First Formal Essay
Dropbox
Task: Submit to complete this assignment
Choose ONE of the following paper topics testing your understanding of the work as a whole and allowing you to analyze important themes and literary devices.
If you choose one of the Dante topics, following each question is a sample outline (because the material can be difficult) to get you started. You are expected to use specific quotations and analysis of quotations in your response. You are allowed to use the reading guides I provided in the Dante folder, so your only sources in your Works Cited would be quotes from the text itself (must be back up points with textual material) and analyses (quotes) from reading quides provided in the folder from the scholary authors. Do not search the internet for more information or use sources other than mentioned above.
Remember this paper is a three-page MLA format paper, plus a Works Cited page.
You do not have to use the outlines provided....but at least review them to get an idea of what you will write over. My suggestion is do not try to write over every point in the outline...each paragraph needs to have at least two examples/quotes from the text, additional analysis from the reading guides is in addition to what you quote from the text.
I also have attached an MLA format guide, an example essay, and a sample outline in file forms as attachments to help you as well. Please review. The "bubbles" in the essay example state information important to writing formal essays----my suggestion is a quick review before you begin this paper. Oh, and don't forget you need to review your Short Response for any errors or suggestions I made for this paper.
TOPIC CHOICES
Topic #1: There are three main themes in traditional literature; these themes include the picaresque theme, in which the character travels or makes a journey; the reversal of fortune theme, in which the character has his or her situation in life changed; and the survival of the least worthy theme, in which a character who is not really equipped for survival is able to endure. Which of these themes apply/applies to Dante’s Inferno?
Possible Outline for Topic #1
I. Thesis Statement: All three of the main themes in traditional literature apply to Dante’s The Inferno; these themes include the picaresque theme, the reversal of fortune theme, and the survival of the least worthy theme. (You may want to use only ONE of these three points in your paper--Example: The picaresque theme in traditional literature applies to Dante'sThe Divine Comedy when Dante is lost in the beginning, approached by a form, and reacts to his journey. Or you may choose one of the other themes and just use the outline information for that theme.)
II. The picaresque theme
A. Dante lost in Canto I
1. In woods
2. Midway on way of life
3. Right road lost
B. Approached by form
1. Says Dante must go another way to leave a wasteful life behind
2. Says Dante should take him as guide
3. S ...
ESSAY 1Due March 6th at 1159PM1. The concept of beauty is a.docxrusselldayna
ESSAY 1
Due March 6th at 11:59PM
1. The concept of "beauty" is a widely elusive and debated subject. Many philosophers and scholars claimed to have understood and tried to explain what makes something beautiful. But their explanations often differ greatly. Take on this objective yourself. How do you define beauty? Providing at least two examples to support your assertion, offer a commentary on the qualifications, features, and justifications of beauty as you see it. In other words, present a subject that you find to be beautiful, explain why you find this to be the case, and indicate how this judgment implies your larger definition of the term.
2. The intentions of the Humanities are based upon achieving a full “humanness” through virtue. Numerous philosophers and scholars have contributed their opinions on how this might be achieved. Surmise one of the ancient theories of achieving virtue that we have discussed (by Socrates, Plato or Aristotle) that you find to be legitimate, and explain why you see this as an appropriate means of becoming fully human. Also offer at least one example to support your assertion regarding this theory.
3. The Humanities has long concerned itself with questions of critical thought. Rene Descartes was a philosopher who contended that thought itself justified existence. Explain Descartes’ proposition. Indicate how and why he suggests thought to be sufficient as a proof of human existence. Also examine his assertion for legitimacy. Do you find that thought alone can prove our existence, or is some type of perceptual justification required (even from another person)? Explain. Finally examine how this contention might be viewed from a religious perspective; Descartes was devout but used philosophy rather than faith to justify his assertions. Many at the time viewed this as a sacrilege; where do you stand regarding this?
4. The archetype of the “Hero” has become very important and ever-present within the study of mythology among cultures. Comment on how this archetype functions in cultural history, and consider what the myth of the hero offers to the cultures associated with its embrace. Offer at least two examples of the hero myth that you are familiar with from Western culture, and illustrate how these myths follow similar patterns or present similar moral underpinnings.
5. The nature of childhood is a very important element in the content of Romantic poetry. In the work that we have studied by William Blake, The Little Black Boy, the outlook of a child is central to the interpretive meaning of the poem. Examine what the perspective of childhood is intended to facilitate in this poem. Why is this a necessary element of the writing, and what role does it play in influencing the response of the reader? Also illustrate through the writing, what the poem intends to suggest about the outlook of children compared to that of adults.
6. The French poet Charles Baudelaire was convicted of indecency.
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ESSAY 1Due March 6th at 1159PM1. The concept of beauty is a.docxrusselldayna
ESSAY 1
Due March 6th at 11:59PM
1. The concept of "beauty" is a widely elusive and debated subject. Many philosophers and scholars claimed to have understood and tried to explain what makes something beautiful. But their explanations often differ greatly. Take on this objective yourself. How do you define beauty? Providing at least two examples to support your assertion, offer a commentary on the qualifications, features, and justifications of beauty as you see it. In other words, present a subject that you find to be beautiful, explain why you find this to be the case, and indicate how this judgment implies your larger definition of the term.
2. The intentions of the Humanities are based upon achieving a full “humanness” through virtue. Numerous philosophers and scholars have contributed their opinions on how this might be achieved. Surmise one of the ancient theories of achieving virtue that we have discussed (by Socrates, Plato or Aristotle) that you find to be legitimate, and explain why you see this as an appropriate means of becoming fully human. Also offer at least one example to support your assertion regarding this theory.
3. The Humanities has long concerned itself with questions of critical thought. Rene Descartes was a philosopher who contended that thought itself justified existence. Explain Descartes’ proposition. Indicate how and why he suggests thought to be sufficient as a proof of human existence. Also examine his assertion for legitimacy. Do you find that thought alone can prove our existence, or is some type of perceptual justification required (even from another person)? Explain. Finally examine how this contention might be viewed from a religious perspective; Descartes was devout but used philosophy rather than faith to justify his assertions. Many at the time viewed this as a sacrilege; where do you stand regarding this?
4. The archetype of the “Hero” has become very important and ever-present within the study of mythology among cultures. Comment on how this archetype functions in cultural history, and consider what the myth of the hero offers to the cultures associated with its embrace. Offer at least two examples of the hero myth that you are familiar with from Western culture, and illustrate how these myths follow similar patterns or present similar moral underpinnings.
5. The nature of childhood is a very important element in the content of Romantic poetry. In the work that we have studied by William Blake, The Little Black Boy, the outlook of a child is central to the interpretive meaning of the poem. Examine what the perspective of childhood is intended to facilitate in this poem. Why is this a necessary element of the writing, and what role does it play in influencing the response of the reader? Also illustrate through the writing, what the poem intends to suggest about the outlook of children compared to that of adults.
6. The French poet Charles Baudelaire was convicted of indecency.
What is Online Learning? Free Essay Example. Essay on Is Online Learning the Future of Education for all Class in .... E-learning Essay Sample. DOC ESSAY: IS ONLINE LEARNING THE FUTURE OF EDUCATION? Samuel .... About E learning. Lifelong Learning Essay Free Essay Example. How effective is e-learning Research Paper Example Topics and Well .... E-learning and Online Education Essay Example StudyHippo.com. Online Learning Essay 500 Words - Entrepreneur Behavior. Your e-learning essay could win you a grand prize Southern Courier. Write a short essay on Effect of online Education Essay Writing .... Benefits of e-learning essay - illustrationessays.web.fc2.com. Business paper: E learning essay. Lifelong Learning Free Essay Sample on Samploon.com. Advantages of E-learning Free Essay Sample on Samploon.com. For And Against Essay Online Learning Telegraph. Essay about learning english. Importance Of learning English. 2019-01-23. E learning Research Paper Example Topics and Well Written Essays .... PDF An Essay on Learning. inquiry based learning essay Inquiry Based Learning Project Based .... Learning english essay. 10 lines Essay on My Best Friend in English .... Appropriateness of E-Learning - ASDA and Telco Essay Example Topics .... Characteristics of Distance e-Learning Free Essay Sample on Samploon.com. Essay on Online Education Advantages and Disadvantages of Online .... Essay on E-Learning Learning Made Simple and Enjoyable. E learning in schools research papers in 2021 Research paper, Essay .... Essay Websites: Learning theories essay. How to Write a Great Essay Quickly! ESL Buzz E Learning Essay E Learning Essay
Essay Sample: Nature Versus Nurture | Handmadewriting Blog. Nature vs nurture Argumentative Essay - PHDessay.com. Nature vs Nurture Essay | Essay on Nature vs Nurture for Students and .... Nature Vs Nurture Essay: A Guide And Introduction | Toatal Assignment Help. Nature Versus Nurture Essay - Free Essay Example | PapersOwl.com. Personal Reflection on Nature vs. Nurture Debate Argumentative Essay on .... Nature vs nurture essay help, Nature vs Nurture Essay. Incredible Nature Vs Nurture Essay ~ Thatsnotus. Nature Vs Nurture - A-Level Science - Marked by Teachers.com. Nature Vs Nurture - Essay | PSYC1010 - Introduction to Psychology .... (DOC) Nature vs Nurture essay | Jessica Marsh - Academia.edu. The nature versus nurture debate - Free comparison essay example .... Nature vs. Nurture: When to Use Nurture vs. Nature (with Useful .... Table of Contents. Essay of nature versus nurture. Nature Vs Nurture Essay | Psychology - Year 12 WACE | Thinkswap. ⛔ Nature vs nurture debate criminal behavior. Nature Versus Nurture ....
Brave New World Literary Themes Themes to ConsiderC.docxjasoninnes20
Brave New World Literary Themes
Themes to Consider:
Commodification
Freedom
Limits of Science
Mass production
Individuality
Power dynamics
Determinism/Free Will
Individual vs. Society
Identity Crisis
Loneliness
Immorality
Love & Sacrifice
Second Self vs. Doubling
The body itself has various sorts of “others” that echo and complement it.
Sometimes our speech can be more revealing than our conscious thoughts. Consider how people say, “broken up” “going to pieces” “Pull yourself together” “get a grip” “out of his mind” “beside himself” all of these are indications to, or allude to the division or existence of other selves.
Second Self vs. Doubling Cont.
Inner self: frequently suggests a twofoldness which is purely internal.
Double: often times implies a duplication of identity.
Second Self: helps us understand the difference of the self by allowing us to have a distinct first self.
Second Self vs. Doubling Cont.
When there is a second self:
The first self is on the foreground of the reader’s attention. He or she is the one that the reader tries to connect to. The second self is usually conscious of the first self’s existence. The reader usually interprets the second self as the intruder and tends to remain half-shadowed. The motivations of the second self tend to be ambiguous.
Second Self vs. Doubling Cont.
Ego is the lens through which you experience physical reality.
The superego reflects the internalization of cultural rules, mainly taught by parents applying their guidance and influence.
Id: is the unorganized part of the personality structure that contains a human's basic, instinctual drives. Id is the only component of personality that is present from birth.
Eco criticism
(This is a literary theory, not a literary theme.)
Eco criticism: the application of ecology and ecological concepts to the study of literature.
Essentially it is the study of literature and the physical environment and or nature in order to raise awareness of human interaction with the natural world.
When they say nature scholars mean: the environment before it was impacted by technology- the land its flora, its waterways, living creature, the ecosystem etc..
How does the text depict character interacting with nature? What argument is constructed as a result of this interaction or lack of interaction?
Feminist Criticism
(This is a literary theory, not a literary theme.)
Feminist Criticism: the application of a feminist lens onto a study of literature.
This school of thought studies the ways in which women are depicted or their lack of depiction in a text. How is their representation connected to patriarchal threads of power? This theory considers the objectification and subordination of women. This also studies stereotypical depictions of women and their impact on the reader.
Feminist criticism focuses on gender identity. This criticism resists the idea that men are superior to women and considers social conditioning as a the ...
CPI Longview Red Hot Summer (Submit Papers Here)This assignment.docxrichardnorman90310
CPI: Longview Red Hot Summer (Submit Papers Here)
This assignment was locked 8 Oct at 23:59.
Career Pathway Initiative is our way of preparing the student to be successfully employed upon graduation. Therefore, we offer specific training and experiences in each of the disciplines taught at Wiley to give the student a glimpse of what is necessary in each field of study to become gainfully employed upon graduation. In this class we will look at the skills it takes to write scholarly historical articles for journals and presentations at historical conferences. Make sure that you start this assignment early as it takes time to complete the reading, writing and research. The assignment is due on March 7
th and will not be accepted late.
CPI Activity – 10% min of grade. Read “Longview Red Hot Summer” which is linked to the module. Find another race riot that occurred in the United States between 1919 and 1924 and compare and contrast the two. Be sure to use quotes from both sources and use what you have learned to write a three page double spaced reflective essay. Be sure to pay attention to where the information came from to construct this paper and make comments on these sources in your reflective essay.
CPI Instructions
CPI Activity – 10% min of grade. Read “Longview Red Hot Summer” which is linked to the module. Find another race riot that occurred in the United States between 1919 and 1924 and compare and contrast the two. Be sure to use quotes from both sources and use what you have learned to write a three page double spaced reflective essay. Be sure to pay attention to where the information came from to construct this paper and make comments on these sources in your reflective essay.
Module 4 Task 6
TASK 6. Read through all the Dante's Inferno Activities below. Then select one of these questions to answer for Activity 9, and upload it here. These Activity entries must be thoughtful;
each one should be the equivalent of at least a full typed page or more in length (e.g. not less than 250 words). They may be longer if you need to say more on your topic. You will not be able to do these Activity entries properly unless you have carefully read the assigned literature.
WORLD LITERATURE I
Task Six: Activities for Dante's Inferno
Select an Activity that interests you; make a copy of the Activity question to begin your response. Upload your Activity here. These Activity entries must be thoughtful; each one should be the equivalent of at least a full typed page or more in length (e.g. not less than 250 words). They may be longer if you need to say more on your topic. You will not be able to do these Activity entries properly unless you have carefully read the assigned literature.
1) In Canto 5 of the Inferno, Paolo and Francesca personify the ethical dilemmas of courtly love, and they are punished in hell for their love. Who or what, exactly, was to blame for their going to hell? Explain this in .
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10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docxchristiandean12115
10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to setting and characters.
Situation: event in the story which kicks the action forward and begs for an outcome.
Complication: difficulties faced by characters as they experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past experience.
Frame story: plot which begins in the present, quickly goes to the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series of minor plot sequences.
Plausibility: likelihood that certain events within a plot can occur.
Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
C First Person major (participant major): narrator is the major character in the story.
First Person minor (participant minor): narrator is a minor character in the story.
Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character. Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and psychological)
D Physical (external) Setting: the time and place of a story, general and specific.
Psychological (internal) Setting: mood, tone, and temper of story.
E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in control
Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people. That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a window to divine.
Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Pe.
Up to where reaches the mind power? It might be incredible but I think it can reach up to the evolution of the species, it means it can modify the genetic structure o any living form and maintain its evolution.
Checklist Do not use a standard essay format. Provide each co.docxbissacr
Checklist
: Do not use a standard essay format. Provide each component clearly and distinctly.
Two paragraphs comparing two selected documents.
One thesis statement
One discussion question
Content Expectations:
Step ONE: Identify the nature of the source material. Which readings are primary or secondary sources? Are they fictional works or do they present any evident bias?
Step TWO: Choose
TWO
READINGS from the assigned documents to perform a compare/contrast analysis. Video material is not acceptable in this assignment.
If you choose a primary and a secondary source, then think about how the primary source fits into the narrative/position of the secondary source.
If you choose two primary sources, then compare how they represent different viewpoints or perspectives on important issues.
If there is only one assigned reading, then extract two meaningful examples instead of comparisons.
Step THREE: Draw TWO meaningful comparisons between the two documents that reveals important insight into the historical period/topic of the week. The comparison may be any similarity or difference, but should focus on explaining how it helps historians understand the past. Think about how and why things happened the way they did. Figure out what you think is the most significant SIMILARITY between the two passages.
Consider the author's perspective (national origin, class, ideology etc) for each document.
STEP FOUR: If these documents were the source material for your research project, what would your preliminary research question or thesis statement be? This should be no more than two sentences and cover the main idea that you would try to argue.
Ex. Using the works of Robespierre and St. Just, this paper will argue that the violence of the French Revolution was created by their interpretation of the needs of the French nation rather than their philosophical beliefs.
Be ambitious but with limits. Lay out a provable case that makes a strong a point, regardless of whether you are fully convinced that it is the case. You will be evaluated on the composition and effect of the ideas rather than the perfectness of the answer.
Step FIVE: Create one discussion question that you can propose to the class during seminar. It should be a ‘why’ problem that poses an issue for debate rather than demanding a specific factual answer. Ex. ‘Why didn’t Frankenstein name the Creature?” instead of “Did Frankenstein name the Creature?”
Do NOT use quotations or paraphrase the document. You may refer to specific passages but do not summarize the document. “ex. Where Thomas Paine talked about hereditary right, he was focused on the legitimacy of an absolute monarchy.” The paper should consist entirely of your own ideas and opinions about the sources using a compare/contrast approach. Therefore, citations should never be required. If you do quote/paraphrase then include citations.
READINGS
1- https://history.hanover.edu/courses/excerpts/111.
Checklist Do not use a standard essay format. Provide each co.docxneedhamserena
Checklist
: Do not use a standard essay format. Provide each component clearly and distinctly.
Two paragraphs comparing two selected documents.
One thesis statement
One discussion question
Content Expectations:
Step ONE: Identify the nature of the source material. Which readings are primary or secondary sources? Are they fictional works or do they present any evident bias?
Step TWO: Choose
TWO
READINGS from the assigned documents to perform a compare/contrast analysis. Video material is not acceptable in this assignment.
If you choose a primary and a secondary source, then think about how the primary source fits into the narrative/position of the secondary source.
If you choose two primary sources, then compare how they represent different viewpoints or perspectives on important issues.
If there is only one assigned reading, then extract two meaningful examples instead of comparisons.
Step THREE: Draw TWO meaningful comparisons between the two documents that reveals important insight into the historical period/topic of the week. The comparison may be any similarity or difference, but should focus on explaining how it helps historians understand the past. Think about how and why things happened the way they did. Figure out what you think is the most significant SIMILARITY between the two passages.
Consider the author's perspective (national origin, class, ideology etc) for each document.
STEP FOUR: If these documents were the source material for your research project, what would your preliminary research question or thesis statement be? This should be no more than two sentences and cover the main idea that you would try to argue.
Ex. Using the works of Robespierre and St. Just, this paper will argue that the violence of the French Revolution was created by their interpretation of the needs of the French nation rather than their philosophical beliefs.
Be ambitious but with limits. Lay out a provable case that makes a strong a point, regardless of whether you are fully convinced that it is the case. You will be evaluated on the composition and effect of the ideas rather than the perfectness of the answer.
Step FIVE: Create one discussion question that you can propose to the class during seminar. It should be a ‘why’ problem that poses an issue for debate rather than demanding a specific factual answer. Ex. ‘Why didn’t Frankenstein name the Creature?” instead of “Did Frankenstein name the Creature?”
Do NOT use quotations or paraphrase the document. You may refer to specific passages but do not summarize the document. “ex. Where Thomas Paine talked about hereditary right, he was focused on the legitimacy of an absolute monarchy.” The paper should consist entirely of your own ideas and opinions about the sources using a compare/contrast approach. Therefore, citations should never be required. If you do quote/paraphrase then include citations.
READINGS--
1- https://sourcebooks.fordham.edu/mod/1690locke-s.
What the Outline Should Look LikeFor the subculture paper outl.docxalanfhall8953
What the Outline Should Look Like
For the subculture paper outline, you will use a proper heading and MLA 2009 format and employ a topic outline, with short phrases and citations.
The parts of an outline are typically labeled using this order:
I. Main idea
A. Subtopic
1. Detail of subtopic
2. Another detail
a. Related idea about the detail
b. Another related idea
(1) Supporting fact or related matter
(2) Perhaps another supporting fact
(a) Micro-detail
(b) Another micro-detail
B. Second subtopic
1. Detail of second subtopic
2. Another detail
a. Supporting information for this second detail
b. Added supporting information related to second detail
In general, you may find that you will have different amounts of details for some topics and subtopics than for others. That is acceptable; just seek to keep your descriptions in balance, not overemphasizing some topics at the expense of others.
When you have a part I, there should be at least a part II, and possibly a part III.
When you have an A, there should also be at least a B, and so on. Usually no element should occur singly; when one supporting point is listed, there should be at least one more at that level.
Below is a possible rough outline for the subculture paper:
Introduction with thesis, then:
I. Who or what is the subculture?
II. What is the history/background?
III. What are the core beliefs/practices/ideals? What do they do together? Subculture-specific language/jargon/uniform/dress?
IV. What do others think about them?
V. What are current issues, problems, or concerns that are affecting the subculture now?
VI. How do social media and media come into play for this subculture? How are they represented/misrepresented in the media? How do they use social media for recruitment? What are the key blogs/websites? How are they portrayed in pop culture?
VII. What is the subculture’s presence on campus? In Chico? Northern California?
Also keep in mind: Who are the role models in this subculture? Famous members of this subculture? Former members?
(Eventually your conclusion…)
OUTLINE/GUIDELINES FOR THE PAPER:
Make sure your outline is VERY detailed - as if I have never heard of this subculture before! Since you’ll be writing about your own experience and understanding of this subculture, as well as describing the culture from others’ perspectives, you need to use both a first person and third person voice throughout the paper.
On the outline you will include facts, data, details, and citations. Consider this a working draft, just without the complete sentences.
Throughout the outline/paper, include information from your interview with your subculture informant, expert, and/or scholar.
Here are some more details you can use to structure your paper:
III. Core Beliefs/Practices/Ideals:
· Describe some of the worldviews, beliefs, values, attitudes, etc. shared by members of this subculture. Consider whether they share a common way of thinking, philosophy, ideology, religion, etc. .
Cost and benefit analysisWe are doing group presentation.docxvoversbyobersby
Cost and benefit analysis
We are doing group presentation tomorrow but we are struggling to make the
presentation sldies. We need presentation slides.
Could you guys help me? Maximum slides we have to make are 11 pages.
Below are structure of prejesentation we should do.
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In your analysis, make sure you take the followings into consideration:
•
the alternative projects ,
•
the groups who benefit and suffer from project,
•
list the physical impact of alternatives,
•
predict monetary value of those impacts (benefit and cost) over the life of project in terms of their present value,
•
conclude which of the alternative project should be selected.
-----------------
Addendum: PT slides
•
1 intro slide that discusses the motivation behind the project and CBA
•
Information about which groups have standing, and how they either benefit or lose from the considered policies
•
Numbers, sources
•
Conclusion
•
1-2 slides on other key information you would need to conduct a thorough analysis
•
1-2 slides at the end with a list of sources
Addendum: PT slides
Do Not Include:
•
Typos and spelling/grammar mistakes.
•
Basic definitions of CBA terms.
•
Too many pictures.
•
Unsubstantiated claims (unless you explicitly states that you had made the judgement call because there was insufficient data)
.
Cosmetics as endocrine disruptors are they a health risk.docxvoversbyobersby
Cosmetics as endocrine disruptors: are they a health risk?
Polyxeni Nicolopoulou-Stamati1 & Luc Hens2 & Annie J. Sasco3
Published online: 29 January 2016
# Springer Science+Business Media New York 2016
Abstract Exposure to chemicals from different sources in
everyday life is widespread; one such source is the wide range
of products listed under the title Bcosmetics^, including the
different types of popular and widely-advertised sunscreens.
Women are encouraged through advertising to buy into the
myth of everlasting youth, and one of the most alarming con-
sequences is in utero exposure to chemicals. The main route of
exposure is the skin, but the main endpoint of exposure is
endocrine disruption. This is due to many substances in cos-
metics and sunscreens that have endocrine active properties
which affect reproductive health but which also have other
endpoints, such as cancer. Reducing the exposure to endocrine
disruptors is framed not only in the context of the reduction of
health risks, but is also significant against the background and
rise of ethical consumerism, and the responsibility of the cos-
metics industry in this respect. Although some plants show
endocrine-disrupting activity, the use of well-selected natural
products might reduce the use of synthetic chemicals.
Instruments dealing with this problem include life-cycle
analysis, eco-design, and green labels; in combination with
the committed use of environmental management systems,
they contribute to Bcorporate social responsibility .̂
Keywords Endocrine active substances . Endocrine
disruptors . Cosmetics . Sunscreens
1 Introduction
Women and men all over the world use large amount of cos-
metic products in pursuit of everlasting youth, ignoring the
probable health risks. The commercial category of Bcosmetic
products^ entails substances or mixtures of substances that are
designed mainly for external use, for instance to improve the
appearance; clean; perfume; and sometimes protect as in the
case of sunscreens [1]. Many cosmetic products such as oils
and lipsticks contain UV filters, even though they are not
marketed under the term Bsunscreens^ or Bsun lotions^.
Cosmetic products contain active substances, preservatives
and also the so-called Bfragrances^ or Bperfumes^, the exact
composition of which remains a secret under the trade secret
standards [2].
Increasing scientific concern exists about the nature and the
safety of the ingredients used by the cosmetics industry re-
garding their endocrine-disrupting effects. Although numer-
ous studies have proved the endocrine-disrupting potential of
many ingredients, such as parabens, phthalates and UV filters,
and also their ability to cause reproductive impairments [3–6],
these substances are still extensively used and characterized as
Bsafe^. The main justification is the fact that manufacturers
keep the concentrations of the suspected chemical substances
low in accordance with the relevant legislation. However, the
possib.
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Brave New World Literary Themes Themes to ConsiderC.docxjasoninnes20
Brave New World Literary Themes
Themes to Consider:
Commodification
Freedom
Limits of Science
Mass production
Individuality
Power dynamics
Determinism/Free Will
Individual vs. Society
Identity Crisis
Loneliness
Immorality
Love & Sacrifice
Second Self vs. Doubling
The body itself has various sorts of “others” that echo and complement it.
Sometimes our speech can be more revealing than our conscious thoughts. Consider how people say, “broken up” “going to pieces” “Pull yourself together” “get a grip” “out of his mind” “beside himself” all of these are indications to, or allude to the division or existence of other selves.
Second Self vs. Doubling Cont.
Inner self: frequently suggests a twofoldness which is purely internal.
Double: often times implies a duplication of identity.
Second Self: helps us understand the difference of the self by allowing us to have a distinct first self.
Second Self vs. Doubling Cont.
When there is a second self:
The first self is on the foreground of the reader’s attention. He or she is the one that the reader tries to connect to. The second self is usually conscious of the first self’s existence. The reader usually interprets the second self as the intruder and tends to remain half-shadowed. The motivations of the second self tend to be ambiguous.
Second Self vs. Doubling Cont.
Ego is the lens through which you experience physical reality.
The superego reflects the internalization of cultural rules, mainly taught by parents applying their guidance and influence.
Id: is the unorganized part of the personality structure that contains a human's basic, instinctual drives. Id is the only component of personality that is present from birth.
Eco criticism
(This is a literary theory, not a literary theme.)
Eco criticism: the application of ecology and ecological concepts to the study of literature.
Essentially it is the study of literature and the physical environment and or nature in order to raise awareness of human interaction with the natural world.
When they say nature scholars mean: the environment before it was impacted by technology- the land its flora, its waterways, living creature, the ecosystem etc..
How does the text depict character interacting with nature? What argument is constructed as a result of this interaction or lack of interaction?
Feminist Criticism
(This is a literary theory, not a literary theme.)
Feminist Criticism: the application of a feminist lens onto a study of literature.
This school of thought studies the ways in which women are depicted or their lack of depiction in a text. How is their representation connected to patriarchal threads of power? This theory considers the objectification and subordination of women. This also studies stereotypical depictions of women and their impact on the reader.
Feminist criticism focuses on gender identity. This criticism resists the idea that men are superior to women and considers social conditioning as a the ...
CPI Longview Red Hot Summer (Submit Papers Here)This assignment.docxrichardnorman90310
CPI: Longview Red Hot Summer (Submit Papers Here)
This assignment was locked 8 Oct at 23:59.
Career Pathway Initiative is our way of preparing the student to be successfully employed upon graduation. Therefore, we offer specific training and experiences in each of the disciplines taught at Wiley to give the student a glimpse of what is necessary in each field of study to become gainfully employed upon graduation. In this class we will look at the skills it takes to write scholarly historical articles for journals and presentations at historical conferences. Make sure that you start this assignment early as it takes time to complete the reading, writing and research. The assignment is due on March 7
th and will not be accepted late.
CPI Activity – 10% min of grade. Read “Longview Red Hot Summer” which is linked to the module. Find another race riot that occurred in the United States between 1919 and 1924 and compare and contrast the two. Be sure to use quotes from both sources and use what you have learned to write a three page double spaced reflective essay. Be sure to pay attention to where the information came from to construct this paper and make comments on these sources in your reflective essay.
CPI Instructions
CPI Activity – 10% min of grade. Read “Longview Red Hot Summer” which is linked to the module. Find another race riot that occurred in the United States between 1919 and 1924 and compare and contrast the two. Be sure to use quotes from both sources and use what you have learned to write a three page double spaced reflective essay. Be sure to pay attention to where the information came from to construct this paper and make comments on these sources in your reflective essay.
Module 4 Task 6
TASK 6. Read through all the Dante's Inferno Activities below. Then select one of these questions to answer for Activity 9, and upload it here. These Activity entries must be thoughtful;
each one should be the equivalent of at least a full typed page or more in length (e.g. not less than 250 words). They may be longer if you need to say more on your topic. You will not be able to do these Activity entries properly unless you have carefully read the assigned literature.
WORLD LITERATURE I
Task Six: Activities for Dante's Inferno
Select an Activity that interests you; make a copy of the Activity question to begin your response. Upload your Activity here. These Activity entries must be thoughtful; each one should be the equivalent of at least a full typed page or more in length (e.g. not less than 250 words). They may be longer if you need to say more on your topic. You will not be able to do these Activity entries properly unless you have carefully read the assigned literature.
1) In Canto 5 of the Inferno, Paolo and Francesca personify the ethical dilemmas of courtly love, and they are punished in hell for their love. Who or what, exactly, was to blame for their going to hell? Explain this in .
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10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docxchristiandean12115
10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to setting and characters.
Situation: event in the story which kicks the action forward and begs for an outcome.
Complication: difficulties faced by characters as they experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past experience.
Frame story: plot which begins in the present, quickly goes to the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series of minor plot sequences.
Plausibility: likelihood that certain events within a plot can occur.
Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
C First Person major (participant major): narrator is the major character in the story.
First Person minor (participant minor): narrator is a minor character in the story.
Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character. Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and psychological)
D Physical (external) Setting: the time and place of a story, general and specific.
Psychological (internal) Setting: mood, tone, and temper of story.
E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in control
Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people. That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a window to divine.
Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Pe.
Up to where reaches the mind power? It might be incredible but I think it can reach up to the evolution of the species, it means it can modify the genetic structure o any living form and maintain its evolution.
Checklist Do not use a standard essay format. Provide each co.docxbissacr
Checklist
: Do not use a standard essay format. Provide each component clearly and distinctly.
Two paragraphs comparing two selected documents.
One thesis statement
One discussion question
Content Expectations:
Step ONE: Identify the nature of the source material. Which readings are primary or secondary sources? Are they fictional works or do they present any evident bias?
Step TWO: Choose
TWO
READINGS from the assigned documents to perform a compare/contrast analysis. Video material is not acceptable in this assignment.
If you choose a primary and a secondary source, then think about how the primary source fits into the narrative/position of the secondary source.
If you choose two primary sources, then compare how they represent different viewpoints or perspectives on important issues.
If there is only one assigned reading, then extract two meaningful examples instead of comparisons.
Step THREE: Draw TWO meaningful comparisons between the two documents that reveals important insight into the historical period/topic of the week. The comparison may be any similarity or difference, but should focus on explaining how it helps historians understand the past. Think about how and why things happened the way they did. Figure out what you think is the most significant SIMILARITY between the two passages.
Consider the author's perspective (national origin, class, ideology etc) for each document.
STEP FOUR: If these documents were the source material for your research project, what would your preliminary research question or thesis statement be? This should be no more than two sentences and cover the main idea that you would try to argue.
Ex. Using the works of Robespierre and St. Just, this paper will argue that the violence of the French Revolution was created by their interpretation of the needs of the French nation rather than their philosophical beliefs.
Be ambitious but with limits. Lay out a provable case that makes a strong a point, regardless of whether you are fully convinced that it is the case. You will be evaluated on the composition and effect of the ideas rather than the perfectness of the answer.
Step FIVE: Create one discussion question that you can propose to the class during seminar. It should be a ‘why’ problem that poses an issue for debate rather than demanding a specific factual answer. Ex. ‘Why didn’t Frankenstein name the Creature?” instead of “Did Frankenstein name the Creature?”
Do NOT use quotations or paraphrase the document. You may refer to specific passages but do not summarize the document. “ex. Where Thomas Paine talked about hereditary right, he was focused on the legitimacy of an absolute monarchy.” The paper should consist entirely of your own ideas and opinions about the sources using a compare/contrast approach. Therefore, citations should never be required. If you do quote/paraphrase then include citations.
READINGS
1- https://history.hanover.edu/courses/excerpts/111.
Checklist Do not use a standard essay format. Provide each co.docxneedhamserena
Checklist
: Do not use a standard essay format. Provide each component clearly and distinctly.
Two paragraphs comparing two selected documents.
One thesis statement
One discussion question
Content Expectations:
Step ONE: Identify the nature of the source material. Which readings are primary or secondary sources? Are they fictional works or do they present any evident bias?
Step TWO: Choose
TWO
READINGS from the assigned documents to perform a compare/contrast analysis. Video material is not acceptable in this assignment.
If you choose a primary and a secondary source, then think about how the primary source fits into the narrative/position of the secondary source.
If you choose two primary sources, then compare how they represent different viewpoints or perspectives on important issues.
If there is only one assigned reading, then extract two meaningful examples instead of comparisons.
Step THREE: Draw TWO meaningful comparisons between the two documents that reveals important insight into the historical period/topic of the week. The comparison may be any similarity or difference, but should focus on explaining how it helps historians understand the past. Think about how and why things happened the way they did. Figure out what you think is the most significant SIMILARITY between the two passages.
Consider the author's perspective (national origin, class, ideology etc) for each document.
STEP FOUR: If these documents were the source material for your research project, what would your preliminary research question or thesis statement be? This should be no more than two sentences and cover the main idea that you would try to argue.
Ex. Using the works of Robespierre and St. Just, this paper will argue that the violence of the French Revolution was created by their interpretation of the needs of the French nation rather than their philosophical beliefs.
Be ambitious but with limits. Lay out a provable case that makes a strong a point, regardless of whether you are fully convinced that it is the case. You will be evaluated on the composition and effect of the ideas rather than the perfectness of the answer.
Step FIVE: Create one discussion question that you can propose to the class during seminar. It should be a ‘why’ problem that poses an issue for debate rather than demanding a specific factual answer. Ex. ‘Why didn’t Frankenstein name the Creature?” instead of “Did Frankenstein name the Creature?”
Do NOT use quotations or paraphrase the document. You may refer to specific passages but do not summarize the document. “ex. Where Thomas Paine talked about hereditary right, he was focused on the legitimacy of an absolute monarchy.” The paper should consist entirely of your own ideas and opinions about the sources using a compare/contrast approach. Therefore, citations should never be required. If you do quote/paraphrase then include citations.
READINGS--
1- https://sourcebooks.fordham.edu/mod/1690locke-s.
What the Outline Should Look LikeFor the subculture paper outl.docxalanfhall8953
What the Outline Should Look Like
For the subculture paper outline, you will use a proper heading and MLA 2009 format and employ a topic outline, with short phrases and citations.
The parts of an outline are typically labeled using this order:
I. Main idea
A. Subtopic
1. Detail of subtopic
2. Another detail
a. Related idea about the detail
b. Another related idea
(1) Supporting fact or related matter
(2) Perhaps another supporting fact
(a) Micro-detail
(b) Another micro-detail
B. Second subtopic
1. Detail of second subtopic
2. Another detail
a. Supporting information for this second detail
b. Added supporting information related to second detail
In general, you may find that you will have different amounts of details for some topics and subtopics than for others. That is acceptable; just seek to keep your descriptions in balance, not overemphasizing some topics at the expense of others.
When you have a part I, there should be at least a part II, and possibly a part III.
When you have an A, there should also be at least a B, and so on. Usually no element should occur singly; when one supporting point is listed, there should be at least one more at that level.
Below is a possible rough outline for the subculture paper:
Introduction with thesis, then:
I. Who or what is the subculture?
II. What is the history/background?
III. What are the core beliefs/practices/ideals? What do they do together? Subculture-specific language/jargon/uniform/dress?
IV. What do others think about them?
V. What are current issues, problems, or concerns that are affecting the subculture now?
VI. How do social media and media come into play for this subculture? How are they represented/misrepresented in the media? How do they use social media for recruitment? What are the key blogs/websites? How are they portrayed in pop culture?
VII. What is the subculture’s presence on campus? In Chico? Northern California?
Also keep in mind: Who are the role models in this subculture? Famous members of this subculture? Former members?
(Eventually your conclusion…)
OUTLINE/GUIDELINES FOR THE PAPER:
Make sure your outline is VERY detailed - as if I have never heard of this subculture before! Since you’ll be writing about your own experience and understanding of this subculture, as well as describing the culture from others’ perspectives, you need to use both a first person and third person voice throughout the paper.
On the outline you will include facts, data, details, and citations. Consider this a working draft, just without the complete sentences.
Throughout the outline/paper, include information from your interview with your subculture informant, expert, and/or scholar.
Here are some more details you can use to structure your paper:
III. Core Beliefs/Practices/Ideals:
· Describe some of the worldviews, beliefs, values, attitudes, etc. shared by members of this subculture. Consider whether they share a common way of thinking, philosophy, ideology, religion, etc. .
Similar to First Formal EssayDropboxTask Submit to complete this assignm.docx (20)
Cost and benefit analysisWe are doing group presentation.docxvoversbyobersby
Cost and benefit analysis
We are doing group presentation tomorrow but we are struggling to make the
presentation sldies. We need presentation slides.
Could you guys help me? Maximum slides we have to make are 11 pages.
Below are structure of prejesentation we should do.
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In your analysis, make sure you take the followings into consideration:
•
the alternative projects ,
•
the groups who benefit and suffer from project,
•
list the physical impact of alternatives,
•
predict monetary value of those impacts (benefit and cost) over the life of project in terms of their present value,
•
conclude which of the alternative project should be selected.
-----------------
Addendum: PT slides
•
1 intro slide that discusses the motivation behind the project and CBA
•
Information about which groups have standing, and how they either benefit or lose from the considered policies
•
Numbers, sources
•
Conclusion
•
1-2 slides on other key information you would need to conduct a thorough analysis
•
1-2 slides at the end with a list of sources
Addendum: PT slides
Do Not Include:
•
Typos and spelling/grammar mistakes.
•
Basic definitions of CBA terms.
•
Too many pictures.
•
Unsubstantiated claims (unless you explicitly states that you had made the judgement call because there was insufficient data)
.
Cosmetics as endocrine disruptors are they a health risk.docxvoversbyobersby
Cosmetics as endocrine disruptors: are they a health risk?
Polyxeni Nicolopoulou-Stamati1 & Luc Hens2 & Annie J. Sasco3
Published online: 29 January 2016
# Springer Science+Business Media New York 2016
Abstract Exposure to chemicals from different sources in
everyday life is widespread; one such source is the wide range
of products listed under the title Bcosmetics^, including the
different types of popular and widely-advertised sunscreens.
Women are encouraged through advertising to buy into the
myth of everlasting youth, and one of the most alarming con-
sequences is in utero exposure to chemicals. The main route of
exposure is the skin, but the main endpoint of exposure is
endocrine disruption. This is due to many substances in cos-
metics and sunscreens that have endocrine active properties
which affect reproductive health but which also have other
endpoints, such as cancer. Reducing the exposure to endocrine
disruptors is framed not only in the context of the reduction of
health risks, but is also significant against the background and
rise of ethical consumerism, and the responsibility of the cos-
metics industry in this respect. Although some plants show
endocrine-disrupting activity, the use of well-selected natural
products might reduce the use of synthetic chemicals.
Instruments dealing with this problem include life-cycle
analysis, eco-design, and green labels; in combination with
the committed use of environmental management systems,
they contribute to Bcorporate social responsibility .̂
Keywords Endocrine active substances . Endocrine
disruptors . Cosmetics . Sunscreens
1 Introduction
Women and men all over the world use large amount of cos-
metic products in pursuit of everlasting youth, ignoring the
probable health risks. The commercial category of Bcosmetic
products^ entails substances or mixtures of substances that are
designed mainly for external use, for instance to improve the
appearance; clean; perfume; and sometimes protect as in the
case of sunscreens [1]. Many cosmetic products such as oils
and lipsticks contain UV filters, even though they are not
marketed under the term Bsunscreens^ or Bsun lotions^.
Cosmetic products contain active substances, preservatives
and also the so-called Bfragrances^ or Bperfumes^, the exact
composition of which remains a secret under the trade secret
standards [2].
Increasing scientific concern exists about the nature and the
safety of the ingredients used by the cosmetics industry re-
garding their endocrine-disrupting effects. Although numer-
ous studies have proved the endocrine-disrupting potential of
many ingredients, such as parabens, phthalates and UV filters,
and also their ability to cause reproductive impairments [3–6],
these substances are still extensively used and characterized as
Bsafe^. The main justification is the fact that manufacturers
keep the concentrations of the suspected chemical substances
low in accordance with the relevant legislation. However, the
possib.
COSC2737 Assignment 2 IT Infrastructure in the Cloud. .docxvoversbyobersby
COSC2737 Assignment 2: IT Infrastructure in the Cloud.
In this assignment, you will combine 3 different cloud services to build an application of your choice.
Typically, this might include a web-facing component. The focus of the assignment is not this content, but
the infrastructure behind it – the “wiring”, if you will.
As part of the assignment, you will create a presentation video. If this is done well, you will be able to add
these to a portfolio of work that you can demonstrate at job interviews, etc….
NB. This assignment is focused on Amazon products, primarily because that is what we teach in ITIS,
but, you are also allowed to use Google or Microsoft products, or a combination – but only with prior
permission from the Course Coordinator. And we may not be able to help you if problems between
vendor products arises.
For this assignment, you will provide a simple working cloud implementation, and submit the contents in a
ZIP file to Canvas, along with a presentation video, a report, and an initial PDF “pitch” document submitted
some weeks earlier than the deadline.
Note that the web content itself is not evaluated, only how it is set up. So you can use material from
anywhere (as long as you cite it on the web pages).
List of Amazon Services: https://aws.amazon.com/products/
List of Amazon services available to AWS Educate: https://s3.amazonaws.com/awseducate-starter-account-
services/AWS_Educate_Starter_Accounts_and_AWS_Services.pdf also available on Canvas.
Submission Details
1. Build a cloud infrastructure using at least 3 components from the AWS list of products above:
1. This could be a server and storage, or compute, or whatever.
2. One of the components counted could be the use of Alexa services for query.
2. The topic of the website is up to you, but must have a least (say) 5 different pages, and must ideally
be some form of B2B flavour.
3. Submission will be the following:
1. Pitch Document – An initial “pitch” where you describe your proposal in a few paragraphs
(not more than a page)
1. This will be due in week 11
2. Worth 5%, and will provide feedback from your tutor.
2. Report – A PDF report containing the following sections
1. Rationale
- The rationale behind this website or cloud construction. More or less a copy
of the pitch in its final form.
2. Cost Estimates
- both development, fixed and cloud running and how these running cost
scales for LOW (1-1000 transactions/day), MEDIUM (1000-1,000,000), and
HIGH (above 1,000,000+ transactions per day) – hese costs all to be
itemised and justified
- Imagine you are a professional quoting for the job
3. An installation manual that
- contains instructions to recreate the website(s)
- A marker should be able to rebuild it him/herself from this
4. There is no limit on report size, but a guide is about 10-15 pages including figures,
screen dumps, etc.
.
https://aws.amazon.com/prod.
Cortes and the Aztecs Respond in writing to the following questi.docxvoversbyobersby
Cortes and the Aztecs
Respond in writing to the following questions after reading Cortés' letter on page 260 and watching the two videos above.
1. What aspects of Aztec life and culture favorably impressed Cortés? Of what was he critical?
2. With their belief in a pantheon of deities, how might an Aztec have reacted upon visiting a Christian house of worship such as Chartres Cathedral?
3. What is the Colombian Exchange? List the consequences of the exchange.
Make sure to:
· Write a short essay or paragraph of at least 100 words. Do not go over 250 words.
· Use concrete examples/details and avoid generalities.
· Address all questions.
· Use proper grammar and punctuation.
· If you researched your topic and are using information from what you learned, remember to cite your sources.
· Do not plagiarize. Your work will be checked by turnitin.com.
.
Correlation and RegressionForecasting is a critical job for mana.docxvoversbyobersby
Correlation and Regression
Forecasting is a critical job for managers. Correlation and regression are two statistical methods used by managers for forecasting.
Correlation allows you to quantify how closely two variables are related. The correlation values or correlation coefficients have a range between -1.0 and +1.0. The closer the value is to the absolute value of 1, the stronger the correlation. The negative or positive sign indicates if the variables have a negative or positive correlation. A positive correlation exists when both variables increase or decrease. A negative correlation exists when one variable increases while the other variable decreases. If the two variables are independent and have no relationship, then the correlation is 0.
Be careful not to confuse correlation and causality. For instance, you can be reasonably sure that higher distribution and lower prices both cause higher sales; however, there are many things in this world that are correlated mathematically but are not at all related.
Regression is a statistical technique that lets you construct an equation to describe the relationship between the movements of two variables. On a scatter plot, the regression equation would calculate the best-fit line through the points. Regression allows you to forecast and simulate different scenarios by ascertaining the relationship between causes and effects. The causes are known as independent variables or drivers. The effects are known as dependent variables or what is being forecast.
You need to have a sufficient amount of history for the dependent variable and all the independent variables that you might think are useful in predicting the dependent variable to build a regression model. The minimum number of observations required is generally between 20 and 30. A key concept for regression is that it uses the past to predict the future. It assumes that relationships between historical dependent and independent variables will hold true for present of future dependent and independent variables.
There is an extension to the regression model, known as the multiple regression model. Adding another independent variable to a regression model turns it into a multiple regression model. The equation can become quite complex when more than two independent variables are added to the model, but these equations are rarely calculated by hand. Most commercial spreadsheet, accounting, and statistics software include these in their function library.
Counselor Dispositional Expectations
Dispositions are the values, commitments, and professional ethics that influence behaviors toward others, and, if sincerely held, dispositions lead to actions and patterns of professional conduct. The Grand Canyon University Counseling Program’s dispositions adhere to the University’s mission statement, as well as to the established counseling profession codes of ethics.
The Grand Canyon University Counseling Program have adopted the following disposition.
Correlation and Regression StudyBackground During this week .docxvoversbyobersby
Correlation and Regression Study
Background
During this week you will identify a research question created in Week 1 for which correlation or regression would be the best statistical approach to take. If you do not have a research question that indicates correlation or regression, review the research questions posted by your peers last week and select one that is ideal for correlation or regression.
Discussion Assignment Requirements
Initial Posting – In your initial posting for this assignment, include the following:
•Identify an appropriate research question that would require the use of correlation and regression to answer.
•Describe why this question is appropriate for a correlational study.
•Identify the two variables in this study and each of their attributes: discrete or continuous, quantitative or categorical, and scale of measurement (nominal, ordinal, interval, or ratio).
•Do the variables fit the qualifications of a correlational study? Explain.
•What type of correlation would you expect to find for this study (i.e., positive or negative)? Explain.
•What predictions might you be interested in making with these variables if the correlation is found to be significant?
Article Critique: Correlation & Regression
The readings for this week focus on the concepts of correlation and regression. In this discussion we will apply those concepts to the review and critique of Wagenheim & Anderson (2008). For information on how to critique a research article, see the Coughlan et al. (2007) from your resources in Week 1 and UIS (n.d.) from your resources in Week 2.
In the body of your posting, include an overview of the following topics:
•Research question – State the research question for the study.
•Methods and study design – Describe the basic methods used, including the variables, sampling methods, data collection, etc.
•Data analysis – Summarize the statistical tests conducted, the results obtained from each test, and the conclusions regarding the research question.
•Critique – Critique the results of the study, paying specific attention to the appropriateness of the analyses conducted, any biases or assumptions that were made, practical significance of the results, and recommendations for improving upon the study (methods or analyses).
•Summary – Provide a brief summary of the study's findings in 2-3 sentences. Do not use any numbers or statistical terms, but provide a review that would make sense to someone who has not studied research methods or statistics.
Be sure to put information in your own words and to cite appropriately. Respond substantively to at least two of your classmates’ postings. Specifically, focus on their critique of the results and discussion of the analysis. Do you agree with their assessment? What questions did the study leave you with? How might you have done this study differently? What do you see as the limitations of the study as compared to your classmates?
Z, T, or Chi-Square Test Study
Background
During th.
Correlate your job responsibilities with the Disaster recovery c.docxvoversbyobersby
Correlate your job responsibilities with the Disaster recovery course outcomes listed above. Should be Minimum 200 words
Disaster Recovery Course Out-come
• Recognize the need for disaster recovery plans within organizations.
• Develop a complete and accurate disaster recovery plan.
• Assess risks that may impact an organization
• Identify data storage and recovery sites.
• Develop plans, procedures and relationships.
• Develop procedures for special circumstances.
• Test the disaster recovery plan.
• Continue to assess needs, threats, and solutions after testing the disaster recovery
plan.
Job Responsibility:
· Responsible in delivering the complete
Project Plan with total supporting data which included the status Reports, Issues Log, Performance Testing Matrix, detailed Testing Reports, Fine tuning Recommendation reports to both Executive Management & Senior Management
· Responsible to provide Technical and Functional Support to the users, tester and Business System Analysts
· Managing and Preparation of the Test Plan and Test strategy for the various projects
· Liaison with the onsite and offshore teams for testing status and issue resolution
· Tested the data mapping, fixing errors
· Tested staging table for EDI 210 Invoice, Balance Due Invoice, EDI 810 Invoice inbound, 850 Inbound Purchase order
· Tested Web service using SoapUI
· Involved in User acceptance testing (UAT)
· Written standard test scripts for Oracle Financial, Procure to Pay, SOA, web services
· Involved in standard Functionality testing in Phase I Phase II for 3 Instance
· Documented and communicated test results to the test Management and Business Management Team
· Worked closely with Developers team for different issues
· Experience with test automation tools like JIRA
· Worked on the testing of SaaS, Web services, XML and web application.
.
Correctional CounselingRobert HanserScott Mire20111 The .docxvoversbyobersby
Correctional Counseling
Robert Hanser
Scott Mire
2011
1 The Role of the Correctional Counselor
CHAPTER OBJECTIVES
After reading this chapter, you will be able to:
· 1. Identify the functions and parameters of the counseling process.
· 2. Discuss the competing interests between security and counseling in the correctional counseling process.
· 3. Know common terms and concerns associated with custodial corrections.
· 4. Understand the role of the counselor as facilitator.
· 5. Identify the various personal characteristics associated with effective counselors.
· 6. Be aware of the impact that burnout can have on a counselor’s professional performance.
· 7. Identify the various means of training and supervision associated with counseling.
PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS
There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders.
It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and emotional problems (Brown & Srebalus, 2003). Around the same time (1890), Sigmund Freud began treating mental patients with his patented technique of psychoanalysis. As a result, the origins of counseling can be traced to two different but simultaneous movements: (1) guidance and (2) psychotherapy.
Guidance
Guidance has been used as a concept to describe the process of helping individuals identify and choose what they value most (Gladding, 1996). Guidance can occur in any instance where one individual, usually more experienced, helps another to identify choices that best refle.
Correlate health and safety issues at workplace with ideals. Y.docxvoversbyobersby
Correlate health and safety issues at workplace with ideals.
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Hartman, L., DesJardins, J., & MacDonald, C. (2014). 1.
Business ethics: decision making for personal integrity and social responsibility
(3rd ed., pp. 276-283). New York: McGraw-Hill.
No Wiki, Dictionary.com or Plagiarism
.
Correctional Program ShowcaseSubmitted BY Intensive moti.docxvoversbyobersby
Correctional Program Showcase
Submitted BY
Intensive motivational program of alternative correctional treatment (IMPACT)
IMPACT- Two phase program
Mission: to engage and rehabilitate the offenders with sentence of seven years
Goals: To engage the offenders into correction program for their betterment
To help the offenders to live a life with worth with out committing a crime.
Intensive motivational program of alternative correctional treatment (IMPACT) is a program that is based on the two phases, it is continuation shock incarcerations that initially started in the 1987. The mission of the program is to engage the offenders who are sentenced for 7 years into correctional program. Goals of the program is to engage the offender voluntarily in the two phase program and they can quite if they are not willing to continue the program. The offenders ahs to pass through the phases and complete the instructions of the drill instructors. The target population is based on the offender who do not mix in to normal general population. IMPACT is among the top three programs of the state to correct and rehabilitate the offenders (Mackenzie & Shaw, 2006).
2
Intensive motivational program of alternative correctional treatment (IMPACT)
Population : Offenders with sentence of seven years
Effectiveness:
Increased the prosocial behavior in offenders
Decreased the aggression and anxiety
Improvements have been seen in the offenders that lead them towards rehabilitation.
The program is effective for the offenders by send in to the offenders into military boot camps. Offenders who were engage in the IMPACT program were reported as having the high prosocial behaviors anxiety and aggression have been lowered in the offenders who have completed the program. Offender with change are promoted to the next phase of rehabilitation (Mackenzie & Shaw, 2006). It was designed because authorities are aware of that emotional instability is a main reason behind the offenses. Thus this program helped to provide emotional stability and also help in rehabilitation process.
3
Reentry Program
Reentry program is basically developed as a correctional program which is covering different aspects.
Educational paradigm
Health sector
Rehabilitation sector
Job skills and Employment Readiness program
Reentry programs is an effort made by the Louisiana corrections. The mission of the program is to provide the services regarding education, job and employment skills, substance abuse treatment and rehabilitation services are offered by the programs to education the offenders and help them rehabilitate in the society. Reentry program was designed to motivate those offenders who came again after relapse of drugs or crime. This program focus on all areas of life of offenders because it not only provided basic education but also provide job skills to make them productive member of society. Some profit and not for profit organizations help to design and to make it effective by financ.
Corrections in America - please type the answers separateDiscu.docxvoversbyobersby
Corrections in America - please type the answers separate
Discussion Board #2A : Research and discuss the differences between State and Federal Prison Systems. Who goes to Prison in each of these systems? What about Women Offenders? What about Juvenile Offenders?
iscussion Board #2B concerns Racial Issues within Prison Systems. Research and discuss if there is racial disparity as to who is sent to jail/prison. Are all groups sentenced equally? Why is there an issue with fair sentencing? Who is to blame?
.
Correction to be made for my code of ethical plan Inclusion of.docxvoversbyobersby
Correction to be made for my code of ethical plan: Inclusion of a letter from leadership to the reader of the Code of Ethics. This sets the tone and lets the reader know why the Board of Directors and management consider the code of Ethics important.
2. Accetable and unacceptable behavior on the part of employees.
3. Resources for more information and what to do if unethical behavior is seen such as contact information for an Ethics Compliance Officer or if someone needs to report unethical conduct. This includes reporting procedures.
4. Ethics training and awarness program for your company.
5. Consequences of unethical /or illegal behavior
6. The legal regulations of conducting business overseas.
7. The ethical code of conduct for employees and vendors
8. Distingushing between right and wrong in business dealings when the action is legal
9. Identifying the issues surrounding the motivation behind unethical or illegal business operations when the consequences are properly documented.
10. Anything else that you deem important support your ethical code of conduct plan.
11. Your ethical code of conduct plan should demonstrate your understanding of the concepts and ideas covered throughout the course.
1,250--1,500 words and references.
.
Correct the following paragraph. Insert or delete hyphens as nee.docxvoversbyobersby
Correct the following paragraph.
Insert or delete hyphens as needed in the following paragraph:
1
Attending College in New York City can be pretty scary, especially for a small-town girl from Des Moines, Iowa.
2
Since I am studying nursing, I decided to join Scorpions for Smiles, a student-volunteer-group that visits children who spend a-lot of time in the hospital wards for recovery or treatment purposes.
3
It's a great feeling knowing that a sick or hurting child is benefiting from my time and up-beat attitude.
4
The last time I visited, I brought coloring supplies so that Amy, the eight year old patient I usually spend time with, and I could draw pictures for her family.
5
Amy is a very well known patient; she is always playing practical jokes on the nurses and doctors!
6
When I went visited with my student group this past week, Amy wasn't there because she had an X-ray scheduled.
7
I left her a note with some crayons so that she could color after the procedure.
8
Next week is her birth-day.
9
. I won't be visiting that day, but when I do, I'll bring two plain t shirts to decorate with paints and markers.
10
The corner store near my dorm has cake-mix for only ninety nine cents!
11
. I'll bring a cake for Amy and-the-rest of her friends, too!
Step 2
Save and submit your assignment.
.
Correctional AdministratorsPrisons and jails are both clas.docxvoversbyobersby
Correctional Administrators
Prisons and jails are both classified as correctional facilities, however their missions and day-to-day operations can vary significantly. The types of offenders being held and the reasons they are incarcerated are notably different between a state or federal prison and a county jail.
In your initial response,
A)
Compare and contrast the role of a correctional administrator at a prison vs. a jail.
B)
Be sure to highlight the missions of both and how those missions impact the way day-to-day operations are managed by a correctional administrator.
Assignment Instructions:
1) Based on research, and
2) Using professional, scholarly sources, and
3) Submitted in APA 6th ed style, and
4) A minimum of 350 words, excluding the references list.
.
Corporations are making the assumption that everyone uses a sm.docxvoversbyobersby
Corporations are making the assumption that everyone uses a smartphone. How does this perpetuate the negative outcomes created by the “Digital Divide”?
Your rough draft is your work-in-progress version of your final paper (which is due on Sunday). The purpose of the rough draft assignment is to allow me to understand where your team is at, and to be able to provide feedback that you can use for refining your paper.
Your paper should have the following characteristics:
Be in APA format
Have the following sections:
Title page
Abstract (from Friday's assignment - revised according to the feedback that was given (if any).
Rough draft, this should address:
Introduction
Background/Literature Review
Relevant Theory Exploration
Findings/Examples
Lessons Learned
Future Research
References (non-annotated)
Appendix:
.
Corporation M, a calendar year corporation that began doing business.docxvoversbyobersby
Corporation M, a calendar year corporation that began doing business on January 1, 20X1, had accumulated earnings and profits of $30,000 as of January 1, 20X8. On July 2, 20X8, M distributed $22,000 cash to Mrs. C, M's sole shareholder. M had a $20,000 deficit in earnings and profits for 20X8. Mrs. C had an adjusted basis of $14,000 in her stock before the distribution. What is the amount of Mrs. C's basis in the stock after the distribution?
.
CORPORATE TRAINING 1
Running head: APA IS EASY
Paper Title
Student’s Name, Class
University of the Cumberlands
Note the
header &
the page
number.
Also this
the header
is l/2 inch
from the
top (p. 306)
Double spaced,
upper/lower case and
centered on the page.
See pg 41, APA, 6th
edition
Ask your facilitator if
they desire the date/their
name on title page.
APA doesn’t require it.
Running
head is
typically
optional –
ask your
instructor –
used
primarily if
publishing
CORPORATE TRAINING 2
Corporate Training
Today, managers need well-trained employees and are finding they do not exist.
Corporations are, therefore, providing additional training for their employees. One such training
program that is being added to corporate learning environments is an awareness of emotional
intelligence. Business managers are learning that successful managers need high Emotional
Quotient (EQ) or Emotional Intelligence (EI) to work effectively. Emotional intelligence is the
ability to accurately perceive emotions in self and others, to identify different emotional
responses, and to use emotional information to make intelligent decisions (Goleman, 2000). A
leading expert on EQ finds that “people good at managing relationships tend also to be self-
aware, self-regulating, and empathetic” (Goleman, 2000, p. 33). Emotional intelligence is
especially important “at the highest levels of the company, where differences in technical skills
are of little importance. In other words, the higher the rank of the person, the more emotional
intelligence capabilities are needed for decision making effectiveness” (Goleman, 1986, p. 94).
Emotional intelligence is crucial to a successful business career and for effective group
performance (Goleman, 1986). The core competencies required for emotional intelligence are
“the perception of emotions in one’s self and others, the understanding of these emotions, and
the management of emotions” (Feldman, 2001, ¶ 4). Success in the modern workplace requires
teamwork and collaboration. Emotional Intelligence training is essential since most modern
Title of
paper is
centered.
Do not
bold. Do
not cap.
Text is
ragged
edge,
double-
spaced
This is a
direct
quote
complete
with
quotation
marks so
the writer
must
provide
needs to
direct
readers to
direct
This is not
a direct
quote but
para-
phrased
Period after
Citation of
Short
quotes
CORPORATE TRAINING 3
companies rely on teams of employees working together, rather tha.
Corporate TAX homework problems. Need help with solving. email is .docxvoversbyobersby
Corporate TAX homework problems. Need help with solving. email is
[email protected]
Notes
Ch1 corporations
Complete the problems as presented in this document. You may create a new document and/or spreadsheet as needed. Any memo should be no more than 3 pages in length. Please state any assumptions used if problems are not clear.
Problem 1
Your client, a physician, recently purchased a yacht on which he flies a pennant with a medical emblem on it. He recently informed you that he purchased the yacht and flies the pennant to advertise his occupation and thus attract new patients. He has asked you if he may deduct as ordinary and necessary business expenses the costs of insuring and maintaining the yacht. In search of an answer, consult RIA’s CHECKPOINT TAX available on-line through the SNHU Shapiro Library. Explain the steps taken to find your answer.
Problem 2
Stacey Small has a small salon that she has run for a few years as a sole proprietorship. The proprietorship uses the cash method of accounting and the calendar year as its tax year. Stacey needs additional capital for expansion and knows two people who might be interested in investing. One would like to practice hairdressing in the salon. The other would only invest.
Stacey wants to know the tax consequences of incorporating the business. Her business assets include a building, equipment, accounts receivable and cash. Liabilities include a mortgage on the building and a few accounts payable, which are deductible when paid.
Write a memo to Stacey explaining the tax consequences of the incorporation. As part of your memo examine the possibility of having the corporation issue common and preferred stock and debt for the shareholders’ property and money.
Problem 3
Five years ago, Lacey, Kaylee, and Doug organized a software corporation, DLK, which develops and sells Online Meetings software for businesses. DLK is a C corporation. Each individual contributed $10,000 to the company in exchange for 1,000 shares of DLK stock (for a total of 3,000 shares). The corporation also borrowed $250,000 from ACME Venture Capital to finance operating costs and capital expenditures.
Because of intense competition, DLK struggled for the first few years of operation and the corporation sustained chronic losses. This year, Lacey, DLK’s president, decided to seek additional funds to finance DLK’s working capital.
CME declined to extend additional funds because of the money already invested in DLK. High Tech Venture Capital Inc. proposed to lend DLK $100,000, but at a 10% premium over the prime rate. (Other software manufacturers in the same market can borrow at a 3% premium.) First Round Capital proposed to invest $50,000 of equity capital into DLK, but on the condition that the investment firm be granted the right to elect five members to DLK’s board of directors. Discouraged by the “high cost” of external borrowing, Lacey decides to approach Kaylee and Doug.
Lac.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
First Formal EssayDropboxTask Submit to complete this assignm.docx
1. First Formal Essay
Dropbox
Task: Submit to complete this assignment
Choose ONE of the following paper topics testing your
understanding of the work as a whole and allowing you to
analyze important themes and literary devices.
If you choose one of the Dante topics, following each question
is a sample outline (because the material can be difficult) to get
you started. You are expected to use specific quotations and
analysis of quotations in your response. You are allowed to use
the reading guides I provided in the Dante folder, so your only
sources in your Works Cited would be quotes from the text
itself (must be back up points with textual material) and
analyses (quotes) from reading quides provided in the folder
from the scholary authors. Do not search the internet for more
information or use sources other than mentioned above.
Remember this paper is a three-page MLA format paper, plus a
Works Cited page.
You do not have to use the outlines provided....but at least
review them to get an idea of what you will write over. My
suggestion is do not try to write over every point in the
outline...each paragraph needs to have at least two
examples/quotes from the text, additional analysis from the
reading guides is in addition to what you quote from the text.
I also have attached an MLA format guide, an example essay,
and a sample outline in file forms as attachments to help you as
well. Please review. The "bubbles" in the essay example state
information important to writing formal essays----my suggestion
is a quick review before you begin this paper. Oh, and don't
forget you need to review your Short Response for any errors or
2. suggestions I made for this paper.
TOPIC CHOICES
Topic #1: There are three main themes in traditional literature;
these themes include the picaresque theme, in which the
character travels or makes a journey; the reversal of fortune
theme, in which the character has his or her situation in life
changed; and the survival of the least worthy theme, in which a
character who is not really equipped for survival is able to
endure. Which of these themes apply/applies to Dante’s
Inferno?
Possible Outline for Topic #1
I. Thesis Statement: All three of the main themes in traditional
literature apply to Dante’s The Inferno; these themes include
the picaresque theme, the reversal of fortune theme, and the
survival of the least worthy theme. (You may want to use only
ONE of these three points in your paper--Example: The
picaresque theme in traditional literature applies to Dante'sThe
Divine Comedy when Dante is lost in the beginning, approached
by a form, and reacts to his journey. Or you may choose one of
the other themes and just use the outline information for that
theme.)
II. The picaresque theme
A. Dante lost in Canto I
3. 1. In woods
2. Midway on way of life
3. Right road lost
B. Approached by form
1. Says Dante must go another way to leave a wasteful life
behind
2. Says Dante should take him as guide
3. Says must pass through an eternal place and terrible peril
C. Reaction of Dante
1. Asks Virgil to lead him
2. Follows behind
III. Reversal of fortune theme
4. A. At beginning of The Inferno
1. Alone
2. Lost
3. Dark
4. Woods
B. Appearance of form
1. No longer alone
2. Will serve as guide
3. Morning rays of sun
4. Now at base of mountain
5. Will allow Beatrice to take over later in the journey
5. IV. Survival of least worthy
A. Dante threatened from beginning
1. Lost
2. Three animals
a. Leopard
b. Lion
c. Wolf
B. Dangerous journey
1. Specters along way
a. Demons
b. Giants
6. c. Dis
d. Others
2. Environmental hazards
a. Fire
b. Ice
3. Weight of live person
a. Dangerous on rocky paths
b. Dangerous in boats
C. At last emerges and sees stars
Topic #2: Many conflicts are evident in the Inferno. Conflicts
can be person-against-person, person-against-self, person-
against-society, and person-against-nature. Which of these
7. conflicts do you think exist in The Inferno? Explain your
answer. Be sure to include examples.
Possible Outline for Topic #2
I. Thesis Statement: In Dante’s Inferno there exist all four types
of conflict: person-against-person, person-against-self, person-
against-society, and person-against-nature. These conflicts are
evident as Dante observes those within the Circles of Hell;
Dante himself experiences these conflicts.(Again, you could just
present ONE conflict rather than all four, which would possibly
make your paper too long.)
II. Conflicts experienced by shades in Hell
A. Person-against-person
1. Count Ugolino
a. Remembers Archbishop Roger
b. Remembers being imprisoned by Roger
c. Remembers children and self starving to death
2. Archbishop Roger
8. a. Condemned Ugolino in life
b. Eaten by Ugolino in Hell
B. Person-against-society
1. Simon of Troy
a. Lying Greek
b. Convinced Trojans to bring wooden horse inside gates
c. Conquered their people
2. Master Adam
a. Falsified coins
b. Made money off society
C. Person-against-nature
9. 1. Cold affecting those in lower realms
a. Ugolino in cold area
b. Frozen eyes of Ugolino
2. Punishment by demons, centaurs who are twists of nature
a. Kept in boiling river
b. Pricked their skins with arrows
D. Person-against-self
1. Noise from those in Vestibule
2. Unable to make a decision
3. Rush aimlessly about and never make a commitment
10. III. Conflicts experienced by Dante
A. Person-against-nature
1. Lost in dark woods
2. Sees leopard, lion, and wolf
B. Person-against-society
1. Experienced political parties in life
2. Exiled because of beliefs
C. Person-against-self
1. Had to struggle to control emotions
2. Had to struggle to stay on right road
11. D. Person-against-person
1. Conflicts with Virgil
a. Dante’s showing sorrow for sinners
b. Dante’s watching conflict among sinners
2. Conflicts with sinners
a. Becomes angry when sinner tells him fate of Guelphs
b. Demands to know names of sinner
TOPIC #3
In what ways does Yingying behave in a "Confucian" way
(following strict decorum, etc.), and in what ways does she
behave in a "Daoist" way (acting spontaneously or in defiance
of decorum, etc.). (You may also construct your paper around
the Zhen character as well using only those traits that he
portrays.)
12. The information below will be of help in constructing a logical
answer. Below is how to cite in MLA format. But you must also
use textual citations from original text in the textbook. For
citing purposes, note the following citation:
Bloom, Irene. "Introduction to Daoism." Asia for Educators.
Columbia University. N.p., 2009. Web. 2 Nov. 2014.
Remember when constructing your thesis statement to create it
around this topic question. For example, depending upon the
length of your paper, you may want to use three or four of the
principles balanced from below in your paper.
However, your actual thesis might be stated this way: In Yuan
Zhen’s “The Story of Yingying,” the character Yingying
becomes embroiled in a struggle of love and desire that
conflicts with societal life and rules; her behavior reflects those
ways that correspond with the Daoist views when she ______,
_______, and _______, and those that correspond more with the
Confucian way as she _____ and ______. Obviously, each
“way” would be given at least one full paragraph of writing on
that characteristic, in what way she acts it out, and the
implications, etc.
Here is the article that might help in understanding the story
better:
13. Introduction to Daoism
The Chinese word dao means a way or a path. Confucians used
the term dao to speak of the way human beings ought to behave
in society. In other words, dao, for them, was an ethical or
moral way. From the point of view of Daoism, however, the
Confucian concept of dao was too limited. Daoists preferred to
understand the dao as the Way of Nature as a whole. They
believed that Confucians, by insisting on a purely human Way,
exaggerated the importance of man and failed to pay attention
to the lessons which Nature has to offer about time and change,
gain and loss, the useful and the useless.
The basic idea of the Daoists was to enable people to realize
that, since human life is really only a small part of a larger
process of nature, the only human actions which ultimately
make sense are those which are in accord with the flow of
Nature — the Dao or the Way. Their sensitivity to the way of
Nature prompted them to reject human ideas or standards which
might lead to an overly assertive mode of behavior or too strong
a commitment to the achievement of worldly goals. For Daoists,
such unnatural assertiveness was the root cause of violence and
aggression. While Confucians found moral reasons to counsel
against violence and to urge rulers to govern by virtue rather
than by force, many Daoists went even further and denounced
violence as reflecting the ultimate ignorance of the Way of
Nature.
Their solution to the problem of how human beings should
behave is expressed in the typically Daoist doctrine of wu-wei
or non-action. This did not mean doing absolutely nothing but
doing nothing unnatural, nothing that was out of keeping with
the Dao. Related to the doctrine of non-action was the idea of
no desires, which meant that no one should have excessive
desires because such desires are bound to cause injury both to
oneself and to others.
14. As believers in the way of the natural, the Daoists
characteristically favored the spontaneous and the simple. One
of their favorite images was that of the uncarved block.
Suggesting a block of wood which is uncut and uncrafted, the
uncarved block is associated with an original simplicity and
wholeness which is purely natural. From a Daoist point of view,
Confucian concern with civilization, culture and moral
cultivation reflected a bias toward artificiality and toward
unnecessary and arbitrary distinctions. Since morality came into
being only after distinctions began to be made by human beings,
and among them, it is far inferior to spontaneous conformity to
the Dao.
What Confucians regarded as essential to being human — the
practice of ritual — the Daoists saw as just so much contrivance
and arrogant insistence on the man-made as opposed to the
natural. They advocated that, rather than dwelling on the
practice of ritual, each individual should cultivate his own te,
the virtue or power that is received from the Dao.
In addition to being unsympathetic to the Confucian idea of
ritual, the Daoists tended also to be mistrustful of that other
great human invention, language. This was perhaps because they
realized that all those who speak are locked in time and
confined to a particular human identity. What was needed, from
their point of view, was not logical argument or the arts of
persuasion, but quiet attunement to the rhythms and cycles of
nature and to the process of change.
One of the most important figures in the shaping of classical
Daoism is that of Laozi, which simply means "the elder" or "the
old man." Nothing certain is known of him. Some accounts of
Laozi suggest that he lived in the sixth century B.C. and that
Confucius actually visited him in search of philosophical
advice. However, there is no real evidence to support this view,
and recent historians have tended to believe that most of the
16. Tales of the Heike, align with “The Bushido Code”---the eight
virtues of the Samurai?
As noted in the first topic question above, you may use only two
sources in your paper, the text itself and the code below. For
citing purposes, the MLA citation is listed for you. Remember
when constructing your thesis statement to create it around this
topic question. For example, depending upon the length of your
paper, you may want to use three or four of the virtues listed
below in your paper. However, your actual thesis might be
stated this way:
In the medieval Japanese Samurai story, The Tales of the Heike,
soldiers adhere to "The Bushido Code: The Eight Virtues of the
Samurai." Four of those virtues practiced in the text are
__________, ___________, _________, and __________ .
Obviously, each virtue would be given at least one full
paragraph of writing on that virtue, which character possesses it
or acts it out, and the implications, etc. and include a citation to
back up your statement.
McKay, Brett & Kate. "The Bushido Code: The Eight Virtues of
the Samurai." The Art of Manliness RSS. N.p., 14 Sep. 2008.
Web. 2 Nov 2014.
The Bushido Code: The Eight Virtues of the Samurai
by Brett & Kate McKay on September 14, 2008 · 50 comments
17. Editor’s Note: This is a guest post from Tim Clark. He blogs at
Soul Shelter with novelist Mark Cunningham. Make sure to
check out Tim Clark’s second book, The Swordless Samurai.
“So, boy. You wish to serve me?” Silhouetted against the blue-
black sky, the horse-mounted samurai with the horned helmet
towered over me like a demon as I knelt in the dirt before him. I
could not see his face but there was no mistaking the authority
in his growling tone, nor the hint of mockery in his question. I
tried to speak and managed only a faint croak. My mouth had
gone dry, as parched as a man dying of thirst. But I had to
respond. My fate-and though I didn’t know it then, the fate of
all of Japan-rested on my answer. Raising my head just enough
to brave a glance at the demonic figure, I saw him staring at me,
like a hawk poised to seize a mouse in its talons. When I
managed to speak, my voice was clear and steady, and I drew
courage with each syllable. “That’s correct, Lord Nobunaga,” I
said. “I do.” It was a time of carnage and darkness: the Age of
Wars, when the land was torn by bloodshed and the only law
was the law of the sword. A peasant wandered the countryside
alone, seeking his fortune, without a coin in his pocket. He
longed to become the epitome of refined manhood-a samurai-but
nothing in the demeanor of this five-foot tall, one-hundred-ten-
pound boy could possibly have foretold the astounding destiny
awaiting him. His name was Hideyoshi, and on that fateful
spring evening in the year 1553, the brash young warlord
Nobunaga hired him as a sandal-bearer. Driven by a relentless
desire to transcend his peasant roots, Hideyoshi went on to
become Nobunaga’s loyal protégé and right-hand man.
Ultimately he became the supreme ruler of all Japan-the first
peasant ever to rise to the absolute height of power-and unified
a nation torn apart by more than a hundred years of civil strife.
18. Hideyoshi’s true story has inspired countless novels, plays,
movies-even video games-for more than four centuries. Born the
weakling son of a poor farmer at a time when martial prowess or
entry to the priesthood were the only ways for an ambitious
commoner to escape a life of backbreaking farm toil, he rose
from poverty to rule a mighty nation and command hundreds of
thousands of samurai warriors. For generations of men,
Hideyoshi became the ultimate underdog hero: a symbol of the
possibility of reinventing oneself as a man and rising, Horatio
Alger fashion, from rags to riches. Hideyoshi was driven by a
burning desire to succeed as a samurai. But he differed from his
contemporaries in seeking to overcome his adversaries
peaceably, through negotiation and alliance building rather than
through brute force. Lacking physical strength and fighting
skills, he naturally chose to rely on wits rather than weapons,
on strategy over swords. An unlikely samurai, indeed. Or was
he?
A Brief History of the Samurai
The word samurai originally meant “one who serves,” and
referred to men of noble birth assigned to guard members of the
Imperial Court. This service ethic spawned the roots of samurai
nobility, both social and spiritual. Over time, the nobility had
trouble maintaining centralized control of the nation, and began
“outsourcing” military, administrative, and tax collecting duties
to former rivals who acted like regional governors. As the
Imperial Court grew weaker, local governors grew more
powerful. Eventually some evolved into daimyo, or feudal lords
who ruled specific territories independently of the central
government. In 1185 Minamoto no Yoritomo, a warlord of the
eastern provinces who traced his lineage back to the imperial
family, established the nation’s first military government and
Japan entered its feudal period (1185-1867). The country was
19. essentially under military rule for nearly 700 years. But the
initial stability Minamoto achieved failed to bring lasting peace.
Other regimes came and went, and in 1467 the national military
government collapsed, plunging Japan into turmoil. Thus began
the infamous Age of Wars, a bloody century of strife when local
warlords fought to protect their domains and schemed to
conquer rivals. By the time Japan plunged into the turbulent
Age of Wars, the term samurai had come to signify armed
government officials, peacekeeping officers, and professional
soldiers: in short, almost anyone who carried a sword and was
ready and able to exercise deadly force. The worst of these
medieval Japanese warriors were little better than street thugs;
the best were fiercely loyal to their masters and true to the
unwritten code of chivalrous behavior known today as Bushido
(usually translated as “Precepts of Knighthood” or “Way of the
Warrior”). Virtuous or villainous, the samurai emerged as the
colorful central figures of Japanese history: a romantic
archetype akin to Europe’s medieval knights or the American
cowboy of the Wild West. But the samurai changed dramatically
after Hideyoshi pacified Japan. With civil society at peace, their
role as professional fighters disappeared, and they became less
preoccupied with martial training and more concerned with
spiritual development, teaching, and the arts. By 1867, when the
public wearing of swords was outlawed and the warrior class
was abolished, they had evolved into what Hideyoshi had
envisioned nearly three centuries earlier: swordless samurai.
The Bushido Code
Just a few decades after Japan’s warrior class was abolished,
U.S. President Teddy Roosevelt raved about a newly released
book entitled Bushido: The Soul of Japan. He bought five dozen
copies for family and friends. In the slim volume, which went
20. on to become an international bestseller, author Nitobe Inazo
interprets the samurai code of behavior: how chivalrous men
should act in their personal and professional lives.
Nitobe Inazo
Though some scholars have criticized Nitobe’s work as
romanticized yearning for a non-existent age of chivalry, there’s
no question that his work builds on extraordinary thousand-
year-old precepts of manhood that originated in chivalrous
behavior on the part of some, though certainly not all, samurai.
What today’s readers may find most enlightening about Bushido
is the emphasis on compassion, benevolence, and the other non-
martial qualities of true manliness. Here are Bushido’s Eight
Virtues as explicated by Nitobe:
I. Rectitude or Justice
Bushido refers not only to martial rectitude, but to personal
rectitude: Rectitude or Justice, is the strongest virtue of
Bushido.A well-known samurai defines it this way: ‘Rectitude
is one’s power to decide upon a course of conduct in accordance
with reason, without wavering; to die when to die is right, to
strike when to strike is right.’ Another speaks of it in the
following terms: ‘Rectitude is the bone that gives firmness and
stature. Without bones the head cannot rest on top of the spine,
nor hands move nor feet stand. So without Rectitude neither
talent nor learning can make the human frame into a samurai.’
21. II. Courage
Bushido distinguishes between bravery and courage: Courage is
worthy of being counted among virtues only if it’s exercised in
the cause of Righteousness and Rectitude. In his Analects,
Confucius says: ‘Perceiving what is right and doing it not
reveals a lack of Courage.’ In short, ‘Courage is doing what is
right.’
III. Benevolence or Mercy
A man invested with the power to command and the power to
kill was expected to demonstrate equally extraordinary powers
of benevolence and mercy: Love, magnanimity, affection for
others, sympathy and pity, are traits of Benevolence, the highest
attribute of the human soul. Both Confucius and Mencius often
said the highest requirement of a ruler of men is Benevolence.
IV. Politeness
Discerning the difference between obsequiousness and
politeness can be difficult for casual visitors to Japan, but for a
true man, courtesy is rooted in benevolence: Courtesy and good
manners have been noticed by every foreign tourist as
distinctive Japanese traits. But Politeness should be the
expression of a benevolent regard for the feelings of others; it’s
a poor virtue if it’s motivated only by a fear of offending good
taste. In its highest form Politeness approaches love.
22. V. Honesty and Sincerity
True samurai, according to author Nitobe, disdained money,
believing that “men must grudge money, for riches hinder
wisdom.” Thus children of high-ranking samurai were raised to
believe that talking about money showed poor taste, and that
ignorance of the value of different coins showed good breeding:
Bushido encouraged thrift, not for economical reasons so much
as for the exercise of abstinence. Luxury was thought the
greatest menace to manhood, and severe simplicity was required
of the warrior class … the counting machine and abacus were
abhorred.
VI. Honor
Though Bushido deals with the profession of soldiering, it is
equally concerned with non-martial behavior: The sense of
Honor, a vivid consciousness of personal dignity and worth,
characterized the samurai. He was born and bred to value the
duties and privileges of his profession. Fear of disgrace hung
like a sword over the head of every samurai … To take offense
at slight provocation was ridiculed as ‘short-tempered.’ As the
popular adage put it: ‘True patience means bearing the
unbearable.’
VII. Loyalty
23. Economic reality has dealt a blow to organizational loyalty
around the world. Nonetheless, true men remain loyal to those
to whom they are indebted: Loyalty to a superior was the most
distinctive virtue of the feudal era. Personal fidelity exists
among all sorts of men: a gang of pickpockets swears allegiance
to its leader. But only in the code of chivalrous Honor does
Loyalty assume paramount importance.
VIII. Character and Self-Control
Bushido teaches that men should behave according to an
absolute moral standard, one that transcends logic. What’s right
is right, and what’s wrong is wrong. The difference between
good and bad and between right and wrong are givens, not
arguments subject to discussion or justification, and a man
should know the difference. Finally, it is a man’s obligation to
teach his children moral standards through the model of his own
behavior: The first objective of samurai education was to build
up Character. The subtler faculties of prudence, intelligence,
and dialectics were less important. Intellectual superiority was
esteemed, but a samurai was essentially a man of action. No
historian would argue that Hideyoshi personified the Eight
Virtues of Bushido throughout his life. Like many great men,
deep faults paralleled his towering gifts. Yet by choosing
compassion over confrontation, and benevolence over
belligerence, he demonstrated ageless qualities of manliness.
Today his lessons could not be more timely.