assess how meaning is constructed and imparted to a viewer or audience and will communicate your thoughts in a multimedia presentation (e.g., PowerPoint, Keynote). While the content of your presentation will focus on analyzing, interpreting, comparing, and contrasting
three
creative works from separate disciplines, your overarching goal will be to explain how the
three
works you analyze demonstrate the value of the humanities in meaningful ways.
Background:
Develop a multimedia presentation in which you analyze
three
creative works from
three
separate disciplines in the humanities. You will need to select works that share a common theme. This theme must relate to a profession within your field of study at WGU. You will share with your audience how being knowledgeable about the humanities and your selected theme is valuable in regards to this profession.
First you must choose
one
literary work from the given list below. Choose a literary work that has a theme that resonates with you and consider how this theme connects with your chosen profession. Every profession within your field of study at WGU (Business, IT, Nursing or Teaching) will have humanistic considerations. For example, a civil rights lawyer may be concerned with the theme of freedom, a firefighter with determination, a social worker with compassion, or an engineer with integrity. It is the intent of this task to explore the major themes of the humanities and their relevance to our professional lives.
Once you have selected a literary work, you will need to select
two
non-literary works from separate disciplines that share the same theme as the li.
This document provides guidelines for writing a formal essay at Holy Cross High School. It discusses the overall goals of developing critical reading and writing skills. The key aspects of a formal essay are defined, including having a clear thesis statement with an arguable position and implied reasoning. Guidelines are provided for essay structure, which includes an introduction, body paragraphs with topic sentences and evidence, and a conclusion. Additional guidelines cover writing in third person, using proper tense, avoiding abbreviations and contractions, and documenting sources with parenthetical citations. Formatting requirements such as margins, font, and page numbering are also specified.
1 WRITING ABOUT ART Art is a provocative medium, and yo.docxtarifarmarie
1
WRITING ABOUT ART
Art is a provocative medium, and your challenge in writing about art may often be to define and
evaluate the artist’s choices and techniques, which, according to your intellect and perception, arouse interest
and convey meaning. In most cases you will be translating the visual (what you see) into language (what you
write). In order to do this, you will have to be extremely attentive to the characteristics of the work—which
means that description will incorporate a portion of your essay—and be attentive to the vocabulary of the
discipline of Art.
You must also be able to develop a thesis statement with a detailed analysis and argument about the
artwork you have chosen. Therefore, you must consider what it is you want to say, and use description to
make that point. In many ways, writing an Art History essay is similar to writing other types of essays in the
Humanities. It requires a clear and focused topic, an arguable thesis, an organized format and structure, clear
and coherent paragraphs, and a command of grammar and style.
Thesis Statement
Most academic essays seek to persuade readers to understand a specific issue in a specific way—the
writer’s way. The writer’s thesis statement offers this substantial but concise assertion of her/his
understanding (usually in one to two sentences in the introduction or near the beginning of the essay), thereby
providing an essay with its judgmental focus.
Perhaps, though, in writing about art you might want to offer a well thought-out central idea rather
than an overtly argumentative statement. For example, “African art was a major influence on the work of
Pablo Picasso” states a well-documented and widely shared opinion that is interesting but uncontroversial.
Of course, a paper on this topic would have to fully elaborate on that relationship and offer examples of it.
The difference between an idea and a thesis statement is in their degree of contention. The above
example of a central idea could be debatable, but mainly the disagreement would arise if the writer does not
adequately explain and illustrate the idea through detailed description, intelligent criticism, and analysis,
and not because of the idea itself.
However, in a thesis statement—such as, “Picasso’s treatment of women in his art mirrors the
distorted vision he had of women in general”—it is more obvious that readers will either strongly disagree or
agree, by the very nature of the claim itself. Moreover, even if the writer advances a stimulating argument
with impressive evidence in defense of the thesis, because the claim is so contentious, a reader may still
disagree.
Using Sources
A good research paper often includes evidence from both primary and secondary sources. Whether you are
using primary or secondary sources, remember to explain and analyze the passages that you have chosen from
the texts (or elements you have chosen from the works), and what th.
SummaryDuring Week 4 you will go to an online museum collectionbernadettexrb
This document provides instructions for an assignment to write a persuasive essay about a work of art from an online museum. Students must select one work that exemplifies a broader art movement, and analyze the medium, subject matter, style, technique and symbolism. The essay must describe the art movement's characteristics and interpret how the work fits within the movement and its cultural context to explain its significance. The essay must follow APA formatting and cite at least 3 sources beyond basic online searches. It should have an introduction with thesis, body paragraphs analyzing the work and movement, and a conclusion evaluating the work's importance to art history.
Primary Source Analysis PaperInstructions for Primary Source Analy.docxarleanemlerpj
This document provides instructions for a primary source analysis paper assignment. Students must analyze a primary source document in 2-3 pages and address questions about the source's type, creator, context, intent, content, and relevance. The analysis should be in essay format and incorporate at least one secondary and tertiary source to substantiate the analysis of the primary document. The goal is for students to critically examine the primary source and consider its historical and cultural context.
Similar to Assignment InstructionsThis final project will require you to ga.docx (20)
assignment mental health disordersA 38-year-old woman presen.docxhoward4little59962
assignment mental health disorders
A 38-year-old woman presents to the office with complaints of weight
loss, fatigue, and insomnia of 3-month duration. She reports that she has
been feeling gradually more tired and staying up late at night because
she can’t sleep. She does not feel that she is doing as well in her occupation
as a secretary and states that she has trouble remembering things.
She does not go outdoors as much as she used to and cannot recall the
last time she went out with friends or enjoyed a social gathering. She
feels tired most of the week and states she feels that she wants to go to
sleep and frequently does not want to get out of bed. She denies any
recent medication, illicit drug, or alcohol use. She feels intense guilt
regarding past failed relationships because she perceives them as faults.
She states she has never thought of suicide, but has begun to feel increasingly
worthless.
Her vital signs and general physical examination are normal, although
she becomes tearful while talking. Her mental status examination is significant
for depressed mood, psychomotor retardation, and difficulty attending
to questions. Laboratory studies reveal a normal metabolic panel, normal
complete blood count, and normal thyroid functions.
➤ What is the most likely diagnosis?
➤ What is your next step?
➤ What are important considerations and potential complications of
management?
Note: bibliographic references updated and with a very low plagiarism index.
.
Assignment Marking Criteria and FeedbackStrengths of this as.docxhoward4little59962
Assignment Marking Criteria and Feedback
Strengths of this assignment and how it might be improved:
Your introduction is not terribly relevant. You would do better to keep it simple and signpost the reader.
Your analysis begins with a generic description of the problems associated with intangibility. Remember that this assignment is about the application of theory rather than description. The remainder of your analysis highlights some of the issues in the case study. However, there is no application of theory. You could have used any one of a number of frameworks to frame your analysis and give it greater depth: Servuction model, Flower of Service, Gaps model, etc. Furthermore, I would like to see you explain the reasons for these problems. In this case study, the lack of service culture is a significant issue.
With regard to recommendations, it would again be better if you approach the task in a more systematic way rather than making random suggestions with no indication as to which problems these activities will resolve. For example, are testimonials a priority? Given that the service being offered is poor, there may not be many customers with anything positive to say. Wouldn’t it be better to fix underlying issues first? You recommend personal selling and communications but there is a lack of detail and no explanation as to what problems these activities would address. You recommend that the company needs to act on the feedback it receives (page 6), but you do not say how. Similarly, recommendations like personalised service might be relevant but you do not say what this means in practice.
Overall, there is a lack of application of theory to this response. You need to look back over the lecture slides and use appropriate models to frame your analysis and recommendations. While what you write is sound, it does not directly address the case study. There is insufficient detail.
Very limited reference list (because of the lack of theory in the response). Remember that references should be in alphabetical order.
assessment brief
Module Title:
Marketing Services
Submission Deadline:
Tuesday 12th July 2019
Assessment Component
Coursework (RESIT)
Assessment Weighting:
50 per cent of total module mark
Marking and feedback deadline (20 working days)
13th August 2019
Assessment Instructions
This is an individual case-based assignment that requires you to answer a question in relation to the case study below: ‘Best Car Hire’.
Question: Using services marketing theory, analyse and explain Best’s loss of customersand recommendhow it might improve the customer experience. (100 marks)
General Guidance
· The coursework requires you to select and apply theories, frameworks, and concepts from the first six study units of the module.
· It is your decision as to what theories/frameworks/concepts to use to inform your answer. There is no recommended minimum or maximum number, but generally, quality of application is more important than the quantity.
Assignment Linux ForensicsResearch information about Linux .docxhoward4little59962
Assignment: Linux Forensics
Research information about Linux forensic investigations and appropriate tools.
Identify and describe three websites that provide highly relevant information to Linux forensic investigations.
Assignment Requirements
You are an experienced digital forensics specialist for DigiFirm Investigation Company. DigiFirm is involved in an investigation of a large corporation accused of unauthorized access of a competitor's database to obtain customer information. The DigiFirm team will be responsible for the forensic investigation of the seized computers that are running Linux.Chris, your team leader, has asked you to research information and tools that the team can use during the investigations.
For this assignment:
Research websites that provide information or tools for Linux forensic investigations.
Write a report that describes three of the most promising websites in detail and discusses why these resources might be helpful in a forensic examination.
Required Resources
Course textbook
Internet access
Submission Requirements
Format: Microsoft Word
Font: Arial, Size 12, double-space
Citation Style: Follow your school's preferred style guideLength:1-2 pages
Self-Assessment Checklist
I researched websites that provide information or tools for Linux forensic investigations.
I wrote a report that describes three of the most promising websites in detail and discusses why these resources might be helpful in a forensic examination.
I created a professional, well-developed report with proper documentation, grammar, spelling, and punctuation.
.
Assignment Legislation Grid and TestimonyAdvocacy Statement.docxhoward4little59962
Assignment: Legislation Grid and Testimony/Advocacy Statement
As a nurse, how often have you thought to yourself,
If I had anything to do about it, things would work a little differently?
Increasingly, nurses are beginning to realize that they do, in fact, have a role and a voice.
Many nurses encounter daily experiences that motivate them to take on an advocacy role in hopes of impacting policies, laws, or regulations that impact healthcare issues of interest. Of course, doing so means entering the less familiar world of policy and politics. While many nurses do not initially feel prepared to operate in this space effectively, the reward is the opportunity to shape and influence future health policy.
To Prepare:
Select a bill that has been proposed (not one that has been enacted) using the congressional websites provided in the Learning Resources.
The Assignment: (1- to 2-page Legislation Grid; 1-page Legislation Testimony/Advocacy Statement)
Be sure to add a title page, an introduction, purpose statement, and a conclusion. This is an APA paper.
Part 1: Legislation Grid
Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Grid Template. Be sure to address the following:
Determine the legislative intent of the bill you have reviewed.
Identify the proponents/opponents of the bill.
Identify the target populations addressed by the bill.
Where in the process is the bill currently? Is it in hearings or committees?
Part 2: Legislation Testimony/Advocacy Statement
Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:
Advocate a position for the bill you selected and write testimony in support of your position.
Describe how you would address the opponent to your position. Be specific and provide examples.
At least 2 outside resources and 2-3 course specific resources are used.
.
Assignment Legislation Comparison Grid and TestimonyAdvocacy State.docxhoward4little59962
Assignment: Legislation Comparison Grid and Testimony/Advocacy Statement
As a nurse, how often have you thought to yourself,
If I had anything to do about it, things would work a little differently?
Increasingly, nurses are beginning to realize that they do, in fact, have a role and a voice.
Many nurses encounter daily experiences that motivate them to take on an advocacy role in hopes of impacting policies, laws, or regulations that impact healthcare issues of interest. Of course, doing so means entering the less familiar world of policy and politics. While many nurses do not initially feel prepared to operate in this space effectively, the reward is the opportunity to shape and influence future health policy.
To Prepare:
Select a bill that has been proposed (not one that has been enacted) using the congressional websites provided in the Learning Resources.
The Assignment: (1- to 2-page Comparison Grid; 1- to 2-page Legislation Testimony/Advocacy Statement)
Part 1: Legislation Comparison Grid
Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Comparison Grid Template. Be sure to address the following:
Determine the legislative intent of the bill you have reviewed.
Identify the proponents/opponents of the bill.
Identify the target populations addressed by the bill.
Where in the process is the bill currently? Is it in hearings or committees?
Is it receiving press coverage?
Part 2: Legislation Testimony/Advocacy Statement
Based on the health-related bill you selected, develop a 1- to 2-page Legislation Testimony/Advocacy Statement that addresses the following:
Advocate a position for the bill you selected and write testimony in support of your position.
Describe how you would address the opponent to your position. Be specific and provide examples.
Recommend at least one amendment to the bill in support of your position.
.
Assignment Leadership Style What Do People Do When They Are Leadin.docxhoward4little59962
Assignment: Leadership Style: What Do People Do When They Are Leading?
Due Week 9 and worth 100 points
Choose one (1) of the following CEOs for this assignment: Larry Page (Google), Tony Hsieh (Zappos), Gary Kelly (Southwest Airlines), Meg Whitman (Hewlett Packard), Ursula Burns (Xerox), Terri Kelly (W.L. Gore), Ellen Kullman (DuPont), or Bob McDonald (Procter & Gamble). Use the Internet to investigate the leadership style and effectiveness of the selected CEO.
Write a five to six (5-6) page paper in which you:
Provide a brief (one [1] paragraph) background of the CEO.
Analyze the CEO’s leadership style and philosophy, and how the CEO’s leadership style aligns with the culture.
Examine the CEO’s personal and organizational values.
Evaluate how the values of the CEO are likely to influence ethical behavior within the organization.
Determine the CEO’s three (3) greatest strengths and three (3) greatest weaknesses.
Select the quality that you believe contributes most to this leader’s success. Support your reasoning.
Assess how communication and collaboration, and power and politics influence group (i.e., the organization’s) dynamics.
Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic 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:
Analyze the formation and dynamics of group behavior and work teams, including the application of power in groups.
Outline various individual and group decision-making processes and key factors affecting these processes.
Examine the primary conflict levels within organization and the process for negotiating resolutions.
Examine how power and influence empower and affect office politics, political interpretations, and political behavior.
Use technology and information resources to research issues in organizational behavior.
Write clearly and concisely about organizational behavior using proper writing mechanics.
.
Assignment Legislation Comparison Grid and TestimonyAdvocacy S.docxhoward4little59962
Assignment: Legislation Comparison Grid and Testimony/Advocacy Statement
As a nurse, how often have you thought to yourself,
If I had anything to do about it, things would work a little differently?
Increasingly, nurses are beginning to realize that they do, in fact, have a role and a voice.
Many nurses encounter daily experiences that motivate them to take on an advocacy role in hopes of impacting policies, laws, or regulations that impact healthcare issues of interest. Of course, doing so means entering the less familiar world of policy and politics. While many nurses do not initially feel prepared to operate in this space effectively, the reward is the opportunity to shape and influence future health policy.
To Prepare:
· Select a bill that has been proposed (not one that has been enacted) using the congressional websites provided in the Learning Resources.(
https://www.congress.gov/
)
The Assignment: (1- to 2-page Comparison Grid; 1- to 2-page Legislation Testimony/Advocacy Statement)
Part 1: Legislation Comparison Grid
Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Comparison Grid Template. Be sure to address the following:
· Determine the legislative intent of the bill you have reviewed.
· Identify the proponents/opponents of the bill.
· Identify the target populations addressed by the bill.
· Where in the process is the bill currently? Is it in hearings or committees?
· Is it receiving press coverage?
Part 2: Legislation Testimony/Advocacy Statement
Based on the health-related bill you selected, develop a 1- to 2-page Legislation Testimony/Advocacy Statement that addresses the following:
· Advocate a position for the bill you selected and write testimony in support of your position.
· Describe how you would address the opponent to your position. Be specific and provide examples.
· Recommend at least one amendment to the bill in support of your position.
.
Assignment Leadership and Strategic PlanningIn this assignm.docxhoward4little59962
Assignment: Leadership and Strategic Planning
In this assignment, you consider how leaders can engage in a strategic planning process with stakeholders to develop a plan to guide the organization’s evolution and development for the long-term. Since strategic planning should engage persons who will be affected by an organization’s decisions (e.g., staff, administration, board members, members of the community), it is important to include key stakeholders in the planning process so that it reflects their perspectives and interests.
For this Assignment, think about how you would begin the strategic planning process for a human services organization. Consider the human services organizations for which you have worked either in your fieldwork or as an employee. Based on what you know about a particular organization, what steps might you take to establish a plan for the organization’s long-term development?
Assignment (600 - word in APA format):
- Describe the
first three steps
you would take to begin the strategic planning process for a human services organization.
- Define the key stakeholders—who should be involved in each step and why they need to be included in the process.
- Include steps you would take to establish stakeholder support and confidence.
Note:
Although you will base your strategic plan on what you know about an actual organization,
do not include any identifying information about the organization or its stakeholders.
Must contain at least 4 references and citations from the following resources.
Required Readings
Lauffer, A. (2011).
Understanding your social agency
(3rd ed.). Washington, DC: Sage.
Chapter 10, “Agency Structure and Change” (pp. 324–352)
Northouse, P. G. (2021).
Introduction to leadership: Concepts and practice
(5th ed.). Washington, DC: Sage.
Chapter 7, “Creating a Vision” (pp. 161-208)
Chapter 8, “Establishing a Constructive Climate” (pp. 182-208)
Chapter 10, “Listening to Out-Group Members” (pp. 252-275)
Finley, D. S., Rogers, G., Napier, M., & Wyatt, J. (2011). From needs-based segmentation to program realignment: Transformation of YWCA of Calgary.
Administration in Social Work
,
35
(3), 299–323.
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b).
Social work case studies: Concentration year
. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].
“Social Work Supervision, Leadership, and Administration: The Southeast Planning Group” (pp. 85–86)
.
Assignment Lab Assignment Assessing the Genitalia and Rectum.docxhoward4little59962
Assignment: Lab Assignment: Assessing the Genitalia and Rectum
Photo Credit: Getty Images
Patients are frequently uncomfortable discussing with healthcare professional’s issues that involve the genitalia and rectum; however, gathering an adequate history and properly conducting a physical exam are vital. Examining case studies of genital and rectal abnormalities can help prepare advanced practice nurses to accurately assess patients with problems in these areas.
In this Lab Assignment, you will analyze an Episodic note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions.
To Prepare
Review the Episodic note case study your instructor provides you for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your Episodic note case study.
Based on the Episodic note case study:
Review this week’s Learning Resources, and consider the insights they provide about the case study. Refer to Chapter 3 of the Sullivan resource to guide you as you complete your Lab Assignment.
Search the Walden library or the Internet for evidence-based resources to support your answers to the questions provided.
Consider what history would be necessary to collect from the patient in the case study.
Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
Identify
at least five
possible conditions that may be considered in a differential diagnosis for the patient.
The Lab Assignment
Using evidence-based resources from your search, answer the following questions and support your answers using current evidence from the literature.
Analyze the subjective portion of the note. List additional information that should be included in the documentation.
Analyze the objective portion of the note. List additional information that should be included in the documentation.
Is the assessment supported by the subjective and objective information? Why or why not?
Would diagnostics be appropriate for this case, and how would the results be used to make a diagnosis?
Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature.
In this Lab Assignment, you will analyze an Episodic note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential.
Assignment Keys
Black: The requirements of that section in the assignment
Red: The indication of the example header
Blue: All blues are examples of the requirements for that section of the assignment
Introduction of assignment
This assignment is a group research project. Students who do not participate will get a zero
(0) score. Each group will create a topic for research. The topic chosen must be related to
‘Emerging Threats to National Infrastructures.’
How to create your research topic
➢ Think of an idea
➢ Log into the school library and go to ProQuest or any other academic site
➢ Type the idea as a topic in the search area
➢ Find a research study (dissertation 1-5 years old)
➢ Read the abstract of the article to see if it coincides with your topic idea
➢ Go to chapter five (Findings and Recommendations)
➢ Carefully examine the findings and recommendations
➢ Create your topic from what the author suggested more research needed
The research project should be at least ten pages in length. Each section of the research project
has specific requirements. In this assignment, a paragraph is 4-6 sentences directed towards a
particular subtopic. Using the APA 6th Edition format, each group should provide the following
information about their research project. The group will then conduct a mock semi-research
project by doing the following:
NB: For various reason, some of the sections as it relates to an academic research project
were removed.
The assignment
➢ Research topic:
o Introduced and described to establish the main ideas and context of the proposed
research topic (Two paragraphs with at least three different citations)
Example:
The research topic is introduced and described to establish the main ideas and context of
the proposed study
➢ Provide an overview of the research project
o (Provide credible information from authors or practitioners who have conducted
research in this discipline and have recommended more research is needed) (At
least five paragraphs at least 12 different in-text citations)
Example:
Over the past two decades, the [environment of your problem] has changed. While
………have improved,………….. aspects have not achieved the same level of expectations
(reference, 2013). Toward this end, research investigations have indicated [a shortage or gap in
the knowledge that is needed – what is this] (reference, 2013; reference, 2009). This lack of
……….. is creating……………., which must be improved to ……………. Therefore,
………….. research is needed to ………………(reference, 2013). Explain why is the topic of
current interest….Why is the research area of importance to practical concerns
➢ Provide the research methodology will be used
o Qualitative or Quantitative and why?
o (At least two paragraphs at least four different citations)
➢ Provide a problem statement for the research project
o (At least two paragraphs at least six different citations.
Assignment Journal Entry – Media and SexismMany marketing effor.docxhoward4little59962
Assignment: Journal Entry – Media and Sexism
Many marketing efforts perpetuate the gender stereotypes that are steeped in our culture. Two examples at attempts to maintain these stereotypes through advertising are the Bic Critsal For Her and the Easy Bake Oven. These two conceivably innocuous items triggered a flood of articles, petitions, and videos, denouncing their perceived underlying messages.
The first controversy that erupted surrounded the Bic Cristal For Her pen. This pen was created and packaged specifically for women to use. Several groups lashed out at Bic, calling their attempt to target women with "lady pens" sexist and demeaning. Its detractors felt the campaign was degrading and fed into stereotypes by highlighting the thin design and the use of pastel colors. The negative press was overwhelming, although the pens have remained on the market.
Consumers also targeted those responsible for marketing the Easy Bake Oven by sending a petition asking its parent company Hasbro to make the ovens in colors other than pink and purple. Thousands of individuals signed the petition asking for alternative oven colors after a teenage girl from New Jersey was angered that her younger brother would have no other option but to use an oven in the colors that are considered stereotypically female. It was argued that the colors supported the stereotypical view that only young girls would want to bake. The signers of the petition felt that young boys who might want to use the toy would be more likely to practice their baking skills if the color of the oven was gender neutral.
Consider these two stories and think about your own reactions to the responses to the advertising and merchandising of these items.
To prepare:
View the assigned resources and reflect on your experience with gender.
Submit a
2- to 4- page paper, in which you:
Identify specific messages about gender presented in the mass media.
Discuss messages about gender you have received from your family or cultural group.
Analyze how these messages have influenced your experience with gender.
Explain how you might address issues related to sexism in the mass media and diverse cultural beliefs about gender and gender roles in your social work practice. AssignmeMany marketing efforts perpetuate the gender stereotypes that are steeped in our culture. Two examples at attempts to maintain these stereotypes through advertising are the Bic Critsal For Her and the Easy Bake Oven. These two conceivably innocuous items triggered a flood of articles, petitions, and videos, denouncing their perceived underlying messages.The first controversy that erupted surrounded the Bic Cristal For Her pen. This pen was created and packaged specifically for women to use. Several groups lashed out at Bic, calling their attempt to target women with "lady pens" sexist and demeaning. Its detractors felt the campaign was degrading and fed into stereotypes by highlighting the thin design and the use o.
Assignment IT Infrastructure PoliciesLearning Objectives and Ou.docxhoward4little59962
Assignment: IT Infrastructure Policies
Learning Objectives and Outcomes
Examine IT infrastructure policies.
Describe IT infrastructure policies based on the scenario given.
Scenario
You work for a large, private health care organization that has server, mainframe, and RSA user access. Your organization requires identification of the types of user access policies provided to its employees.
Sean, your manager, was impressed with the work you did on User Domain policies. This time, Sean is asking you to write descriptions for policies that affect server, mainframe, and RSA user access.
Assignment Requirements
Research policies for each affected IT infrastructure domain, and place them into a table with an introduction explaining the following questions: Who? What? When? Why? Be sure to add a conclusion with a rationale for your selections. Reference your research so your manager may add or refine this report before submission to senior management.
Required Resources
None
.
Assignment IT Infrastructure PoliciesLearning Objectives and .docxhoward4little59962
Assignment: IT Infrastructure Policies
Learning Objectives and Outcomes
Examine IT infrastructure policies.
Describe IT infrastructure policies based on the scenario given.
Scenario
You work for a large, private health care organization that has server, mainframe, and RSA user access. Your organization requires identification of the types of user access policies provided to its employees.
Sean, your manager, was impressed with the work you did on User Domain policies. This time, Sean is asking you to write descriptions for policies that affect server, mainframe, and RSA user access.
Assignment Requirements
Research policies for each affected IT infrastructure domain, and place them into a table with an introduction explaining the following questions: Who? What? When? Why? Be sure to add a conclusion with a rationale for your selections. Reference your research so your manager may add or refine this report before submission to senior management.
Submission Requirements
· Format: Microsoft Word
· Font: Times New Roman, 12-Point, Double-Space
· Length: 2–3 pages
.
Assignment is dues Tuesday 27th of August by 1200 pm eastern ti.docxhoward4little59962
Assignment is dues Tuesday 27th of August by 12:00 pm eastern time
Part 1
Pick any one of the assignments I listed below. It only has to be five to seven sentences no APA format is needed.
Identify an assignment in this course that had a positive impact on you. How will you be able to apply the skills you learned from it to gain life and/or career success?
Some of the Assignments you can choose to reflect upon are listed below
the role of character and personal integrity in business ethics.
Discuss how business have implemented a culture of ethical business behavior.
Discuss how leaders in those businesses have or have not accomplished this initiative.
Share your thoughts about what can happen to a business if ethical standards are not taken seriously.
Reflect upon the corporate culture with respect to the practice of ethics within the organization. What was leadership's role in establishing this culture within the organization? How did power and motivation relate to the degree of ethical conduct?
Part 2
For this assignment, you will take on the role of a Vice President of a major organization. The CEO has assigned you the responsibility of educating the leaders within the organization of the importance of maintaining an ethical culture. The tone of the presentation should be of a persuasive nature as you will also be asking these leaders to take this initiative to each of their areas. As you compile this presentation, include the following:
1. Explain exactly what it means to maintain an ethical culture within the organization.
2. Analyze the role that culture plays in global business ethics.
3. Describe and persuade on the importance and rationale for maintaining an ethical culture within the entire organization. Think about methods that could be used to motivate towards ethical business practices.
4. Recommend tactical methods that might be used within each of their areas.
Your PowerPoint presentation should be 12-14 slides, not including the title slide and reference slide. All sources used must be referenced and paraphrased. Directly quoted material must have accompanying citations and be cited per APA guidelines.
Use of speaker notes is required as well. In the speaker notes, you will provide what you would say if you were actually giving the presentation to an audience. Please write your notes in complete sentences and adhere to typical grammar and/or punctuation rules.
.
Assignment is due Wednesday by 3pm ZERO Plagiarism include reference.docxhoward4little59962
Assignment is due Wednesday by 3pm ZERO Plagiarism include references
Obtain
a copy of the organization’s annual report and SEC filings for the past 2 years.
Write
a 400-word paper in which you analyze the data in the annual reports and SEC filings. Address the following:
· Identify processes the organization uses to comply with SEC regulations with WAL-MART.
o Current
o Debt
o Return on equity
o Days receivable
· Discuss the trend for each ratio and what it tells you about the organization’s financial health.
.
Assignment is due by Today by 6pm ZERO Plagiarism include references.docxhoward4little59962
Assignment is due by Today by 6pm ZERO Plagiarism include references
Nonverbal Communications in the Workplace
·
Watch
the video clip “Pulling the Weight at Work.”
o
Go to
www.mhhe.com/pearson4e
.
o
Click on
Student Edition
, located under Online Learning Center.
Click on
Video Series
on the left-hand side.
This report should be 700 to 1,000 words, written in third-person narrative style and
APA
6
th
EDITION
format with topic headings. Include at least FIVE citations and references from professional sources WITH AUTHORS from the UOP Online Library.
Describe
three situations involving nonverbal communication that you observed or experienced between a manager and subordinate. Detail the following for each situation:
·
The setting, such as a conversation, presentation, or meeting. Describe the relationship between the participants, such as the boss and subordinate, peers, speaker, and audience.
·
The nonverbal communications you observed and whether they were congruent with the verbal conversation. Where incongruence occurred, how might the participants have provided effective feedback to prevent the situation from recurring?
·
The function or functions of the non-verbal communication such as complementing, accenting, contradicting, repeating, regulating, or substituting. How did your non-verbal communication examples fulfill these functions?
·
How unconventional language or word choice might have hindered the situations observed. Consider “shoptalk” and denotative versus connotative meanings.
·
At least one listening technique the manager used. Was this an appropriate technique for this situation? Why or why not? What other effective listening techniques would you recommend for the manager in this situation?
o
o
Use the following outline:
I.
Introduction
II.
Situation 1
a.
Setting
b.
Nonverbal Communications Observed
c.
Function(s) of the Non-verbal Communication
d.
Hindrance from Language or Word Choice
e.
Listening Techniques Used
III.
Situation 2
a.
Setting
b.
Nonverbal Communications Observed
c.
Function(s) of the Non-verbal Communication
d.
Hindrance from Language or Word Choice
e.
Listening Techniques Used
IV. Situation 3
a.
Setting
b.
Nonverbal Communications Observed
c.
Function(s) of the Non-verbal Communication
d.
Hindrance from Language or Word Choice
e.
Listening Techniques Used
V. Conclusion
Run your paper through WritePoint and the Plagiarism Checker before you submit it.
Post this paper by MONDAY, Day 7, to the ASSIGNMENTS area as an ATTACHMENT in .doc, .docx, or .rtf format. Papers not posted in these file formats will receive zero points as I cannot open them.
Use the subject line “Your Name – Week 2 Paper” to post your paper. This should be the only file posted and there should be only one posting. In other words, post it only once.
.
Assignment Interview Question on Patriotism and Military Histor.docxhoward4little59962
Assignment: Interview Question on Patriotism and Military History
There are many rituals in the military that are highly symbolic such as the Tomb of the Unknowns or the Funeral Flag. These have long and significant histories that are not known to many. Those that do know the histories recognize the significance and honor that accompanies them.
For this Assignment, select one of these highly regarded actions and write a 1-2 page paper explaining its history, meaning and implications. Include at least two questions about it you will be asking your subject for your paper. Be sure to include why it is important to ask about that information.
Submit a 1-2 page paper in which you accomplish the following:
Describe a ritual that occurs in the military
Explain the history, meaning, and implications of this ritual
.
Assignment Interview PreparationPart IUse the Internet to loc.docxhoward4little59962
Assignment: Interview Preparation
Part I
Use
the Internet to locate a job posting that supports your career path or professional interest.
Create
a one-page resume that highlights the knowledge, skills, and experience you possess that align to the job posting you located on the Internet.
Part II
Write
a paper of approximately 750 words on how one could implement strategies that will assist in the achievement of professional goals such as changing careers or trying to get a promotion.
Include
the interviewing strategies that you would use and those you would avoid.
Provide
a list of best practices and tools for searching, preparing, and securing new employment as well as promotional opportunities
.
Assignment International trade and interprises··Impor.docxhoward4little59962
Assignment: International trade and interprises
·
·
Import substitution and Export oriented approach (compare any two countries, one
Developed and one developing country
Structure of the Research Paper
•
Introduction – which topic 300 words
•
Body- Discuss the topic in the article and with some theory -1500 words
•
Conclusion 300 words
Note=
-
More marks for research – choosing a good article on something specific
-
Atleast 6 to 10 articles on your topic besides facts and figures
-
Theory should not be more than 1500 words
-
More marks for application and your comments on the topic in conclusion
.
Assignment is due by 600 PM Eastern Time (about 8 hours from now).docxhoward4little59962
Assignment is due by 6:00 PM Eastern Time (about 8 hours from now)
Assignment Task
:
You are to write a 150 words email.
Detail on an aspect(s) of the unit that personally surprised you, changed your thinking and how will you use it in your professional writing
.
Your reflection should not be an academic rephrasing! It is a reflection. Your e
mail must be professional and not overly casual.
How to Write a Reflection
Writing a reflection is multifaceted. The writer needs to do so much before writing, and in the moment of the writing (and editing), the author must stay on track to his/her focus while giving plenty of detail for the reader to FEEL the message. It’s as much about thinking and thinking about thinking as it is to feeling.
Reflection is a combination of cognition, emotion, and body sensations. Here is an approach to help you reflect well. Not only will you learn the information, but the process of reflection actually boosts the brain’s ability to make decisions.
1. Using a quiet mind and a quiet environment, be quiet and listen to your thoughts. Reflection is quiet.
2.
Step One
is
Critical Thinking
: Ask questions like…
What did I learn that I expected? What did I learn that I didn’t expect?
How am I changed?
What will I do with this information?
How will I influence others with this information?
3.
Step Two: Examine your own thinking
. How was I thinking that? What was I thinking? Why? What were my biases, assumptions, etc?
4.
Step
Four
(We skip gathering information.): After confidence to your learning based on the content covered, decide a writing core –
a focus.
5.
Write in first person.
Write with depth – no surface only comments. Write with specificity. What exactly did you learn and what will you do with that new you?
.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Assignment InstructionsThis final project will require you to ga.docx
1. Assignment Instructions
This final project will require you to gather research material,
analyze it, evaluate it, and bring it together to act as support for
your writing. All options require strong critical engagement
with both the focal primary text(s) and with the required peer
reviewed sources.
General Requirements for the Project:
All submissions must:
use 3 peer reviewed sources in addition to whatever primary
texts they discuss (and these sources must be used, actually
cited, in the essay, not just listed in the works cited at the end)
be 1000-1500 words long
must be original to this class and assignment (no submissions
from other courses and or previous forums are allowed)
be in MLA format and use MLA style citations (see The APUS
Library MLA Guide for MLA formatting models; most of you
sources will probably need to use the "Journal Articles" model)
BE CAREFUL that you do not create a cut and paste essay of
information from your various sources; your ideas are to be the
focus of the essay, and the research should only supplement and
support your ideas. Also, take great care not to plagiarize; if in
doubt, cite the source. See the sample essay for an example of
an MLA formatted essay.
These projects will be graded using the Research Project Essay
rubric .
DISCLAIMER: Originality of attachments will be verified by
Turnitin. Both you and your instructor will receive the results.
TOPIC
Satire in The Importance of Being Earnest: Oscar Wilde is
known for his satire, and The Importance of Being Earnest is no
exception to Wilde's usual mode of satirical writing. The effect
of satire will change, however, depending upon the audience,
2. and one of the fascinating things about this play is that the
people Wilde satirizes are also the people he expects to be
watching the play. Why does Wilde satirize the viewers who
will be buying the tickets? What kind of reaction might he be
aiming to evoke in his audience?
Works to Cite
Jordan, Robert J. "Satire and Fantasy in Wilde’s’ The
Importance of Being Earnest’." ARIEL: A Review of
International English Literature 1.3 (1970).
Reinert, Otto. "Satiric Strategy in ‘The Importance of Being
Earnest’." College English 18.1 (1956): 14-18.
Roger J. Kreuz & Richard M. Roberts (1993) On Satire and
Parody: The Importance of Being Ironic, Metaphor and
Symbolic Activity, 8:2, 97-109, DOI:
10.1207/s15327868ms0802_2
WEBSITE LINKS AND RESEARCH NOTES:
https://www.mesacc.edu/~paoih30491/ArgumentClaims.html
The above link has 2 sections on TYPES OF CLAIMS AND
ETHOS, PATHOS, AND LOGOS
http://artsedge.kennedy-
center.org/interactives/greece/theater/playsTragicStructure.html
On Tragedy as a FORM. Will be of help when you attempt
Antigone.
http://www.theatrehistory.com/origins/ridgeway001.html
Origin of Tragedy.
https://www.britannica.com/art/short-story
On the origin and development of the short story format.
https://www.history.com/topics/womens-history/feminism-
womens-history
On Feminism. Useful when you work on TRIFLES.
3. NOTE: All the assignments in your syllabus will require you to
do some research.
The following sources are particularly useful for research
purposes:
Academic Search Premier
JStor
You have the freedom to reference any article from the internet.
Wikipedia is not a credible source.
Using Contextual Analysis to evaluate texts
A contextual analysis is simply an analysis of a text (in
whatever medium, including multi-media) that helps us to
assess that text within the context of its historical and cultural
setting, but also in terms of its textuality – or the qualities that
characterize the text as a text. A contextual analysis combines
features of formal analysis with features of “cultural
archeology, ” or the systematic study of social, political,
economic, philosophical, religious, and aesthetic conditions that
were (or can be assumed to have been) in place at the time and
place when the text was created. While this may sound
complicated, it is in reality deceptively simple: it means
“situating” the text within the milieu of its times and assessing
the roles of author, readers (intended and actual), and
“commentators” (critics, both professional and otherwise) in the
reception of the text.
A contextual analysis can proceed along many lines, depending
upon how complex one wishes to make the analysis. But it
generally includes several key questions:
1. What does the text reveal about itself as a text?
– Describe (or characterize) the language ( the words, or
vocabulary) and the rhetoric (how the words are arranged in
order to achieve some purpose). These are the primary
components of style.
2. What does the text tell us about its apparent intended
4. audience(s)?
– What sort of reader does the author seem to have envisioned,
as demonstrated by the text’s language and rhetoric?
– What sort of qualifications does the text appear to require of
its intended reader(s)? How can we tell?
– What sort of readers appear to be excluded from the text’s
intended audiences? How can we tell?
– Is there, perhaps, more than one intended audience?
3. What seems to have been the author’s intention? Why did the
author write this text? And why did the author write this text in
this particular way, as opposed to other ways in which the text
might have been written?
– Remember that any text is the result of deliberate decisions by
the author. The author has chosen to write (or paint, or
whatever) with these particular words and has therefore chosen
not to use other words that she or he might have used. So we
need to consider:
– what the author said (the words that have been selected);
– what the author did not say (the words that were not
selected); and
– how the author said it (as opposed to other ways it might or
could have been said).
4. What is the occasion for this text? That is, is it written in
response to:
– some particular, specific contemporary incident or event?
– some more “general” observation by the author about human
affairs and/or experiences?
– some definable set of cultural circumstances?
5. Is the text intended as some sort of call to – or for – action?
– If so, by whom? And why?
– And also if so, what action(s) does the author want the
reader(s) to take?
6. Is the text intended rather as some sort of call to – or for –
reflection or consideration rather than direct action?
– If so, what does the author seem to wish the reader to think
about and to conclude or decide?
5. – Why does the author wish the readers to do this? What is to be
gained, and by whom?
7. Can we identify any non-textual circumstances that affected
the creation and reception of the text?
– Such circumstances include historical or political events,
economic factors, cultural practices, and intellectual or aesthtic
issues, as well as the particular circumstances of the author's
own life.
MAJOR PAPER 1-ENGL 1302
HISTORICAL/CONTEXTUAL ANALYSIS
THE PAPER HAS 2 PARTS. (TOTAL POINTS 300)
PAPER DUE 7/1/19. PAPER MUST BE UPLOADED ONLINE.
PART I (150 POINTS)
DO A HISTORICAL/CONTEXTUAL ANALYSIS OF ANY
ONE OFTHE WORKS IN YOUR SYLLABUS
REFER TO THE HANDOUT UPLOADED FOR THIS
ASSIGNMENT TO GUIDE YOU.
MECHANICS
LENGTH FOR PART 1—3 PAGES DOUBLE SPACED. THE
4TH PAGE WILL BE THE WORKS CITED PAGE.
TIMES NEW ROMAN 12 PT FONT
MUST HAVE 3 SOURCES.
240 POINTS IS ALLOTTED FOR THIS PART.
PART II(50 POINTS)
REVIEW YOUR OWN FINAL DRAFT. EVALUATE
WHETHER YOU HAVE MANAGED TO SUCCESSFULLY DO
A HISTORICAL/CONTEXTUAL ANALYSIS OF THE WORK
6. YOU CHOSE.
MECHANICS
LENGTH FOR PART II— 1 PAGE.DOUBLE SPACED. TIMES
NEW ROMAN 12 PT FONT.
60 POINTS FOR THIS SECOND PART.
CC
CLASSICAL GREEK TRAGEDY
Sophocles
ANTIGONE
SOPHOCLES (496?-406 B.C.)
Antigone
An English Version by Dudley Fitts and Robert Fitzgerald
Person Represented
ANTIGONE
ISMENE
EURYDICE
CREON
7. HAIMON
TEIRESIAS
A SENTRY
A MESSENGER
CHORUS
SCENE: Before the Palace of Creon, King of Thebes. A central
double door, and two
lateral doors. A platform extends the length of the façade, and
from this platform
three steps lead down into the “orchestra”, or chorus-ground.
TIME: Dawn of the
day after the repulse of the Argive army from the assault on
Thebes.
PROLOGUE
[ANTIGONE and ISMENE enter from the central door of the
Palace.]
ANTIGONE:
Ismene, dear sister,
You would think that we had already suffered enough
For the curse on Oedipus:1
I cannot imagine any grief
That you and I have not gone through. And now –– 5
Have they told you of the new decree of our King Creon?
ISMENE:
I have heard nothing: I know
8. That two sisters lost two brothers, a double death
In a single hour; and I know that the Argive army
Fled in the night; but beyond this, nothing. 10
ANTIGONE:
I thought so. And that is why I wanted you
To come out here with me. There is something we must do.
1 Oedipus, once King of Thebes, was the father of Antigone and
Ismene, and of their brothers Polyneices and Eteocles. Oedipus
unwittingly killed his father, Laios, and married his own
mother, Iocaste. When he learned what he had done, he blinded
himself and left Thebes. Eteocles and Polyneices quarreled,
Polyneices was driven out but returned to assault Thebes. In the
battle each brother killed the other; Creon became king and
ordered that Polyneices be left to rot unburied on the battlefield
as a
traitor. [Editors’ note]
ISMENE:
Why do you speak so strangely?
ANTIGONE:
Listen, Ismenê:
Creon buried our brother Eteoclês 15
With military honors, gave him a soldier’s funeral,
And it was right that he should; but Polyneicês,
They fought as bravely and died as miserably,--
They say that Creon has sworn
No one shall burry him, no one mourn for him, 20
9. But this body must lie in the fields, a sweet treasure
For carrion birds to find as they search for food.
That is what they say, and our good Creon is coming here
To announce it publicly; and the penalty ––
Stoning to death I the public squarel
There it is, 25
And now you can prove what you are:
A true sister, or a traitor to your family.
ISMENE:
Antigone, you are mad! What could I possibly do?
ANTIGONE:
You must decide whether you will help me or not.
ISMENE:
I do not understand you. Help you in what? 30
ANTIGONE:
Ismene, I am going to bury him. Will you come?
ISMENE:
Bury him! You have just said the new law forbids it.
ANTIGONE:
He is my brother. And he is your brother, too.
10. ISMENE:
But think of the danger! Think what Creon will do!
ANTIGONE:
Creon is not enough to stand in my way. 15
ISMENE:
Ah sister!
Oedipus died, everyone hating him
For what his own search brought to light, his eyes
Ripped out by his own hand; and Iocaste died,
His mother and wife at once: she twisted the cords 40
That strangled her life; and our two brothers died,
Each killed by the other’s sword. And we are left:
But oh, Antigone,
Think how much more terrible than these
Our own death would be if we should go against Creon 45
And do what he has forbidden! We are only women,
We cannot fight with men, Antigone!
The law is strong, we must give in to the law
In this thing, and in worse. I beg the Dead
To forgive me, but I am helpless: I must yield 50
To those in authority. And I think it is dangerous business
To be always meddling.
ANTIGONE:
If that is what you think,
I should not want you, even if you asked to come.
11. You have made your choice, you can be what you want to be.
But I will bury him; and if I must die, 55
I say that this crime is holy: I shall lie down
With him in death, and I shall be as dear
To him as he to me.
It is the dead
Not the living, who make the longest demands:
We die for ever…
You may do as you like
Since apparently the laws of the god mean nothing to you.
ISMENE:
They mean a great deal to me, but I have no strength
To break laws that were made for the public good.
ANTIGONE:
That must be your excuse, I suppose. But as for me,
I will bury the brother I love.
ISMENE:
Antigone,
I am so afraid for you!
ANTIGONE:
You need not be:
You have yourself to consider, after all.
12. ISMENE:
But no one must hear of this, you must tell no one!
I will keep it a secret, I promise!
ANTIGONE:
Oh tell it! Tell everyone
Think how they’ll hate you when it all comes out 70
If they learn that you knew about it all the time!
ISMENE:
So fiery! You should be cold with fear.
ANTIGONE:
Perhaps. But I am doing only what I must.
ISMENE:
But can you do it? I say that you cannot.
ANTIGONE
Very well: when my strength gives out, I shall do no more. 75
ISMENE:
Impossible things should not be tried at all.
13. ANTIGONE:
Go away, Ismene:
I shall be hating you soon, and the dead will too,
For your words are hateful. Leave me my foolish plan:
I am not afraid of the danger; if it means death, 80
It will not be the worst of deaths ––death without honor.
ISMENE:
Go then, if you feel that you must.
You are unwise,
But a loyal friend indeed to those who love you.
[Exit into the Palace. ANTIGONE goes off, L. Enter the
CHORUS.]
PARODOS
CHORUS:
Now the long blade of the sun, lying [Strophe 1] 85
Level east to west, touches with glory
Thebes of the Seven Gates. Open, unlidded
Eye of golden day! O marching light
Across the eddy and rush of Dirce’s stream, 2
Striking the white shields of the enemy 90
Thrown headlong backward from the blaze of morning!
2 Dirce: a stream west of Thebes. [Editor’s note]
14. CHORAGOS: 3
Polyneices their commander
Roused them with windy phrases,
He the wild eagle screaming
Insults above our land, 95
His wings their shields of snow,
His crest their marshaled helms.
CHORUS: [Antistrophe 1]
Against our seven gates in a yawning ring
The famished spears came onward in the night;
But before his jaws were sated with our blood, 100
Or pine fire took the garland of our towers,
He was thrown back; and as he turned, great Thebes––
No tender victim for his noisy power––
Rose like a dragon behind him, shouting war.
CHORAGOS:
For God hates utterly 105
The bray of bragging tongues;
And when he beheld their smiling,
Their swagger of golden helms,
The frown of his thunder blasted
Their first man from our walls 110
CHORUS: [Strophe 2]
We heard his shout of triumph high in the air
Turn to a scream; far out in a flaming are
He fell with his windy torch, and the earth struck him.
And others storming in fury no less than his
15. Found shock of death in the dusty joy of battle 115
CHORAGOS:
Seven captains at seven gates
Yielded their clanging arms to the god
That bends the battle-line and breaks it.
These two only, brothers in blood,
Face to face in matchless rage, 120
Mirroring each the other’s death,
Clashed in long combat.
CHORUS: [Antistrophe 2]
But now in the beautiful morning of victory
Let Thebes of the many chariots sing for joy!
With hearts for dancing we’ll take leave of war: 125
Our temples shall be sweet with hymns of praise,
3 Leader of the Chorus. [Editors’ note]
And the long night shall echo with our chorus.
SCENE I
CHORAGUS:
But now at last our new King is coming:
Creon of Thebes, Menoikeus’ son.
In this auspicious dawn of his reign 130
16. What are the new complexities
That shifting Fate has woven for him?
What is his counsel? Why has he summoned
The old men to hear him?
[Enter CREON from the Palace, C. He addresses the CHORUS
from the top step.]
CREON:
Gentlemen: I have the honor to inform you that our Ship of
State, which recent storms have threatened to destroy, has come
safely to harbor at last, guided by the merciful wisdom of
Heaven. I
have summoned you here this morning because I know that I
can
depend upon you: your devotion to King Laios was absolute;
you
never hesitated in your duty to our late ruler Oedipus; and when
Oedipus died, your loyalty was transferred to his children.
Unfortunately, as you know, his two sons, the princes Eteocles
and
Polyneices, have killed each other in battle, and I, as the next in
blood, have succeeded to the full power of the throne.
I am aware, of course, that no Ruler can expect complete
loyalty from his subjects until he has been tested in office.
Nevertheless, I say to you at the very outset that I have nothing
but
contempt for the kind of Governor who is afraid, for whatever
reason,
to follow the course that he knows is best for the State; and as
for the
man who sets private friendship above the public welfare, ––I
have
no use for him, either. I call God to witness that if I saw my
17. country
headed for ruin, I should not be afraid to speak out plainly; and
I need
hardly remind you that I would never have any dealings with an
enemy of the people. No one values friendship more highly than
I;
but we must remember that friends made at the risk of wrecking
our
Ship are not real friends at all.
These are my principles, at any rate, and that is why I have
made the following decision concerning the sons of Oedipus:
Eteocles, who died as a man should die, fighting for his
country, is to
be buried with full military honors, with all the ceremony that is
usual
when the greatest heroes die; but his brother Polyneices, who
broke
his exile to come back with fire and sword against his native
city and
the shrines of his fathers’ gods, whose one idea was to spill the
blood
of his blood and sell his own people into slavery–– Polyneices,
I say,
is to have no burial: no man is to touch him or say the least
prayer for
135
140
19. This is my command, and you can see the wisdom behind it. As
long as I am King, no traitor is going to be honored with the
loyal
man. But whoever shows by word and deed that he is on the side
of
the State,––he shall have my respect while he is living and my
reverence when he is dead.
175
CHORAGOS:
If that is your will, Creon son of Menoikeus,
You have the right to enforce it: we are yours. 180
CREON:
That is my will. Take care that you do your part.
CHORAGOS:
We are old men: let the younger ones carry it out.
CREON:
I do not mean that: the sentries have been appointed.
CHORAGOS:
Then what is t that you would have us do?
CREON:
20. You will give no support to whoever breaks this law. 185
CHORAGOS:
Only a crazy man is in love with death!
CREON:
And death it is; yet money talks, and the wisest
Have sometimes been known to count a few coins too many.
[Enter SENTRY from L.]
SENTRY:
I’ll not say that I’m out of breath from running, King, because
every
time I stopped to think about what I have to tell you, I felt like
going
back. And all the time a voice kept saying, “You fool, don’t you
know you’re walking straight into trouble?”; and then another
voice:
“Yes, but if you let somebody else get the news to Creon first,
it will
be even worse than that for you!” But good sense won out, at
least I
hope it was good sense, and here I am with a story that makes
no
sense at all; but I’ll tell it anyhow, because, as they say, what’s
going
to happen’s going to happen, and––
190
21. 195
CREON:
Come to the point. What have you to say?
SENTRY:
I did not it. I did not see who did it. You must not punish me for
what someone
else has done.
CREON:
A comprehensive defense! More effective, perhaps,
If I knew its purpose. Come: what is it?
SENTRY:
A dreadful thing… I don’t know how to put it––
CREON:
Out with it!
SENTRY:
Well, then;
22. The dead man–––
Polyneices––
[Pause. The SENTRY is overcome, fumbles for words. CREON
waits impassively.]
out there––
someone, –– 205
new dust on the slimy flesh!
[Pause. No sign from CREON.]
Someone has given it burial that way, and
Gone …
[Long pause. CREON finally speaks with deadly control.]
CREON:
And the man who dared do this?
SENTRY:
I swear I 210
Do not know! You must believe me!
Listen:
The ground was dry, not a sign of digging, no,
Not a wheel track in the dust, no trace of anyone.
It was when they relieved us this morning: and one of them,
The corporal, pointed to it.
There it was, 215
The strangest––
Look:
The body, just mounded over with light dust: you see?
Not buried really, but as if they’d covered it
23. Just enough for the ghost’s peace. And no sign
Of dogs or any wild animal that had been there. 220
And then what a scene there was! Every man of us
Accusing the other: we all proved the other man did it,
We all had proof that we could not have done it.
We were ready to take hot iron in our hands,
Walk through fire, swear by all the gods,
It was not I! 225
I do not know who it was, but it was not I!
[CREON’s rage has been mounting steadily, but the SENTRY
is too intent upon his story to notice it.]
And then, when this came to nothing, someone said
A thing that silenced us and made us stare
Down at the ground: you had to be told the news,
And one of us had to do it! We threw the dice, 230
And the bad luck fell to me. So here I am,
No happier to be here than you are to have me:
Nobody likes the man who brings bad news.
CHORAGOS:
I have been wondering, King: can it be that the gods have done
this? 235
CREON: [Furiously.]
Stop!
Must you doddering wrecks
Go out of your heads entirely? “The gods!”
Intolerable!
The gods favor this corpse? Why? How had he served them?
240
24. Tried to loot their temples, burn their images,
Yes, and the whole State, and its laws with it!
Is it your senile opinion that the gods love to honor bad men?
A pious thought! ––
No, from the every beginning
There have been those who have whispered together, 245
Stiff-necked anarchists, putting their heads together,
Scheming against me in alleys. These are the men,
And they have bribed my own guard to do this thing.
Money! [Sententiously.]
There’s nothing in the world so demoralizing as money. 250
Find that man, bring him here to me, or your death
Will be the least of your problems: I’ll string you up
Alive, and there will be certain ways to make you
Discover your employer before you die;
And the process may teach you e lesson you seem to have
missed 260
The dearest profit is sometimes all too dear:
That depends on the source. Do you understand me?
A fortune won is often misfortune.
SENTRY:
King, may I speak?
CREON:
Your very voice distresses me.
SENTRY:
25. Are you sure that it is my voice, and not your conscience? 265
CREON:
By God, he wants to analyze me now!
SENTRY:
It is not what I say, but what has been done, that hurts you.
CREON:
You talk too much.
SENTRY:
Maybe; but I’ve done nothing.
CREON:
Sold your soul for some silver: that’s all you’ve done.
SENTRY:
How dreadful it is when the right judge judges wrong! 270
CREON:
Your figures of speech
May entertain you now; but unless you bring me the man,
You will get little profit from them in the end.
[Enter CREON into the Palace.]
SENTRY:
26. “Bring me the man” ––!
I’d like nothing better than bringing him the man! 275
But bring him or not, you have seen the last of me here.
At any rate, I am safe! [Exit SENTRY.]
ODE I
CHORUS: [Strophe 1]
Numberless are the world’s wonders, but none
More wonderful than man; the stormgray sea
Yields to his prows, the huge crests bear him high; 280
Earth, holy and inexhaustible, is graven
With shining furrows where his plows have gone
Year after year, the timeless labor of stallions.
[Antistrope 1]
The lightboned birds and beasts that cling to cover, 285
The lithe fish lighting their reaches of dim water,
All are taken, tamed in the net of his mind;
The lion on the hill, the wild horse windy-maned,
Resign to him; and his blunt yoke has broken
The sultry shoulders of the mountain bull.
[Strophe 2]
Words also, ant thought as rapid as air, 290
He fashions to his good use; statecraft is his,
And his the skill that deflect the arrows of snow,
The spears of winter rain: from every wind
He has made himself secure––from all but one:
In the late wind of death he cannot stand.
27. [Antistrophe 2]
O clear intelligence, force beyond all measure! 295
O fate of man, working both good and evil!
When the laws are kept, how proudly his city stands!
When the laws are broken, what of his city then?
Never may the anarchic man find rest at my hearth,
Never be it said that my thoughts are his thoughts. 330
SCENE II
[Re-enter SENTRY leading ANTIGONE.]
CHORAGOS:
What does this mean? Surely this captive woman
Is the Princess, Antigone. Why should she be taken?
SENTRY:
Here is the one who did it! We caught her
In the very act of burying him. ––Where is Creon?
CHORAGOS:
Just coming from the house.
[Enter CREON, C.]
CREON:
What has happened? 305
Why have you come back so soon?
28. SENTRY:
O King,
A man should never be too sure of anything:
I would have sworn
That you’d not see me here again: your anger
Frightened me so, and the things you threatened me with; 310
But how could I tell then
That I’d be able to solve the case so soon?
No dice-throwing this time: I was only too glad to come!
Here is this woman. She is the guilty one:
We found her trying to bury him. 315
Take her, then; question her; judge her as you will.
I am through with the whole thing now, and glad of it.
CREON:
But this is Antigone! Why have you brought her here?
SENTRY:
She was burying him, I tell you!
CREON: [Severely.]
Is this the truth?
SENTRY:
I saw her with my own eyes. Can I say more? 320
29. CREON:
The details: come, tell me quickly!
SENTRY:
It was like this:
After those terrible threats of yours King.
We went back and brushed the dust away from the body.
The flesh was soft by now, and stinking, 325
So we sat on a hill to windward and kept guard.
No napping happened until the white round sun
Whirled in the center of the round sky over us:
Then, suddenly,
A storm of dust roared up from the earth, and the sky 330
Went out, the plain vanished with all its trees
In the stinging dark. We closed our eyes and endured it.
The whirlwind lasted a long time, but it passed;
And then we looked, and there was Antigone!
I have seen 335
A mother bird come back to a stripped nest, heard
Her crying bitterly a broken note or two
For the young ones stolen. Just so, when this girl
Found the bare corpse, and all her love’s work wasted,
She wept, and cried on heaven to damn the hands 340
That had done this thing
And then she brought more dust
And sprinkled wine three times for her brother’s ghost.
We ran and took her at once. She was not afraid,
Not even when we charged her with what she had done.
She denied nothing.
And this was a comfort to me, 345
And some uneasiness: for it is a good thing
30. To escape from death, but it is no great pleasure
To bring death to a friend.
Yet I always say
There is nothing so comfortable as your own safe skin!
CREON: {Slowly, dangerously.]
And you, Antigone, 350
You with your head hanging––do you confess this thing?
ANTIGONE:
I do. I deny nothing.
CREON: [To SENTRY:]
You may go.
{Exit SENTRY. To ANTIGONE:]
Tell me, tell me briefly:
Had you heard my proclamation touching this matter?
ANTIGONE:
It was public. Could I help hearing it? 355
CREON:
And yet you dared defy the law.
ANTIGONE:
I dared.
It was not God’s proclamation. That final Justice
31. That rules the world below makes no such laws.
Your edict, King, was strong,
But all your strength is weakness itself against 360
The immortal unrecorded laws of God.
They are not merely now: they were, and shall be,
Operative for ever, beyond man utterly.
I knew I must die, even without your decree:
I am only mortal. And if I must die 365
Now, before it is my time to die,
Surely this is no hardship: can anyone
Living, as I live, with evil all about me,
Think Death less than a friend? This death of mine
Is of no importance; but if I had left my brother 370
Lying in death unburied, I should have suffered.
Now I do not.
You smile at me. Ah Creon,
Think me a fool, if you like; but it may well be
That a fool convicts me of folly.
CHORAGOS:
Like father, like daughter: both headstrong, deaf to reason! 375
She has never learned to yield.
She has much to learn.
The inflexible heart breaks first, the toughest iron
Cracks first, and the wildest horses bend their necks
At the pull of the smallest curb.
Pride? In a slave?
This girl is guilty of a double insolence, 380
32. Breaking the given laws and boasting of it.
Who is the man here,
She or I, if this crime goes unpunished?
Sister’s child, or more than sister’s child,
Or closer yet in blood––she and her sister 385
Win bitter death for this!
[To servants:]
Go, some of you,
Arrest Ismene. I accuse her equally.
Bring her: you will find her sniffling in the house there.
Her mind’s a traitor: crimes kept in the dark 390
Cry for light, and the guardian brain shudders:
But now much worse than this
Is brazen boasting of barefaced anarchy!
ANTIGONE:
Creon, what more do you want than my death?
CREON:
Nothing.
That gives me everything.
ANTIGONE:
Then I beg you: kill me.
This talking is a great weariness: your words 395
Are distasteful to me, and I am sure that mine
Seem so to you. And yet they should not seem so:
33. I should have praise and honor for what I have done.
All these men here would praise me
Were their lips not frozen shut with fear of you. 400
[Bitterly.]
Ah the good fortune of kings,
Licensed to say and do whatever they please!
CREON:
You are alone here in that opinion.
ANTIGONE:
No, they are with me. But they keep their tongues in leash.
CREON:
Maybe. But you are guilty, and they are not. 405
ANTIGONE:
There is no guilt in reverence for the dead.
CREON:
But Eteocles––was he not your brother too?
ANTIGONE:
My brother too.
CREON:
And you insult his memory?
34. ANTIGONE: [Softly.]
The dead man would not say that I insult it.
CREON:
He would: for you honor a traitor as much as him. 410
ANTIGONE:
His own brother, traitor or not, and equal in blood.
CREON:
He made war on his country. Eteocles defended it.
ANTIGONE:
Nevertheless, there are honors due all the dead.
CREON:
But not the same for the wicked as for the just.
ANTIGONE:
Ah Creon, Creon, 415
Which of us can say what the gods hold wicked?
CREON:
35. An enemy is an enemy, even dead.
ANTIGONE:
It is may nature to join in love, not hate.
CREON: {Finally losing patience.]
Go join them, then; if you must have your love,
Find it in hell! 420
CHORAGOS:
But see, Ismene comes:
[Enter ISMENE, guarded.]
Those tears are sisterly, the cloud
That shadows her eyes rains down gentle sorrow.
CREON:
You too, Ismene,
Snake in my ordered house, sucking my blood 425
Stealthily––and all the time I never knew
That these two sisters were aiming at my throne!
Ismene,
Do you confess your share in this crime, or deny it?
Answer me.
ISMENE:
Yes, if she will let me say so. I am guilty. 430
36. ANTIGONE: [Coldly.]
No, Ismene. You have no right to say so.
You would not help me, and I will not have you help me.
ISMENE:
But now I know what you meant; and I am here
To join you, to take my share of punishment.
ANTIGONE:
The dead man and the gods who rule the dead 435
Know whose act this was. Words are not friends.
ISMENE:
Do you refuse me, Antigone? I want to die with you:
I too have a duty that I must discharge to the dead.
ANTIGONE:
You shall not lessen my death by sharing it.
ISMENE:
What do I care for life when you are dead? 440
ANTIGONE:
37. Ask Creon. You’re always hanging on his opinions.
ISMENE:
You are laughing at me. Why, Antigone?
ANTIGONE:
It’s a joyless laughter, Ismene.
ISMENE:
But can I do nothing?
ANTIGONE:
Yes. Save yourself. I shall not envy you.
There are those who will praise you; I shall have honor, too.
445
ISMENE:
But we are equally guilty!
ANTIGONE:
No more, Ismene.
You are alive, but I belong to Death.
CREON: {To the CHORUS:]
Gentlemen, I beg you to observe these girls:
One has just now lost her mind; the other,
It seem, has never had a mind at all. 450
38. ISMENE:
Grief teaches the steadiest minds to waver, King.
CREON:
Yours certainly did, when you assumed guild with the guilty!
ISMENE:
But how could I go on living without her?
CREON:
You are.
She is already dead.
ISMENE:
But your own son’s bride!
CREON:
There are places enough for him to push his plow. 455
I want no wicked women for my sons!
ISMENE:
O dearest Haimon, how your father wrong you!
39. CREON:
I’ve had enough of your childish talk of marriage!
CHORAGOS:
Do you really intend to steal this girl from your son?
CREON:
No; Death will do that for me.
CHORAGOS:
Then she must die? 460
CREON: [Ironically.]
You dazzle me.
––But enough of this talk!
[To GUARDS:]
You, there, take them away and guard them well:
For they are but women, and even brave men run
When they see Death coming.
[Exeunt ISMENE, ANTIGONE, and GUARDS.]
ODE II
CHORUS: [Strophe 1]
Fortunate is the man who has never tasted God’s vengeance!
465
Where once the anger of heaven has struck, that house is shaken
40. For ever: damnation rises behind each child
Like a wave cresting out of the black northeast,
When the long darkness under sea roars up
And bursts drumming death upon the windwhipped sand. 470
[Antistrophe 1]
I have seen this gathering sorrow from time long past
Loom upon Oedipus’ children: generation from generation
Takes the compulsive rage of the enemy god.
So lately this last flower of Oedipus’ line
Drank the sunlight! but now a passionate word 475
And a handful of dust have closed up all its beauty
What mortal arrogance [Strophe 2]
Transcends the wrath of Zeus?
Sleep cannot lull him, nor the effortless long months
Of the timeless gods: but he is young for ever, 480
And his house is the shining day of high Olympos.
All that is and shall be,
And all the past, is his.
No pride on earth is free of the curse of heaven.
The straying dreams of men [Antistrophe 2] 485
May bring them ghosts of joy:
But as they drowse, the waking embers burn them;
Or they walk with fixed eyes, as blind men walk.
But the ancient wisdom speaks for our own time:
Fate works most for woe 490
With Folly’s fairest show.
Man’s little pleasure is the spring of sorrow.
41. SCENE III
CHORAGOS:
But here is Haimon, King, the last of all your sons.
Is it grief for Antigone, that brings him here,
And bitterness at being robbed of his bride? 495
[Enter HAIMON.]
CREON:
We shall soon see, and no need of diviners.
––Son,
You have heard my final judgment on that girl:
Have you come here hating me, or have you come
With deference and with love, whatever I do?
HAIMON:
I am your son, father. You are my guide. 500
You make things clear for me, and I obey you.
No marriage means more to me than your continuing wisdom.
CREON:
Good. That is the way to behave: subordinate
Everything else, my son, to your father’s will
This is what a man prays for, that he may get 505
Sons attentive and dutiful in his house,
Each one hating his father’s enemies,
42. Honoring his father’s friends. But if his sons
Fail him, if they turn out unprofitably,
What has he fathered but trouble for himself 510
And amusement for the malicious?
So you are right
Not to lose your head over this woman.
Your pleasure with her would soon, grow cold, Haimon,
And then you’d have a hellcat in bed and elsewhere.
Let her find her husband in Hell! 515
Of all the people in this city, only she
Has had contempt for my law and broken it.
Do you want me to show myself weak before the people?
Or to break my sworn word? No, and I will not.
The woman dies. 520
I suppose she’ll plead “family ties.” Well, let her.
If I permit my own family to rebel,
How shall I earn the world’s obedience?
Show me the man who keeps his house in hand,
He’s fit for public authority.
I’ll have no dealings 525
With law-breakers, critics of the government:
Whoever is chosen to govern should be obeyed––
Must be obeyed, in all things, great and small,
Just and unjust! O Haimon,
The man who knows how to obey, and that man only, 530
Knows how to give commands when the time comes.
You can depend on him, no matter how fast
The spears come: he’s a good soldier, he’ll stick it out.
Anarchy, anarchy! Show me a greater evil!
This is why cities tumble and the great houses rain down, 535
This is what scatters armies!
No, no: good lives are made so by discipline.
We keep the laws then, and the lawmakers,
43. And no woman shall seduce us. If we must lose,
Let’s lose to a man, at least! Is a woman stronger than we? 540
CHORAGOS:
Unless time has rusted my wits,
What you say, King, is said with point and dignity.
HAIMON: [Boyishly earnest.]
Father:
Reason is God’s crowing gift to man, and you are right
To warn me against losing mine. I cannot say––
I hope that I shall never want to say! ––that you 545
Have reasoned badly. Yet there are other men
Who can reason, too; and their opinions might be helpful.
You are not in a position to know everything
That people say or do, or what they feel:
Your temper terrifies them––everyone 550
Will tell you only what you like to hear.
But I, at any rate, can listen; and I have heard them
Muttering and whispering in the dark abut this girl.
They say no woman has ever, so unreasonably,
Died so shameful a death for a generous act: 555
“She covered her brother’s body. Is this indecent?
She kept him from dogs and vultures. Is this a crime?
Death? ––She should have all the honor that we can give her!”
This is the way they talk out there in the city.
You must believe me: 560
Nothing is closer to me than your happiness.
What could be closer? Must not any son
Value his father’s fortune as his father does his?
44. I beg you, do not be unchangeable:
Do not believe that you alone can be right. 565
The man who thinks that,
The man who maintains that only he has the power
To reason correctly, the gift to speak, to soul––
A man like that, when you know him, turns out empty.
It is not reason never to yield to reason! 570
In flood time you can see how some trees bend,
And because they bend, even their twigs are safe,
While stubborn trees are torn up, roots and all.
And the same thing happens in sailing:
Make your sheet fast, never slacken,––and over you go, 575
Head over heels and under: and there’s your voyage.
Forget you are angry! Let yourself be moved!
I know I am young; but please let me say this:
The ideal condition
Would be, I admit, that men should be right by instinct; 580
But since we are all too likely to go astray,
The reasonable thing is to learn from those who can teach.
CHORAGOS:
You will do well to listen to him, King,
If what he says is sensible. And you, Haimon,
Must listen to your father. ––Both speak well. 585
CREON:
You consider it right for a man of my years and experience
To go to school to a boy?
45. HAIMON:
It is not right
If I am wrong. But if I am young, and right,
What does my age matter?
CREON:
You think it right to stand up for an anarchist? 590
HAIMON:
Not at all. I pay no respect to criminals.
CREON:
Then she is not a criminal?
HAIMON:
The City proposes to teach me how to rule?
CREON:
And the City proposes to teach me how to rule?
HAIMON:
Ah. Who is it that’s talking like a boy now? 595
CREON:
My voice is the one voice giving orders in this City!
46. HAIMON:
It is no City if it takes orders from one voice.
CREON:
The State is the King!
HAIMON:
Yes, if the State is a desert.
[Pause.]
CREON:
This boy, it seems, has sold out to w woman.
HAIMON:
If you are a woman: my concern is only for you. 600
CREON:
So? Your “concern”! In a public brawl with your father!
HAIMON:
How about you, in a public brawl with justice?
CREON:
With justice, when all that I do is within my rights?
47. HAIMON:
You have no right to trample on God’s right.
CREON: [Completely out of control.]
Fool, adolescent fool! Taken in by a woman! 605
HAIMON:
You’ll never see me taken in by anything vile.
CREON:
Every word you say is for her!
HAIMON: [Quietly, darkly.]
And for you.
And for me. And for the gods under the earth.
CREON:
You’ll never marry her while she lives.
HAIMON:
Then she must die. ––But her death will cause another. 610
CREON:
Another?
Have you lost your senses? Is this an open threat?
48. HAIMON:
There is no threat in speaking to emptiness.
CREON:
I swear you’ll regret this superior tone of yours!
You are the empty one!
HAIMON:
If you were not my father, 615
I’d say you were perverse.
CREON:
You girlstruck fool, don’t play at words with me!
HAIMON:
I am sorry. You prefer silence.
CREON:
Now, by God––!
I swear, by all the gods in heaven above us,
You’ll watch it, I swear you shall
[To the SERVANTS:]
Bring her out! 620
Bring the woman out! Let her die before his eyes!
Here, this instant, with her bridegroom beside her!
49. HAIMON:
Not here, no; she will not die here, King.
And you will never see my face again.
Go on raving as long as you’ve a friend to endure you. 625
[Exit HAIMON.]
CHORAGOS:
Gone, gone.
Creon, a young man in a rage is dangerous!
CREON:
Let him do, or dream to do, more than a man can.
He shall not save these girls from death.
CHORAGOS:
These girls?
You have sentenced them both?
CREON:
No, you are right 630
I will not kill the one whose hands are clean.
CHORAGOS:
But Antigone?
50. CREON: [Somberly.]
I will carry her far away
Out there in the wilderness, and lock her
Living in a vault of stone. She shall have food,
As the custom is, to absolve the State of her death. 635
And there let her pray to the gods of hell:
They are her only gods:
Perhaps they will show her an escape from death,
Or she may learn,
though late,
That piety shown the dead is pity in vain. 640
[Exit CREON.]
ODE III
CHORUS:
Love, unconquerable [Strophe]
Waster of rich men, keeper
Of warm lights and all-night vigil
In the soft face of a girl:
Sea-wanderer, forest-visitor!
Even the pure Immortals cannot escape you,
And mortal man, in his one day’s dusk,
Trembles before your glory.
Surely you swerve upon ruin [Antistrope]
The just man’s consenting heart, 650
As here you have made bright anger
51. Strike between father and son––
And none has conquered but Love!
A girl’s glance working the will of heaven:
Pleasure to her alone who mock us, 655
Merciless Aphrodite.4
SCENE IV
CHORAGOS: [As ANTIGONE enter guarded.]
But I can no longer stand in awe of this,
Nor, seeing what I see, keep back my tears.
Here is Antigone, passing to that chamber
Where all find sleep at last 660
ANTIGONE:
Look upon me, friends, and pity me [Strophe 1]
Turning back at the night’s edge to say
Good-by to the sun that shines for me no longer;
Now sleepy Death
Summons me down to Acheron,5 that cold shore: 665
There is no bridesong there, nor any music.
4 Goddess of Love. [Editors’ note]
5 A river of the underworld, which was ruled by Hades.
[Editors’ note]
CHORUS:
Yet not unpraised, not without a kind of honor,
52. You walk at last into the underworld;
Untouched by sickness, broken by no sword.
What woman has ever found your way to death? 670
ANTIGONE:
[Antistrophe 1]
How often I have heard the store of Niobe,6
Tantalos’ wretched daughter, how the stone
Clung fast about her, ivy-close: and they say
The rain falls endlessly
And rifting soft snow; her tears are never done. 675
I feel the loneliness of her death in mine.
CHORUS:
But she was born of heaven, and you
Are woman, woman-born. If her death is yours,
A mortal woman’s, is this not for you
Glory in our world and in the world beyond? 680
ANTIGONE:
You laugh at me. Ah, friends, friends, [Strophe2]
Can you not wait until I am dead? O Thebes,
O men many-charioted, in love with Fortune,
Dear spring of Dirce, sacred Theban grove,
Be witnesses for me, denied all pity, 685
Unjustly judge! and think a word of love
For her whose path turns
Under dark earth, where there are no more tears.
53. CHORUS:
You have passed beyond human daring and come at last
Into a place of stone where Justice sits 690
I cannot tell
What shape of your father’s guilt appears in this.
ANTIGONE:
[Antistrophe 2]
You have touched it at last: that bridal bed
Unspeakable, horror of son an mother mingling: 695
Their crime, infection of all our family!
O Oedipus, father and brother!
Your marriage strikes from the grave to murder mine.
I have been a stranger here in my own land:
6 Niobe boasted of her numerous children, provoking Leto, the
mother of Apollo, to destroy them. Niobe wept profusely, and
finally was turned into a stone on Mount Sipylus, whose streams
are her tears. [Editors’ note]
All my life
The blasphemy of my birth has followed me. 700
CHORUS:
Reverence is a virtue, but strength
Lives in established law: that must prevail.
You have made your choice,
Your death is the doing of your conscious hand.
54. ANTIGONE:
[Epode]
Then let me go, since all your words are bitter, 705
And the very light of the sun is cold to me.
Lead me to my vigil, where I must have
Neither love nor lamentation; no song, but silence.
[CREON interrupts impatiently.]
CREON:
If dirges and planned lamentations could put of death,
Men would be singing for ever.
[To the SERVANTS:]
Take her, go! 710
You know your orders: take her to the vault
And leave her alone there. And if she lives or dies,
That’s her affair, not ours: our hands are clean.
ANTIGONE:
O tomb, vaulted bride-bed in eternal rock,
Soon I shall be with my own again 715
Where Persephone 7 welcome the thin ghost underground:
And I shall see my father again, and you, mother,
And dearest Polyneices––
dearest indeed
To me, since it was my hand
That washed him clean and poured the ritual wine: 720
And my reward is death before my time!
And yet, as men’s hearts know, I have done no wrong,
I have not sinned before God. Or if I have,
55. I shall know the truth in death. But if the guilt
Lies upon Creon who judged me, then, I pray, 725
May his punishment equal my own.
CHORAGOS:
O passionate heart,
Unyielding, tormented still by the same winds!
7 Queen of the underworld. [Editors’ note]
CREON:
Her guards shall have good cause to regret their delaying.
ANTIGONE:
Ah! That voice you no reason to think voice of death!
CREON:
I can give you no reason to think you are mistaken. 730
ANTIGONE:
Thebes, and you my fathers’ gods,
And rulers of Thebes, you see me now, the last
Unhappy daughter of a line of kings,
Your kings, led away to death. You will remember
What things I suffer, and at what men’s hands, 735
Because I would not transgress the laws of heaven.
[To the GUARDS, simply:]
56. Come: let us wait no longer.
[Exit ANTIGONE, L., guarded.]
ODE IV
CHORUS:
All Danae’s beauty was locked away {Strophe 1]
In a brazen cell where the sunlight could not come:
A small room, still as any grave, enclosed her. 740
Yet she was a princess too,
And Zeus in a rain of gold poured love upon her.
O child, child,
No power in wealth or war
Or tough sea-blackened ships 745
Can prevail against untiring Destiny!
{Antistrophe 1]
And Dryas’ son 8 also, that furious king,
Bore the god’s prisoning anger for his pride:
Sealed up by Dionysos in deaf stone,
His madness died among echoes. 750
So at the last he learned what dreadful power
His tongue had mocked:
For he had profaned the revels,
And fired the wrath of the nine
Implacable Sisters9 that love the sound of the flute. 755
8 Drays’ son: Lycurgus, King of Thrace. [Editors’ note]
9 The Muses. [Editors’ note]
57. [Strophe 2]
And old men tell a half-remembered tale
Of horror done where a dark ledge splits the sea
And a double surf beats on the gray shores:
How a king’s new woman, 10 sick
With hatred for the queen he had imprisoned, 760
Ripped out his two son’s eyes with her bloody hands
While grinning Ares 11 watched the shuttle plunge
Four times: four blind wounds crying for revenge,
[Antistrophe 2]
Crying, tears and blood mingled, ––Piteously born,
Those sons whose mother was of heavenly birth! 765
Her father was the god of the North Wind
And she was cradled by gales,
She raced with young colts on the glittering hills
And walked untrammeled in the open light:
But in her marriage deathless Fate found means 770
To build a tomb like yours for all her joy.
SCENE V
[Enter blind TEIRESIAS, led by a boy. The opening speeches
of TEIRESIAS
should be in singsong contrast to the realistic lines of CREON.]
TEIRESIAS:
This is the way the blind man comes, Princes, Princes,
Lock-step, two heads lit by the eyes of one.
CREON:
58. What new thing have you tell us, old Teiresias?
TEIRESIAS:
I have much to tell you: listen to the prophet, Creon. 775
CREON:
I admit my debt to you. But what have you to say?
TEIRESIAS:
Listen, Creon:
I was sitting in my chair of augury, at the place
Where the birds gather about me. They were all a-chatter,
As is their habit, when suddenly I heard
A strange note in their jangling, a scream, a 785
10 Eidothea, second wife of King Phineus, blinded her stepsons.
(Their mother, Cleopatra, had been imprisoned in a
cave.).Phineus was the son of a king, and Cleopatra, his first
wife, was the daughter of Boreas, the North Wind; but this
illustrious ancestry could not protect his sons from violence and
darkness. [Editors’ note]
11 God of war. [Editors’ note]
Whirring fury; I knew that they were fighting,
Tearing each other, dying
In a whirlwind of wings clashing. And I was afraid.
I began the rites of burnt-offering at the altar,
But Hephaistos 12 failed me: instead of bright flame, 790
There was only the sputtering slime of the fat thigh-flesh
59. Melting: the entrails dissolved in gray smoke,
The bare bone burst from the welter. And no blaze!
This was a sign from heaven. My boy described it,
Seeing for me as I see for others. 795
I tell you, Creon, you yourself have brought
This new calamity upon us. Our hearths and altars
Are stained with the corruption of dogs and carrion birds
That glut themselves on the corpse of Oedipus’ son.
The gods are deaf when we pray to them, their fire 800
Recoils from our offering, their birds of omen
Have no cry of comfort, for they are gorged
With the thick blood of the dead.
O my son,
These are no trifles! Think: all men make mistakes,
But a good man yields when he knows his course is wrong, 805
And repairs the evil. The only crime is pride.
Give in to the dead man, then: do not fight with a corpse––
What glory is it to kill a man who is dead?
Think, I beg you:
It is for your own good that I speak as I do. 810
You should be able to yield for your own good.
CREON:
It seems that prophets have made me their especial province.
All my life long
I have been a kind of butt for dull arrows
Of doddering fortune-tellers!
No, Teiresias: 815
If your birds––if the great eagles of God himself
Should carry him stinking bit by bit to heaven,
I would not yield. I am not afraid of pollution:
60. No man can defile the gods.
Do what you will,
Go into business, make money, speculate 820
In India gold or that synthetic gold from Sardis,
Get rich otherwise than by my consent to bury him.
Teiresias, it is a sorry thing when a wise man
12 God of fire. [Editors’ note]
Sells his wisdom, lets out his words for hire!
TEIRESIAS:
Ah Creon! Is there no man left in the world–– 825
CREON:
To do what? ––Come, let’s have the aphorism!
TEIRESIAS:
No man who knows that wisdom outweighs any wealth?
CREON:
As surely as bribes are baser than any baseness.
TEIRESIAS:
You are sick, Creon! You are deathly sick!
CREON:
61. As you say: it is not my place to challenge a prophet. 830
TEIRESIAS:
Yet you have said my prophecy is for sale.
CREON:
The generation of prophets has always loved gold.
TEIRESIAS:
The generation of kings has always loved brass.
CREON:
You forget yourself! You are speaking to your King.
TEIRESIAS:
I know it. You are a king because of me. 835
CREON:
You have a certain skill; but you have sold out.
TEIRESIAS:
King, you will drive me to words that––
CREON:
Say them, say them!
Only remember: I will not pay you for them.
62. TEIRESIAS:
No, you will find them too costly.
No doubt. Speak:
Whatever you say, you will not change my will.
TEIRESIAS:
Then take this, and take it to heart!
The time is not far off when you shall pay back
Corpse for corpse, flesh of your own flesh.
You have thrust the child of this world into living night,
You have kept from the gods below the child that is theirs: 845
The one on a grave before her death, the other,
Dead, denied the grave. This is your crime:
And the Furies and the dark gods of Hell
Are swift with terrible punishment for you.
Do you want to buy me now, Creon?
Not many days, 850
And your house will be full of men and women weeping,
And curses will be hurled at you from far
Cities grieving for sons unburied, left to rot
Before the walls of Thebes.
These are my arrows, Creon: they are all for you. 855
[To BOY:]
But come, child: lead me home.
Let him waste his fine anger upon younger men.
Maybe he will learn at last
To control a wiser tongue in a better head.
63. [Exit TEIRESIAS.]
CHORAGOS:
The old man has gone, King, but his words 860
Remain to plague us. I am old, too,
But I cannot remember that he was ever false.
CREON:
That is true… . It troubles me.
Oh it is hard to give in! but it is worse
To risk everything for stubborn pride. 865
CHORAGOS:
Creon: take my advice.
CREON:
What shall I do?
CHORAGOS:
Go quickly: free Antigone from her vault
And build a tomb for the body of Polyneices.
CREON:
64. You would have me do this?
CHORAGOS:
Creon, yes!
And it must be done at once: God moves 870
Swiftly to cancel the folly of stubborn men.
CREON:
It is hard to deny the heart! But i
Will do it: I will not fight with destiny.
CHORAGOS:
You must go yourself, you cannot leave it to others.
CREON:
I will go.
––Bring axes, servants: 875
Come with me to the tomb. I buried her, i
Will set her free.
Oh quickly!
My mind misgives––
The laws of the gods are mighty, and a man must serve them
To the last day of his life! 880
[Exit CREON.]
PAEN 13
65. CHORAGOS:
God of many names [Strophe 1]
CHORUS:
O Iacchos
son
of Kadmeian Semele
O born of the Thunder!
Guardian of the West
Regent
of Eleusis’ plain
O Prince of maenad Thebes
13 A hymn here dedicated to Iacchos (also called Dionysos).
His father was Zeus, his mother was
Semele, daughter of Kadmos. Iacchos’ worshippers were the
Maenads, whose cry was “Evohe evohe.’
[Editors’ note]
and the Dragon Field by rippling Ismenos:14 885
CHORAGOS:
God of many names [Antistrophe 1]
CHORUS:
the flame of torches
flares on our hills
the nymphs of Iacchos
66. dance at the spring of Castalia: 15
from the vine-close mountain
come ah come in ivy:
Evohe evohe! Sings through the streets of Thebes 890
CHORAGOS:
God of many names [Strophe 2]
CHORUS:
Iacchos of Thebes
heavenly Child
of Semele bride of the Thunderer!
The shadow of plague is upon us:
come
with clement feet
oh come from Parnasos
down the long slopes
across the lamenting water 895
CHORAGOS:
[Antistrophe 2]
Io Fire! Chorister of the throbbing stars!
O purest among the voices of the night!
Thou son of God, blaze for us!
CHORUS:
Come with choric rapture of circling Maenads
Who cry Io Iacche! 900
67. God of many names!
EXODOS
[Enter MESSENGER, L.]
14 A river east of Thebes. From a dragon’s teeth (sown near the
river) there sprang men who became the ancestors of the Theban
nobility. [Editors’ note]
15 A spring on Mountain Parnasos. [Editors’ note]
MESSENGER:
Men of the line of Kadmos 16you who live
Near Amphion’s citadel:
I cannot say
Of any condition of human life “This is fixed,
This is clearly good, or bad.” Fate raises up,
And Fate casts down the happy and unhappy alike: 905
No man can foretell his Fate.
Take the case of Creon:
Creon was happy once, as I count happiness:
Victorious in battle, sole governor of the land,
Fortunate father of children nobly born.
And now it has all gone from him! Who can say 910
That a man is still alive when his life’s joy fails?
He is a walking dead man. Grant him rich,
Let him live like a king in his great house:
68. If his pleasure is gone, is would not give
So much as the shadow of smoke for all he owns. 915
CHORAGOS:
Your words hint at sorrow: what is your news for us?
MESSENGER:
They are dead. The living are guilt of their death.
CHORAGOS:
Who is guilty? Who is dead? Speak!
MESSENGER:
Haimon.
Haimon is dead; and the land that killed him
Is his own hand.
CHORAGOS:
His father’s? or his own? 920
MESSENGER:
His own, driven mad by the murder his father had done.
CHORAGOS:
Teiresias, Teiresias, how clearly you saw it all!
69. MESSENGER:
This is my news: you must draw what conclusions you can from
it.
16 Kadmos, who sowed the dragon’s teeth, was the founder of
Thebes; Amphion played so sweetly on his lyre that he charmed
stones to form a wall around. [Editors’ note]
CHORAGOS:
But look: Eurydice, our Queen:
Has she overheard us? 925
[Enter UERYDICE from the Palace, C.]
EURIDICE:
I have heard something, friends:
As I was unlocking the gate of Pallas’ 17 shrine,
For I needed her help today, I heard a voice
Telling of some new sorrow. And I fainted
There at the temple with all my maidens about me. 930
But speak again: whatever it is, I can bear it:
Grief and I are no strangers.
MESSENGER:
Dearest Lady,
I will tell you plainly all that I have seen.
I shall not try to comfort you: what is the use,
Since comfort could lie only in what is not true? 935
The truth is always best.
70. I went with Creon
To the outer plain where Polyneices was lying,
No friend to pity him, his body shredded by dogs.
We made our prayers in that place to Hecate
And Pluto, 18 that they would be merciful. And we bathed 940
The corpse with holy water, and we brought
Fresh-broken branches to burn what was left of it,
And upon the urn we heaped up a towering barrow
Of the earth of his own land.
When we are done, we ran
To the vault where Antigone lay on her couch of stone. 945
One of the servants had gone ahead,
And while he was yet far off he heard a voice
Grieving within the chamber, and he came back
And told Creon. And as the King went closer, 950
The air was full of wailing, the words lost,
And he begged us to make all haste. “Am I a prophet?”
He said, weeping, “And must I walk this road,
The saddest of all that I have gone before?
My son’s voice calls me on. Oh quickly, quickly!
Look through the crevice there, and tell me 955
If it is Haimon, or some deception of the gods!”
We obeyed; and in the cavern’s farthest corner
We saw her lying:
17 Pallas Athene, goddess of wisdom. [Editors’ note]
18 Hecate and Pluto (also known as Hades) were deities of the
underworld. [Editors’ note]
She had made a noose of her fine linen veil
And hanged herself. Haimon lay beside hers, 960
71. His arms about her waist, lamenting her,
His love lost under ground, crying out
That his father has stolen her away from him.
When Creon saw him the tears rushed to his eyes
And he called to him: “What have you done, child? Speak to
me. 965
What are you thinking that makes your eyes so stranger?
O my son, my son, I come to you on my knees!”
But Haimon spat in his face. He said not a word,
Staring––
And suddenly drew his sword
And lunged. Creon shrank back, the blade missed; and the boy,
970
Desperate against himself , drove it half its length
Into his own side, and fell. And as he died
He gathered Antigone close in his arms again.
Choking, his blood bright red on her white cheek.
And now he lies dead with the dead, and she is his 975
At last, his bride in the houses of the dead.
[Exit EURDICE into the Palace.]
CHORAGOS:
She has left us without a word. What can this mean?
MESSENGER:
It troubles me, too; yet she knows what is best,
Her grief is too great for public lamentation,
And doubtless she has gone to her chamber to weep 980
For dead son, leading her maidens in his dirge.
CHORAGOS:
72. It may be so: but I fear this deep silence.
MESSENGER: [Pause.]
I will see what she is doing. I will go in.
[Exit MESSENGER into the Palace.]
[Enter CREON with attendants,
bearing HAIMON’S body.]
CHORAGOS:
But here is the King himself: oh look at him,
Bearing his own damnation in his arms. 985
CREON:
Nothing you say can touch me any more.
My own blind heart has brought me
From darkness to final darkness. Here you see
The father murdering, the murdered son––
And all my civic wisdom! 990
Haimon my son, so young, so young to die,
I was the fool, not you; and you died for me.
CHORAGOS:
That is the truth; but you were late in learning it.
73. CREON:
This truth is hard to bear. Surely a god
Has crushed me beneath the hugest weight of heaven, 995
And driven me headlong a barbaric way
To trample out the thing I held most dear.
The pains that men will take to come to pain!
[Enter MESSENGER from the Palace.]
MESSENGER:
The burden you carry in your hands is heavy,
But it is not all: you will find more in your house. 1000
CREON:
What burden worse than this shall I find there?
MESSENGER:
The Queen is dead.
CREON:
O port of death, deaf world,
Is there no pity for me? And you, Angel of evil,
I was dead, and your words are death again.
Is it true, boy? Can it be true? 1005
Is my wife dead? Has death bred death?
MESSENGER:
74. You can see for yourself.
[The doors are opened, and the body
of EURDICE is disclosed within.]
CREON:
Oh pity!
All true, all true, and more than I can bear! 1010
O my wife, my son!
MESSENGER:
She stood before the altar, and her heart
Welcome the knife her own hand guided.
And a great cry burst from her lips for Megareus 19 dead,
And for Haimon dead, her sons; and her last breath 1015
Was a curse for their father, the murdered of her sons.
And she fell, and the dark flowed in through her closing eyes.
CREON:
O God, I am sick with fear.
Are there no swords here? Has no one a blow for me?
MESSENGER:
Her curse is upon you for the deaths of both. 1020
CREON:
75. It is right that it should be. I alone am guilty.
I know it, and I say it. Lead me in,
Quickly, friends.
I have neither life nor substance. Lead me in.
CHORAGOS:
You are right, if there can be right in so much wrong. 1025
The briefest way is best in a world of sorrow.
CREON:
Let it come,
Let death come quickly, and be kind to me.
I would not ever see the sun again.
CHORAGOS:
All that will come when it will; but we, meanwhile, 1030
Have much to do. Leave the future to itself.
CREON:
All my heart was in that prayer!
CHORAGOS:
Then do not pray any more: the sky is deal
CREON:
Lead me away. I have been rash and foolish.
76. I have killed my son and my wife. 1035
I look for comfort; my comfort lies here dead.
Whatever my hands have touched has come to nothing.
Fate has brought all my pride to a thought of dust.
19 Megareus, brothe of Haimon, had died in the assault on
Thebes. [Editors’ note]
[As CREON is being led into the house, the CHORAGOS
advances and speaks
directly to the audience.]
CHORAGOS:
There is no happiness where there is no wisdom;
No wisdom but in submission to the gods. 1040
Big words are always punished,
And proud men in old age learn to be wise.