riting About Literature
Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature. These questions are interesting for at least two reasons: a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readers’ understanding and experience of those works of literature. Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work.
Readers have asked many different types of questions of works of literature, for example:
· What did the author want to communicate in this work?
· What does the work reveal about the author’s feelings, opinions, or psychology?
· What does the work reveal about the society in which it was written?
· What can we learn from this work about the issues or topics it deals with?
· What motivates the characters in the work to behave as they do?
· How are literary devices used in the work?
· How does the work create emotional or intellectual experiences for its readers?
· Is this work good or bad?
· Is this work good or bad for its readers?
Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writer’s psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature. Some of these questions ask about the world outside the work—about the author, his/her society, or our own society, for example—while others try to focus more on the features of the work itself. Analyses which try to make statements about the work itself is often calledformalist criticism: it attends more to the structures and strategies employed in the work. Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writer’s intent more clearly if they pay attention to its formal characteristic.
In LIT 100, we are going to be paying attention primarily to these formal features of literary works. In fiction, some of these features include tone, point of view, setting, character, etc. We will be paying less attention to extra-textual features, such as the author’s biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate. To understand how Shakespeare’s social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history. On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times. A ...
riting About LiteratureGenerally, the essays you write in litera.docxdaniely50
riting About Literature
Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature. These questions are interesting for at least two reasons: a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readers’ understanding and experience of those works of literature. Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work.
Readers have asked many different types of questions of works of literature, for example:
What did the author want to communicate in this work?
What does the work reveal about the author’s feelings, opinions, or psychology?
What does the work reveal about the society in which it was written?
What can we learn from this work about the issues or topics it deals with?
What motivates the characters in the work to behave as they do?
How are literary devices used in the work?
How does the work create emotional or intellectual experiences for its readers?
Is this work good or bad?
Is this work good or bad for its readers?
Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writer’s psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature. Some of these questions ask about the world outside the work—about the author, his/her society, or our own society, for example—while others try to focus more on the features of the work itself.
Analyses which try to make statements about the work itself
is often called
formalist
criticism: it attends more to the structures and strategies employed in the work. Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writer’s intent more clearly if they pay attention to its formal characteristic.
In LIT 100, we are going to be paying attention primarily to these formal features of literary works. In fiction, some of these features include tone, point of view, setting, character, etc. We will be paying less attention to extra-textual features, such as the author’s biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate. To understand how Shakespeare’s social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history. On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times. Almost all fict.
209.20191.ENG11238A Assignments * Essay 1 Final!
* Essay 1 Final
* Essay 1 Final !
Upload Submission
You have no active papers in this assignment.
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ENG 1123 Online Summer Thompson
Essay #1: UNIT 1 –
Stories:The Disappearance, The Story of an Hour, The Yellow
Wallpaper, and Suicide Note
Instruc!onsInstruc!ons:
Compose a cri!cal analysis essay on one of the topics below.
Your essay should be well developed, unified, coherent, and
gramma"cally correct. Refer to the Grading Criteria for MCC
English Classes in the First Day Handout for this course.
Required length: 1 ½ -2 typed pages
You will have a chance to earn 5 bonus points on this essay
by following the direc"ons for checking your graded essay
in Turn It In and looking over the correc"ons and comments
(a#er I have graded it). Turn It In will show me if you viewed
your document or not. The direc"ons (with pictures) are in
this week's module "tled "Instruc"ons for Seeing
Correc"ons in Turn It In."
Create a thesis statement, and back up your claim with
support/evidence from the text. Support should contain clear,
specific examples from the story or stories you are analyzing, as
well as documenta"on for all text references. Include at least
one quota!on from the story in each body paragraph of your
essay, for a total of 4 quota"ons from the story/poem. *See
handouts about how ci"ng poetry is different than stories. It
would be a good idea to do an outline before wri"ng the essay.
Follow MLA format: Use size 12, Times New Roman font and 1-
inch margins; double space.
Include a Work Cited page. It is not included in the two-page
length requirement; it should appear on a separate page at the
end of your paper. You will automa"cally lose 20 points for not
including a Works Cited page.
Topics:
1. Analyze a character in one of the short stoires and show
how he or she is a dynamic, round, flat, or sta!c character
by examining his or her development over the course of the
story.
2. Choose one work from Units 1 and discuss how in
the story/poem society plays a part in imprisoning/s"fling
the main character.
3. Discuss the importance of se%ng in 1 work from Units 1.
Analyze how the se%ng ("me and place) adds meaning,
conflict, and/or relevance to the characters. Do NOT just
describe the se%ng and tell me “in this story the se%ng is
this. In that story the se%ng is that.” That is not analysis,
nor is it interes"ng. I want to know how and why the
se%ng is significant, what thisreveals about the characters,
the "me period, and the conflict within the story
StepsSteps:
Before beginning your paper, read the wri"ng handouts; use
them as a guide while working on your essay as well.
Use the outline form on the next page to plan your paper.
You may write/type directly o.
Dr. C. Carney
Essay # 2: Literary Analysis of a Short Story with Light Research
This assignment requires you to
analyze a work of fiction from my list of options (see link on Canvas assignment page). This essay requires you to
develop a focused and opinioned thesis about the story, as this assignment is not asking you to write a mere “book report” which is only a re-telling of the story. It also requires you to
find and use three sources to support your ideas:
one source that needs to be from a peer-reviewed, scholarly journal in literature that pertains to the story and/or the author (this source must be obtained through the HCC library databases) AND another source (website preferably) that DOES NOT pertain directly to the story nor to the author, but rather to
the theme presented in your thesis statement and discussed throughout your essay (you cannot pursue this second source until you’ve established your thesis and know what “angle” you are pursuing) AND a third source that is entirely your choice.
I. The Purpose of a Literary Analysis:
A literary analysis is not merely a summary of a literary work. This kind of analysis analysis, like any analysis, is just that:
ANALYTICAL! It is intended to reveal and/or explain meaning. Thus, the assumption is that meaning exists, and it is the job of a (close/active) reader to ferret it out and offer a response to it!
Far from being a mere summary, it is an argument, essentially, about the work that expresses the essay writer’s personal perspective, interpretation, judgment, or critical evaluation. This is accomplished by examining the literary devices, word choices, or writing structures the author uses within the work first, followed by a critical analysis of content. Another purpose of a literary analysis is to demonstrate why the author used specific ideas, word choices, or writing structures to convey his or her message.
II. How to Create a Literary Analysis:
1. Select (and ideally
print) one of the stories listed on my Learning Web page (linked on the Canvas assignment page for this essay assignment). The stories listed here are the only acceptable stories for this assignment, and they are all in full text so there’s no need to find them elsewhere.
2. Read the text closely at least a couple of times. Focus on the ideas that are being presented. Think about the characters’ development and the author’s writing technique. What might be considered interesting, unusual, or important?
3. Brainstorm a list of potential topics. Highlight important passages in the text and take notes on these passages. Think of the ideas/concepts that strike you as you read. Later, when writing the paper, these notes should help a writer to .
Post 1Anedria Smith posted Sep 26, 2019 730 PMSubscribeMy k.docxstilliegeorgiana
Post 1
Anedria Smith posted Sep 26, 2019 7:30 PM
Subscribe
My knowledge has changed by understanding exactly what supporting details are. When filing supporting details, the sentences that start with words that are addition words. I believe it was beneficial because it made it simple and gave me more knowledge I didn't know. It also is a good way to help throughout my college courses what to look for when reading.
Post 2
Tomi Patterson posted Sep 23, 2019 6:56 PM
My prior knowledge about supporting details have changed after viewing the video. I now know a outline is made up of a main idea followed by a numbered list of the key supporting details. I have a better understanding of supporting details now. I do believe this chapter lesson was beneficial in increasing my knowledge because this video broke it down for better understanding. It gave examples to go by. This video helped me more.
Exploration of one or more characteristic(s) of an author's style and approach
Consider analyzing the author's use of imagery or setting:
Analyzing Setting
“Setting refers to the natural or artificial scenery or environment in which characters in literature live and move. Seeing also includes what in the theater would be called props or properties—the implements employed by the characters in various activities. Such things as the time of day and the consequent amount of light at which an event occurs, the flora and fauna, the sounds described, the smells, and the weather are also part of the setting. Paintbrushes, apples, pitchforks, rafts, six-shooters, watches, automobiles, horses and buggies, and innumerable other items belong to the setting. References to clothing, descriptions of physical appearance, and spatial relationships among the characters are also part of setting.” (Edgar V. Roberts, Writing Themes about Literature)
In order to create an argument about the function of the setting in a particular work, you need to identify the principal settings and to see how they work. Here are some steps you can take:
1) Read the story and mark references to setting. Start with the place and time of the action and then focus upon recurrent details and objects.
2) Think about what the story is about. What happens? What is its point? Is it a story about love, jealousy, gain, or loss? What is the main experience here?
3) Look through your setting notes and see if they fall into any pattern. What are the interesting shifts and contrasts?
4) Determine how the setting relates to either the main point of the story (step 2) or to some part of it. In other words what does the setting have to do with character or action? What are its effects? Whatever you decide here will be your thesis statement.
5) Make an outline, indicating what aspects of setting you will discuss and what you intend to say about them. Discard notes that are not central to your plan (you don’t have to discuss everything). Focus on the four or five key passages in the story that you wish to examine. ...
riting About LiteratureGenerally, the essays you write in litera.docxdaniely50
riting About Literature
Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature. These questions are interesting for at least two reasons: a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readers’ understanding and experience of those works of literature. Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work.
Readers have asked many different types of questions of works of literature, for example:
What did the author want to communicate in this work?
What does the work reveal about the author’s feelings, opinions, or psychology?
What does the work reveal about the society in which it was written?
What can we learn from this work about the issues or topics it deals with?
What motivates the characters in the work to behave as they do?
How are literary devices used in the work?
How does the work create emotional or intellectual experiences for its readers?
Is this work good or bad?
Is this work good or bad for its readers?
Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writer’s psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature. Some of these questions ask about the world outside the work—about the author, his/her society, or our own society, for example—while others try to focus more on the features of the work itself.
Analyses which try to make statements about the work itself
is often called
formalist
criticism: it attends more to the structures and strategies employed in the work. Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writer’s intent more clearly if they pay attention to its formal characteristic.
In LIT 100, we are going to be paying attention primarily to these formal features of literary works. In fiction, some of these features include tone, point of view, setting, character, etc. We will be paying less attention to extra-textual features, such as the author’s biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate. To understand how Shakespeare’s social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history. On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times. Almost all fict.
209.20191.ENG11238A Assignments * Essay 1 Final!
* Essay 1 Final
* Essay 1 Final !
Upload Submission
You have no active papers in this assignment.
"
This assignment will also be used for a!endance.
This assignment will also be used for a!endance.
ENG 1123 Online Summer Thompson
Essay #1: UNIT 1 –
Stories:The Disappearance, The Story of an Hour, The Yellow
Wallpaper, and Suicide Note
Instruc!onsInstruc!ons:
Compose a cri!cal analysis essay on one of the topics below.
Your essay should be well developed, unified, coherent, and
gramma"cally correct. Refer to the Grading Criteria for MCC
English Classes in the First Day Handout for this course.
Required length: 1 ½ -2 typed pages
You will have a chance to earn 5 bonus points on this essay
by following the direc"ons for checking your graded essay
in Turn It In and looking over the correc"ons and comments
(a#er I have graded it). Turn It In will show me if you viewed
your document or not. The direc"ons (with pictures) are in
this week's module "tled "Instruc"ons for Seeing
Correc"ons in Turn It In."
Create a thesis statement, and back up your claim with
support/evidence from the text. Support should contain clear,
specific examples from the story or stories you are analyzing, as
well as documenta"on for all text references. Include at least
one quota!on from the story in each body paragraph of your
essay, for a total of 4 quota"ons from the story/poem. *See
handouts about how ci"ng poetry is different than stories. It
would be a good idea to do an outline before wri"ng the essay.
Follow MLA format: Use size 12, Times New Roman font and 1-
inch margins; double space.
Include a Work Cited page. It is not included in the two-page
length requirement; it should appear on a separate page at the
end of your paper. You will automa"cally lose 20 points for not
including a Works Cited page.
Topics:
1. Analyze a character in one of the short stoires and show
how he or she is a dynamic, round, flat, or sta!c character
by examining his or her development over the course of the
story.
2. Choose one work from Units 1 and discuss how in
the story/poem society plays a part in imprisoning/s"fling
the main character.
3. Discuss the importance of se%ng in 1 work from Units 1.
Analyze how the se%ng ("me and place) adds meaning,
conflict, and/or relevance to the characters. Do NOT just
describe the se%ng and tell me “in this story the se%ng is
this. In that story the se%ng is that.” That is not analysis,
nor is it interes"ng. I want to know how and why the
se%ng is significant, what thisreveals about the characters,
the "me period, and the conflict within the story
StepsSteps:
Before beginning your paper, read the wri"ng handouts; use
them as a guide while working on your essay as well.
Use the outline form on the next page to plan your paper.
You may write/type directly o.
Dr. C. Carney
Essay # 2: Literary Analysis of a Short Story with Light Research
This assignment requires you to
analyze a work of fiction from my list of options (see link on Canvas assignment page). This essay requires you to
develop a focused and opinioned thesis about the story, as this assignment is not asking you to write a mere “book report” which is only a re-telling of the story. It also requires you to
find and use three sources to support your ideas:
one source that needs to be from a peer-reviewed, scholarly journal in literature that pertains to the story and/or the author (this source must be obtained through the HCC library databases) AND another source (website preferably) that DOES NOT pertain directly to the story nor to the author, but rather to
the theme presented in your thesis statement and discussed throughout your essay (you cannot pursue this second source until you’ve established your thesis and know what “angle” you are pursuing) AND a third source that is entirely your choice.
I. The Purpose of a Literary Analysis:
A literary analysis is not merely a summary of a literary work. This kind of analysis analysis, like any analysis, is just that:
ANALYTICAL! It is intended to reveal and/or explain meaning. Thus, the assumption is that meaning exists, and it is the job of a (close/active) reader to ferret it out and offer a response to it!
Far from being a mere summary, it is an argument, essentially, about the work that expresses the essay writer’s personal perspective, interpretation, judgment, or critical evaluation. This is accomplished by examining the literary devices, word choices, or writing structures the author uses within the work first, followed by a critical analysis of content. Another purpose of a literary analysis is to demonstrate why the author used specific ideas, word choices, or writing structures to convey his or her message.
II. How to Create a Literary Analysis:
1. Select (and ideally
print) one of the stories listed on my Learning Web page (linked on the Canvas assignment page for this essay assignment). The stories listed here are the only acceptable stories for this assignment, and they are all in full text so there’s no need to find them elsewhere.
2. Read the text closely at least a couple of times. Focus on the ideas that are being presented. Think about the characters’ development and the author’s writing technique. What might be considered interesting, unusual, or important?
3. Brainstorm a list of potential topics. Highlight important passages in the text and take notes on these passages. Think of the ideas/concepts that strike you as you read. Later, when writing the paper, these notes should help a writer to .
Post 1Anedria Smith posted Sep 26, 2019 730 PMSubscribeMy k.docxstilliegeorgiana
Post 1
Anedria Smith posted Sep 26, 2019 7:30 PM
Subscribe
My knowledge has changed by understanding exactly what supporting details are. When filing supporting details, the sentences that start with words that are addition words. I believe it was beneficial because it made it simple and gave me more knowledge I didn't know. It also is a good way to help throughout my college courses what to look for when reading.
Post 2
Tomi Patterson posted Sep 23, 2019 6:56 PM
My prior knowledge about supporting details have changed after viewing the video. I now know a outline is made up of a main idea followed by a numbered list of the key supporting details. I have a better understanding of supporting details now. I do believe this chapter lesson was beneficial in increasing my knowledge because this video broke it down for better understanding. It gave examples to go by. This video helped me more.
Exploration of one or more characteristic(s) of an author's style and approach
Consider analyzing the author's use of imagery or setting:
Analyzing Setting
“Setting refers to the natural or artificial scenery or environment in which characters in literature live and move. Seeing also includes what in the theater would be called props or properties—the implements employed by the characters in various activities. Such things as the time of day and the consequent amount of light at which an event occurs, the flora and fauna, the sounds described, the smells, and the weather are also part of the setting. Paintbrushes, apples, pitchforks, rafts, six-shooters, watches, automobiles, horses and buggies, and innumerable other items belong to the setting. References to clothing, descriptions of physical appearance, and spatial relationships among the characters are also part of setting.” (Edgar V. Roberts, Writing Themes about Literature)
In order to create an argument about the function of the setting in a particular work, you need to identify the principal settings and to see how they work. Here are some steps you can take:
1) Read the story and mark references to setting. Start with the place and time of the action and then focus upon recurrent details and objects.
2) Think about what the story is about. What happens? What is its point? Is it a story about love, jealousy, gain, or loss? What is the main experience here?
3) Look through your setting notes and see if they fall into any pattern. What are the interesting shifts and contrasts?
4) Determine how the setting relates to either the main point of the story (step 2) or to some part of it. In other words what does the setting have to do with character or action? What are its effects? Whatever you decide here will be your thesis statement.
5) Make an outline, indicating what aspects of setting you will discuss and what you intend to say about them. Discard notes that are not central to your plan (you don’t have to discuss everything). Focus on the four or five key passages in the story that you wish to examine. ...
Composition Project 1Project 1 Literary AnalysisTask Write a l.docxladonnacamplin
Composition Project 1
Project 1: Literary Analysis
Task: Write a literary analysis of one of the short stories we read in this course. Briefly describe the story,
and what you think are the essential literary elements to understanding the story.
Audience and purpose: Your objective is to use evidence to support your analysis of the short story.
Your audience is your classmates and instructor as well as a larger audience who has not read the short story
before.
Research and evidence: You need only draw from the texts that you have read for this project. However,
in order to illustrate your theme, you may also use outside sources.
Steps toward success:
1) Read your short story in-depth. (This will require multiple readings of the text.)
2) Take notes and annotate the story.
3) Take advantage of the process. Carefully consider all revision comments you receive from your peers
and instructor, and make significant revisions.
4) Avoid simply summarizing the plot of the short story. Remember that this class focuses on your
analytical writing skills, not on retelling the story.
4) Checklist:
Length: 900 to 1200 words
Sources: For this project, you need only refer to the literature on which you are working. Be sure
to cite both the evidence from the text and any outside sources you use.
Include a Works Cited page using MLA style.
Literary Analysis: Using Elements of Literature
Students are asked to write literary analysis essays because this type of assignment encourages you to think about
how and why
a poem, short story, novel, or play was written.
·
To successfully analyze literature, you’ll need to remember that authors make specific choices for particular reasons. Your essay should point out the author’s choices and attempt to explain their significance.
·
Another way to look at a literary analysis is to consider a piece of literature from your own perspective. Rather than thinking about the author’s intentions, you can develop an argument based on any single term (or combination of terms) listed below.
You’ll need to use the original text as evidence to defend and explain your argument to the reader.
Character -
representation of a person, place, or thing performing traditionally human activities or functions in a work of fiction
·
Protagonist
- The character the story revolves around.
·
Antagonist
- A character or force that opposes the protagonist.
·
Minor character
- Often provides support and illuminates the protagonist.
·
Static character
- A character that remains the same.
·
Dynamic character
- A character that changes in some important way.
·
Characterization
- The choices an author makes to reveal a character’s personality, such as appearance, actions, dialogue, and motivations.
Look for: Connections, links, and clues between and about characters. Ask yourself what the function and significance of each character is. Make this determination based upon the character's history, what the reader is told (and .
There are many of childrens books out there, but its important t.docxssusera34210
There are many of children's books out there, but it's important to evaluate children's literature critically before introducing it. Suffice it to say that not all books are created equal. Students read many types of literature throughout school. To appreciate a variety of literature and to complete assignments involving these works, students need to understand how to read critically. Learn how to read literature critically to evaluate and interpret an author’s work.
In literature, readers must pay attention to plot, or the events that take place to create meaning. The plot takes place in the setting, which also adds to the meaning of the story. When reading, ask yourself how the setting adds to the different situations and important events of the story.
In most plots, characters are introduced and usually depict traits of human nature. Characters may represent only a few traits, or they may represent very complex conflicts and emotions. A character can be the narrator, or a person (or more than one person) who tells the story. The narrator or narrators will see events from a certain perspective and have attitudes toward the events and other characters. This is called point of view, and this perspective is a key issue in figuring out the meaning of the work.
Fiction will have figurative language, too, which will be used to describe and understand characters. Fiction attempts to represent reality in some way. Often, reality is represented in different ways through symbols and codes of human meaning and systems. Fiction, for example, may represent every day events and stick closely to place and time. Then again, fiction may represent moral or spiritual aspects through symbols, characters, or improbable events. Authors use fiction to offer a complex understanding of the world. As you read fiction, try to notice the differences and similarities between the world the author creates and the world you inhabit.
Critical thinking in literature also develops a keen awareness of the use of
language, not merely from the aesthetic point of view but keeping in mind today’s
world and its developments, the inevitable political point of view. Students realize that
language is not a neutral phenomenon explaining some already existing reality but
words weave layers of meanings creating and generating their own reality.
Examining Figurative Language
Figurative language, sometimes difficult to teach, can be taught easily with games. Students can learn how to analyze figurative language by middle school, whether it occurs in prose or poetry. Types of figurative language and their definitions.
Alliteration is the repetition of consonants in the first letter of words
Hyperbole is an exaggeration
Idiom means sayings or expressions that have figurative meaning
Imagery involves using one or more of the five senses (sight, touch, taste, hearing, and smell) to describe characters, places or things in literature or poems
Metaphor is the comparison of two unlike thing ...
Eastern European countries appear to have become dependent on Ru.docxjoellemurphey
Eastern European countries appear to have become dependent on Russian oil originally due to the country being a reliable supplier to the European countries (Bradshaw, 2014, p. 76). Though the countries were allies with the United States, they were trying to become less dependent on the Middle East and saw that Russia was a reliable source. Much of this reliance was due to the “iron curtain” as well as the fact that many of the Eastern European countries were part of the Soviet Union in some way or affiliated with them.
It appears that much of the reason as to why these countries reached energy accords with Russia is due to the convenience. There was “limited access to storage and alternative sources of gas supply” (Bradshaw, 2014, p. 77). This pushed these countries to depend more on Russia, which appeared to be an easier access to gas supplies. Another reason might have been due to fear as the Kremlin punished Ukraine for voting for an anti-Moscow government (Bradshaw, 2015, p. 77). This action shows that many of these countries may have reached these accords due to the pressure and encouragement of the Soviet Government. In the 1980’s the dependence of European countries on Russian gas resources was 50-60%. In the 1970’s, many of the Eastern European countries also became reliant on Russia due to a greater demand of oil and gas. The surrounding countries that were providing resources were not able to keep up with the demand and thus these countries sought to get their sources from Russia. It also helped that Russia’s prices appeared to be lower than that of the world market (Bradshaw, 2014, p. 87-88). Due to the price of oil and gas and the availability, Eastern European countries were able to grow and build in gas import and its infrastructure, thus in turn causing it to be dependent on Russia.
Bradshaw, M. (2014).
Global Energy Dilemmas: Energy Security, Globalization, and Climate Change
. Cambridge, UK: Polity Press.
Based on your considered review of this module’s readings as well as your reflection upon the first three modules, evaluate the questions below.
In retrospect it seems obvious, but exactly how and why did Eastern European countries come to depend on Russian oil and natural gas after World War II?
Why did the Western Europeans reach energy accords with the Russians in the 1970s and early 1980s, building large-scale natural gas import infrastructures and increasing their dependence on Russian gas?
.
EAS 209 Second Response Paper Topic Assignment Due .docxjoellemurphey
EAS 209
Second Response Paper Topic
>>>Assignment Due Date: Friday, October 12, 2018<<<
Write 350 words, excluding works cited and references, on the following topic:
Dipesh Chakrabarty cites John Stuart Mill to show one dimension of historicist
consciousness: “a recommendation to the colonized to wait.” What does Chakrabarty
mean by this phrase? Consider, e.g. why, according to Mill, “Indians, Africans, and other
‘rude’ nations” had to be consigned to what Chakrabarty called “an imaginary waiting
room of history.”
To respond to this question, you might find it helpful to consider Chakrabarty’s discussion
on historicism or “stagist theory of history.”
▪ Submit a hard copy in your Tutorial Section on Friday, October 12.
▪ Papers must be type-written, double-spaced, appearing in 12 points Times New Roman font or
its equivalent with 1” margins. Do not exceed 400 words. You are responsible for keeping an
extra copy of your own paper.
▪ The assignment does not ask you to conduct additional research. Papers that do not respond
to the given topic or do not follow the specific instructions described above will receive no
marks. No resubmission allowed.
▪ You need to present your argument logically and clearly, fully demonstrate the precise
understanding of Chakrabarty’s argument and substantiate your argument convincingly and
with details.
▪ Observe the Chicago Manual of Style referencing practice and properly cite the passages you
quote (i.e. author, title, page number, etc.). Works cited or references should not be counted
toward the 350 word limit.
▪ Any ideas or expressions that are not your own must be placed in quotation marks and
referenced with page number. Academic misconduct will not be tolerated. See:
http://www.artsci.utoronto.ca/osai/The-rules/what-is-academic-misconduct
▪ You may share notes and discuss your ideas with others for preparation. But the paper you
submit must be exclusively written by you alone and in your own words clearly distinguishable
from others’. Papers that plagiarize, replicate others, or contain identical or near-identical
passages that appear in other papers will not be accepted or credited.
▪ You must proof-read before submission. Sentences that are incomplete or unintelligible will
not be read or credited.
▪ Late submission and papers submitted via e-mail will not be accepted or credited unless
under extraordinary circumstances. ABSOLUTELY NO EXCPETION!
http://www.artsci.utoronto.ca/osai/The-rules/what-is-academic-misconduct
I N T R O D U C T I O N
The Idea of Provincializing Europe
Europe . . . since 1914 has become provincialized, . . .
only the natural sciences are able to call forth a
quick international echo.
(Hans-Georg Gadamer, 1977)
The West is a name for a subject which gathers itself in
discourse but is also an object constituted discursively;
it is, evidently, a name always associating itself with
those regions, communities, and peoples.
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Composition Project 1Project 1 Literary AnalysisTask Write a l.docxladonnacamplin
Composition Project 1
Project 1: Literary Analysis
Task: Write a literary analysis of one of the short stories we read in this course. Briefly describe the story,
and what you think are the essential literary elements to understanding the story.
Audience and purpose: Your objective is to use evidence to support your analysis of the short story.
Your audience is your classmates and instructor as well as a larger audience who has not read the short story
before.
Research and evidence: You need only draw from the texts that you have read for this project. However,
in order to illustrate your theme, you may also use outside sources.
Steps toward success:
1) Read your short story in-depth. (This will require multiple readings of the text.)
2) Take notes and annotate the story.
3) Take advantage of the process. Carefully consider all revision comments you receive from your peers
and instructor, and make significant revisions.
4) Avoid simply summarizing the plot of the short story. Remember that this class focuses on your
analytical writing skills, not on retelling the story.
4) Checklist:
Length: 900 to 1200 words
Sources: For this project, you need only refer to the literature on which you are working. Be sure
to cite both the evidence from the text and any outside sources you use.
Include a Works Cited page using MLA style.
Literary Analysis: Using Elements of Literature
Students are asked to write literary analysis essays because this type of assignment encourages you to think about
how and why
a poem, short story, novel, or play was written.
·
To successfully analyze literature, you’ll need to remember that authors make specific choices for particular reasons. Your essay should point out the author’s choices and attempt to explain their significance.
·
Another way to look at a literary analysis is to consider a piece of literature from your own perspective. Rather than thinking about the author’s intentions, you can develop an argument based on any single term (or combination of terms) listed below.
You’ll need to use the original text as evidence to defend and explain your argument to the reader.
Character -
representation of a person, place, or thing performing traditionally human activities or functions in a work of fiction
·
Protagonist
- The character the story revolves around.
·
Antagonist
- A character or force that opposes the protagonist.
·
Minor character
- Often provides support and illuminates the protagonist.
·
Static character
- A character that remains the same.
·
Dynamic character
- A character that changes in some important way.
·
Characterization
- The choices an author makes to reveal a character’s personality, such as appearance, actions, dialogue, and motivations.
Look for: Connections, links, and clues between and about characters. Ask yourself what the function and significance of each character is. Make this determination based upon the character's history, what the reader is told (and .
There are many of childrens books out there, but its important t.docxssusera34210
There are many of children's books out there, but it's important to evaluate children's literature critically before introducing it. Suffice it to say that not all books are created equal. Students read many types of literature throughout school. To appreciate a variety of literature and to complete assignments involving these works, students need to understand how to read critically. Learn how to read literature critically to evaluate and interpret an author’s work.
In literature, readers must pay attention to plot, or the events that take place to create meaning. The plot takes place in the setting, which also adds to the meaning of the story. When reading, ask yourself how the setting adds to the different situations and important events of the story.
In most plots, characters are introduced and usually depict traits of human nature. Characters may represent only a few traits, or they may represent very complex conflicts and emotions. A character can be the narrator, or a person (or more than one person) who tells the story. The narrator or narrators will see events from a certain perspective and have attitudes toward the events and other characters. This is called point of view, and this perspective is a key issue in figuring out the meaning of the work.
Fiction will have figurative language, too, which will be used to describe and understand characters. Fiction attempts to represent reality in some way. Often, reality is represented in different ways through symbols and codes of human meaning and systems. Fiction, for example, may represent every day events and stick closely to place and time. Then again, fiction may represent moral or spiritual aspects through symbols, characters, or improbable events. Authors use fiction to offer a complex understanding of the world. As you read fiction, try to notice the differences and similarities between the world the author creates and the world you inhabit.
Critical thinking in literature also develops a keen awareness of the use of
language, not merely from the aesthetic point of view but keeping in mind today’s
world and its developments, the inevitable political point of view. Students realize that
language is not a neutral phenomenon explaining some already existing reality but
words weave layers of meanings creating and generating their own reality.
Examining Figurative Language
Figurative language, sometimes difficult to teach, can be taught easily with games. Students can learn how to analyze figurative language by middle school, whether it occurs in prose or poetry. Types of figurative language and their definitions.
Alliteration is the repetition of consonants in the first letter of words
Hyperbole is an exaggeration
Idiom means sayings or expressions that have figurative meaning
Imagery involves using one or more of the five senses (sight, touch, taste, hearing, and smell) to describe characters, places or things in literature or poems
Metaphor is the comparison of two unlike thing ...
Eastern European countries appear to have become dependent on Ru.docxjoellemurphey
Eastern European countries appear to have become dependent on Russian oil originally due to the country being a reliable supplier to the European countries (Bradshaw, 2014, p. 76). Though the countries were allies with the United States, they were trying to become less dependent on the Middle East and saw that Russia was a reliable source. Much of this reliance was due to the “iron curtain” as well as the fact that many of the Eastern European countries were part of the Soviet Union in some way or affiliated with them.
It appears that much of the reason as to why these countries reached energy accords with Russia is due to the convenience. There was “limited access to storage and alternative sources of gas supply” (Bradshaw, 2014, p. 77). This pushed these countries to depend more on Russia, which appeared to be an easier access to gas supplies. Another reason might have been due to fear as the Kremlin punished Ukraine for voting for an anti-Moscow government (Bradshaw, 2015, p. 77). This action shows that many of these countries may have reached these accords due to the pressure and encouragement of the Soviet Government. In the 1980’s the dependence of European countries on Russian gas resources was 50-60%. In the 1970’s, many of the Eastern European countries also became reliant on Russia due to a greater demand of oil and gas. The surrounding countries that were providing resources were not able to keep up with the demand and thus these countries sought to get their sources from Russia. It also helped that Russia’s prices appeared to be lower than that of the world market (Bradshaw, 2014, p. 87-88). Due to the price of oil and gas and the availability, Eastern European countries were able to grow and build in gas import and its infrastructure, thus in turn causing it to be dependent on Russia.
Bradshaw, M. (2014).
Global Energy Dilemmas: Energy Security, Globalization, and Climate Change
. Cambridge, UK: Polity Press.
Based on your considered review of this module’s readings as well as your reflection upon the first three modules, evaluate the questions below.
In retrospect it seems obvious, but exactly how and why did Eastern European countries come to depend on Russian oil and natural gas after World War II?
Why did the Western Europeans reach energy accords with the Russians in the 1970s and early 1980s, building large-scale natural gas import infrastructures and increasing their dependence on Russian gas?
.
EAS 209 Second Response Paper Topic Assignment Due .docxjoellemurphey
EAS 209
Second Response Paper Topic
>>>Assignment Due Date: Friday, October 12, 2018<<<
Write 350 words, excluding works cited and references, on the following topic:
Dipesh Chakrabarty cites John Stuart Mill to show one dimension of historicist
consciousness: “a recommendation to the colonized to wait.” What does Chakrabarty
mean by this phrase? Consider, e.g. why, according to Mill, “Indians, Africans, and other
‘rude’ nations” had to be consigned to what Chakrabarty called “an imaginary waiting
room of history.”
To respond to this question, you might find it helpful to consider Chakrabarty’s discussion
on historicism or “stagist theory of history.”
▪ Submit a hard copy in your Tutorial Section on Friday, October 12.
▪ Papers must be type-written, double-spaced, appearing in 12 points Times New Roman font or
its equivalent with 1” margins. Do not exceed 400 words. You are responsible for keeping an
extra copy of your own paper.
▪ The assignment does not ask you to conduct additional research. Papers that do not respond
to the given topic or do not follow the specific instructions described above will receive no
marks. No resubmission allowed.
▪ You need to present your argument logically and clearly, fully demonstrate the precise
understanding of Chakrabarty’s argument and substantiate your argument convincingly and
with details.
▪ Observe the Chicago Manual of Style referencing practice and properly cite the passages you
quote (i.e. author, title, page number, etc.). Works cited or references should not be counted
toward the 350 word limit.
▪ Any ideas or expressions that are not your own must be placed in quotation marks and
referenced with page number. Academic misconduct will not be tolerated. See:
http://www.artsci.utoronto.ca/osai/The-rules/what-is-academic-misconduct
▪ You may share notes and discuss your ideas with others for preparation. But the paper you
submit must be exclusively written by you alone and in your own words clearly distinguishable
from others’. Papers that plagiarize, replicate others, or contain identical or near-identical
passages that appear in other papers will not be accepted or credited.
▪ You must proof-read before submission. Sentences that are incomplete or unintelligible will
not be read or credited.
▪ Late submission and papers submitted via e-mail will not be accepted or credited unless
under extraordinary circumstances. ABSOLUTELY NO EXCPETION!
http://www.artsci.utoronto.ca/osai/The-rules/what-is-academic-misconduct
I N T R O D U C T I O N
The Idea of Provincializing Europe
Europe . . . since 1914 has become provincialized, . . .
only the natural sciences are able to call forth a
quick international echo.
(Hans-Georg Gadamer, 1977)
The West is a name for a subject which gathers itself in
discourse but is also an object constituted discursively;
it is, evidently, a name always associating itself with
those regions, communities, and peoples.
Earth Science LabIn what order do materials settle in waterSo t.docxjoellemurphey
Earth Science Lab:In what order do materials settle in water?
So this is my Topic:
In what order do materials settle in water? Design and carry out an experiment to determine the order in which different sized materials (e.g., sand, gravel, topsoil) settle out in water after they have been mixed up.
but i don't understand the question below:
What are some possible treatments you can use to answer your question? What are some variables that may influence your question, and are they variables that you can easily manipulate and test?
What can i write about the possible treatments?
.
EarlyIntervention Strategies Paper (15 points)The pu.docxjoellemurphey
Early
Intervention Strategies Paper (15 points)
The purpose of the presentation is to help classmates understand different types of intervention strategies for early intervention. Students will be expected to write a 5-7 page paper that is comprised of two parts. In Part I, the student will discuss the role of each of the following professionals that can comprise a treatment team in a maximum of 3 pages:
Developmental Teacher Occupational Therapist Physical Therapist Speech/Language Pathologist
Audiologist Vision Consultant Psychologist Pediatrician
Part II: Furthermore, each student will set up a site visit at a local agency or provider of services to young children and will spend some time observing a particular facility or program that cares for and provides services to infants and young children. The following list should be used to guide the observations. The student should summarize thefollowing information in at least 3 pages:
Name of the facility or program
Ages of the children served
History and philosophy of the facility or program
Structure of the facility or program (Co-Op, Pre-K, )
Services provided
Activities and routines in which the children engage
Adult to child ratio
Types of delays and disabilities of the children who attend this program
Family involvement
Type of setting: inclusive setting, provisions for inclusion
Curriculum used
Would you recommend this facility to a family with a child with a disability? Why or why not?
.
Early Hominids & Australopithecus SubscribeWhat is a too.docxjoellemurphey
Early Hominids & Australopithecus
Subscribe
What is a tool? Did
Sahelanthropus
,
Orrorin
,
Ardipithecus, or Australopithecus
use tools? What evidence shows that they used tools?
What do these groups represent for human evolution? Why are these hominids unique in human evolutionary history?
.
Early scholarly and philosophical manuscripts were in Greek. However.docxjoellemurphey
Early scholarly and philosophical manuscripts were in Greek. However, by the 5th century CE – and onward – language was mainly spread by conquests, trades, religious affiliations, technological advancements or entertainment. (Gascoigne, 2001). For example, as the geographic territory under Roman control grew, the use of Latin as a common language also spread. In areas under Roman control, Latin was the spoken and written language of the courts and commerce, as well as the language of the Christian church. As the Roman Empire expanded, Latin served as a common language that allowed for people of diverse linguistic backgrounds to be able to communicate.
Onward and by the early 14th century, the trend toward the use of vernacular language had spread throughout most of Europe. As monarchies throughout the region began to consolidate, the use of vernacular languages contributed to an increasing nationalism, or feeling of pride in one’s own nation, and in this case among people of similar linguistic backgrounds. People began to feel more connected to local leaders than they did to influences from afar. These sociopolitical shifts, along with the development of moveable type (the printing press), helped to ensure the success of the vernacular languages during the Renaissance.
Assignment:
The goal of this assignment is to research and report on the origins of vernacular language, and its spread while also providing evidence of Latin’s influence on all Western languages.
Choose one native language spoken in Europe, discuss the origins of the vernacular language and describe how the language spread.
As a whole, in what ways has Latin influenced Western language development?
Prepare a 2-page essay (not including cover page and works cited page) answering the questions stated above in APA format.
.
Early Learning & Developmental Guidelines July 2017 1 .docxjoellemurphey
Early Learning &
Developmental Guidelines
July 2017 1
Early Learning and Developmental Guidelines
This document provides current Web links to all State early learning and development guidelines (ELGs). At this
time, all 56 States and Territories have developed ELGs for preschool children, and virtually all have ELGs for
infants and toddlers. The following table provides the website for ELGs from the States.
State ELG Name and Web Site
ELG Age
Range
Alabama Alabama Early Learning Guidelines
http://dhr.alabama.gov/large_docs/aelg.pdf
Birth to 5
years
Alaska Early Learning Guidelines (2007)
https://education.alaska.gov/publications/earlylearningguidelines.pdf
Birth to 5
years
Arizona Early Learning Standards (2013)
http://www.azed.gov/early-childhood/files/2011/11/arizona-early-learning-
standards-3rd-edition.pdf
3 to 5 years
Arizona’s Infant and Toddler Developmental Guidelines (Draft)
http://www.azftf.gov/Documents/Arizona%20Infant%20and%20Toddler%20
Developmental%20Guidelines%20DRAFT%20for%20VETTING.pdf
Birth to 3
years
Arkansas Arkansas Child Development and Early Learning Standards (2016)
http://www.arheadstart.org/Ark_Early_Learning_Standards%20(19)%20(1).p
df
Birth to 5
years
California California Infant/Toddler Learning & Development Foundations (2009)
http://www.cde.ca.gov/sp/cd/re/itfoundations.asp
Birth to 3
years
California Preschool Learning Foundations, Volumes 1-3
http://www.cde.ca.gov/sp/cd/re/psfoundations.asp
3 to 5 years
Colorado Colorado Early Learning & Development Guidelines (2013)
https://www.cde.state.co.us/early/eldgs
Birth to 5
years
Connecticut Guidelines for the Development of Infant & Toddler Early Learning
http://www.ct.gov/dss/lib/dss/dss_early_learning_guidelines.pdf
Birth to 3
years
Connecticut Early Learning and Development Standards (2014)
http://www.ct.gov/oec/lib/oec/earlycare/elds/ctelds.pdf
Birth to 5
years
Connecticut Preschool Assessment Framework (2008)
http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Early/Preschool_Assessment_
Framework.pdf
3 to 5 years
http://dhr.alabama.gov/large_docs/aelg.pdf
https://education.alaska.gov/publications/earlylearningguidelines.pdf
http://www.azed.gov/early-childhood/files/2011/11/arizona-early-learning-standards-3rd-edition.pdf
http://www.azed.gov/early-childhood/files/2011/11/arizona-early-learning-standards-3rd-edition.pdf
http://www.azftf.gov/Documents/Arizona%20Infant%20and%20Toddler%20Developmental%20Guidelines%20DRAFT%20for%20VETTING.pdf
http://www.azftf.gov/Documents/Arizona%20Infant%20and%20Toddler%20Developmental%20Guidelines%20DRAFT%20for%20VETTING.pdf
http://www.cde.ca.gov/sp/cd/re/itfoundations.asp
http://www.cde.ca.gov/sp/cd/re/psfoundations.asp
https://www.cde.state.co.us/early/eldgs
http://www.ct.gov/dss/lib/dss/dss_early_learning_guidelines.pdf
http://www.ct.gov/oec/lib/oec/earlycare/elds/ctelds.pdf
http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Early/Preschool.
Early Innovations and Their Impact Today Wilbur and Orville Wrig.docxjoellemurphey
Early Innovations and Their Impact Today
Wilbur and Orville Wright's innovative spirit allowed them to take their place in history. Their inventions have changed the way people live around the world. At the turn of the century, an explosion in technological achievements occurred. The same kind of energy that went into advances in aviation went into the development of automobiles, telephones, televisions, and immunizations to prevent diseases. These and other innovations and achievements continue to have an enormous impact on human life.
In this week's Discussion, you will analyze two technological innovations/achievements of the late 19th/early 20th century and describe the impact they have on life today.
To prepare for this Discussion:
Review Chapter 2 (pp.10–30) from this week's Learning Resources focusing on technological innovations and achievements around the globe.
Identify two significant technological innovations/achievements (such as the telephone, television, automobiles, and vaccinations) from the late 19th and early 20th centuries.
Consider the ways in which these technologies made an impact on society at the turn of the century.
Reflect on how these technologies continue to impact your life today.
Support your assertions by making at least 2 references, in proper APA format, to your course readings.
With these thoughts in mind:
Post by Day 3 a 2- to 3-paragraph analysis where you do the following:
Identify two significant technological innovations/achievements from the late 19th and early 20th centuries.
Describe, in your opinion, why you believe your choices were significant and created global impacts during that time period.
Explain how these two particular innovations/achievements impact the way you live today.
.
Early childhood professionals have an essential role in creating.docxjoellemurphey
Early childhood professionals have an essential role in creating and supporting stable, responsive environments that reduce and reverse the impact of adversity (Center on the Developing Child, 2015b). In this Discussion, you explore the impact of adverse experiences and the role of the early childhood professional in supporting healthy, nurturing developmental contexts.
.
Early Constitutional ControversiesIn 1788, Alexander Hamilton and .docxjoellemurphey
Early Constitutional Controversies
In 1788, Alexander Hamilton and James Madison, who had both played active roles at the Constitutional Convention, worked together to write
The Federalist Papers
, a series of articles originally published in New York newspapers to convince readers to back the ratification of the Constitution. Constitutional scholars often refer to these papers to gain an appreciation of the “original intention” of the Framers, how those men expected the federal government to operate under the Constitution, and the powers they sought to grant or deny the federal government. By the early 1790s, however, Hamilton and Madison had divided over basic constitutional questions such as whether or not the federal government could charter a national bank. The American electorate, which had ratified the Constitution, had split on the issue as well, dividing into rival Federalist and Republican parties.
For this assignment, explore
one
significant constitutional controversy, from the first two decades of the United States under the Constitution (1789 to 1821). Topics to consider include:
The incorporation of the Bank of the United States
Debt assumption
The Jay Treaty
The Alien and Sedition Acts
The Election of 1800
John Marshall’s use of judicial review
The Louisiana Purchase
The trial of Aaron Burr
Jefferson’s Embargo
Federalist opposition to the War of 1812
Missouri’s application for statehood
Describe opposing views of the topic under consideration, and explain how each side used the Constitution to support its position. Assess the validity of the two sides according to your own interpretation of the Constitution as well as according to how the Constitution and constitutional principles were understood at the time the controversy occurred.
The paper should draw from at least
one
primary source and
two
scholarly, secondary sources for a total of three sources (not including the Constitution itself). For assistance on the use of primary and secondary sources, please see sections 8.1 and 8.2 of the Ashford Writing Center. The secondary sources should be accessed through any of the academic databases available through the Ashford University library.
The paper must be three pages in length and formatted according to APA style. You must use at least three scholarly resources (at least two of which can be found in the Ashford Online Library) other than the textbook to support your claims and subclaims. Cite your resources in text and on the reference page. For information regarding APA samples and tutorials, visit the Ashford Writing Center, within the Learning Resources tab on the left navigation toolbar.
.
Early Civilizations MatrixUsing your readings and outside sour.docxjoellemurphey
Early Civilizations Matrix
Using your readings and outside sources complete the following matrix. Be sure to address the following in your matrix:
•
Provide names, titles, dates, brief descriptions of important events, and other details as necessary.
•
Note the details of key political, socioeconomic, technological, artistic, musical, architectural, philosophical, and literary developments for each civilization listed in the table, which were evidenced in the humanities.
Be sure to properly cite the sources that you use in completing this matrix.
.
Early childhood teachers need to stay connected to what is occurring.docxjoellemurphey
Early childhood teachers need to stay connected to what is occurring in the community outside the classroom politically and economically because these factors will influence their classroom. Items of recent debate include social and emotional development, as well as technology in the early childhood classrooms.
For this assignment, take on the role of an early childhood teacher. The principal of your school has placed you on a committee to create a 12-15 slide digital presentation to inform families about current trends in early childhood education. Explain the trends and discuss whether they are developmentally appropriate for young children. In addition, include a description of the effect this trend has on student outcomes. The presentation should discuss early childhood trends and influences on the early childhood classroom in the following areas:
Political (legislative and regulatory)
Economic
Social-emotional
Technological
One trend of choice (e.g., assessment, physical fitness, play in the classroom, emergent curriculums, recess, common core)
Include a title slide, reference slide, and speaker’s notes in your digital presentation.
Use 3-5 scholarly resources to support your research
.
Early and Middle Adulthood PaperPrepare a 1,050- to 1,400-word.docxjoellemurphey
Early and Middle Adulthood Paper
Prepare
a 1,050- to 1,400-word paper in which you examine the psychological adjustments to aging and lifestyle that occur within individuals during early and middle adulthood. Be sure to include the following:
Discuss how social and intimate relationships evolve and change during early and middle adulthood.
Identify various role changes that occur during early and middle adulthood.
Examine the immediate and future impact of healthy and unhealthy habits practiced during early and middle adulthood.
Use
a minimum of two peer-reviewed sources.
.
Earlier this semester, you participated in a class discussion about .docxjoellemurphey
Earlier this semester, you participated in a class discussion about the character of Bath de Chaucer's wife. You are aware of the complexity of her as a resourceful, cunning, open and ambitious woman. For this essay, I would like you to write a comparison / contrast essay in which you discuss the Wife of Bath as you compare or contrast one or more of these three well-known modern American women: Beyoncé Lil 'Kim, and / or Lady Gaga.
Think beyond and below cliches and perceptions. The comparison should not be disrespectful to these modern iconic women. Obviously, times have changed, and I am in no way suggesting that these modern women share all or even some of the qualities of the Wife of Bath, aside from her drive for independence, sovereignty, and success.
When developing the comparisons and contrasts of it, you should use AT LEAST THREE SOURCES to gather information and knowledge to support the claims and interpretations of it. These sources should be cited in the text and on a works cited page using a precise MLA documentation style.
You will write one essay of 500 - 600 words for this paper . This essay must be formatted in MLA Paper form.
Here is the reading about The character of Bath de Chaucer’s life
From The Canterbury Tales:
General Prologue
Here bygynneth the Book of the Tales of Caunterbury
Whan that Aprill, with his shoures soote
The droghte of March hath perced to the root
And he bathed every veyne in swich liquor,
Of which virtue begotten is the flour;
5 Whan Zephirus eek with his sweete breeth
Inspired hath in every holt and heeth
The tender croppes, and the yonge ring
Hath in the Ram his halfe cours yronne,
And smale foweles maken melodye,
10 That slepen al the nyght with open eye-
(So priketh hem Nature in hir corages);
Thanne longen folk to goon on pilgrimages
And palmeres for to seken straunge strondes
To ferne halwes, kowthe in probry londes;
15 And specially from every shires ende
Of Engelond, to Caunterbury they wende,
The hooly blisful martir for to seke
That hem hath holpen, whan that they were seeke.
Bifil that in that seson, on a day,
20 In Southwerk at the Tabard as I lay
Redy to wenden on my pilgrymage
To Caunterbury with ful devout courage,
At nyght was come into that hostelrye
Wel nyne and twenty in a compaignye
25 Of Sondry folk, by aventure yfalle
In felaweshipe, and pilgrimes were they alle,
That toward Caunterbury wolden ryde.
The rooms and the stables weren wyde,
And wel we weren esed att beste;
30 And shortly, whan the sonne was to rest,
So hadde I spoken with hem everichon
That I was of hir felaweshipe anon,
And made forward erly for to ryse
To take our wey, ther as I yow devyse.
35 But nathelees, whil I have tyme and space,
Er that I ferther in this tale pace,
Me thynketh it acordaunt to resoun
To tel yow to the conditio.
EAP1640 - Level 6 Writing (Virtual College, MDC)
Author: Professor Irasema Fernandez (do not copy or redistribute) (Unit 3: Lesson 1) Page 1 of 6
UNIT 3. LESSON 1 - Elements of Comparison and/or Contrast Essays
INTRODUCTION
In this lesson, we will focus on:
A. Methods of Organization
B. Organizational Patterns
C. Unity and Coherence
We use comparison and contrast essays to help us better understand (1) the similarities, (2) the
differences, and/or (3) the similarities and the differences between, or among, two or more things or
ideas.
These essays can help us make sense of the world around us and make better decisions about our
actions. They also can change or strengthen our opinions. In other words, they can help us to think
critically about a subject.
A. Methods of Organization
There are three Methods of Organization for Comparison and/or Contrast Essays:
• The Comparison Essay
• The Contrast Essay
• The Comparison and Contrast Essay
The comparison essay discusses how two things are alike; it compares or
discusses similarities.
Think about Thesis Statement A:
Thesis Statement A: The two major political parties, the Republican and the Democratic
Parties, are similar in their intention to protect the country, the people, and their own interests.
You can look at this thesis statement in the following way:
Topics
the Republican Party
the Democratic Party
Controlling Idea
(Method of Organization)
are similar in their intention to protect
Points
(or Categories)
the country
the people
their own interests
EAP1640 - Level 6 Writing (Virtual College, MDC)
Author: Professor Irasema Fernandez (do not copy or redistribute) (Unit 3: Lesson 1) Page 1 of 6
The thesis of the comparison essay includes:
• the topic (two topics to compare) = the Republican and Democratic parties
• the controlling idea (take a position) = are similar in their intention to protect
• the branches (points or categories) = the country, the people, and their own interests
Note: Comparisons can be less interesting than contrasts unless you write a comparison essay
when you know that the points to compare are interesting, unusual or unexpected.
The contrast essay discusses how two things are not similar; it contrasts or
discusses differences. The contrast essay presents a totally different point of view.
The thesis of the contrast essay also includes:
• the topic (two topics to contrast)
• the controlling idea (take a position)
• the branches (points or categories)
Thesis Statement B: The two major political parties, the Republican and the Democratic
Parties, are different in the way they protect the country, the people, and their own interests.
The comparison and contrast essay discusses how two things are similar and also different,
it compares and contrasts two points in one essay.
The thesis of the comparison and contrast essay also includes:
• the topic (two topics to compare and c.
Earlean, please write these notes for me. October 01, 20181. My .docxjoellemurphey
Earlean, please write these notes for me. October 01, 2018
1. My name is Brittney, this is my first day in group, I am from Lake worth, my age is 25, Originally from California, I have been clean 83 days. She grew up Catholic. She is pregnant with her first child 6 weeks states she wants to be a good mother, she went to doctor today it is confirmed. A BOY
Brittney’s does not believe in God she believes the Universe
Tell me one positive thing about yourself? I am FUNNY.
2. Tessa, I am 20 years old, I am from Missouri, I have been clean 8 months, and I’m going home Friday. I have a sister that just relapsed 4 days a go with an overdose, beaten etc. and I am showing her tough love. I got some news that my best friend in New York overdose, so my feelings have been going back and forth. And I am supposed to be the strong one. But I’m OK.
I am Out Going and Determined to make it.
Tessa has a Buddha faith says karma is a bitch
Tessa wants to co to college in January, she stated I am the SIT, says her self esteem is high.
3. Megan, I am 20-year-old from Colorado, Arizona… I am grateful and kind.
Megan believes FLDS Mormon latter-day saints, believes in God, he is loving and caring.
4. Elizabeth, I am 19 years old from St. Louis, Missouri, I was adopted, and I am very CARING. She explained to me before group she was given her meds Seroquel, and she has not had it for 4 days, so she was in and out asleep, but when I called her name she did respond politely. Believes in God
5. She is concerned about going to jail, would like to go to culinary school but this will be her first year.
6. Julian, I am 31 years old I am a Hard Worker I work two jobs Java Juice, and Brews.
Believes in God, and she prays every morning, se shared when she relapsed she did not pray that morning. July 28.
7. Dawn, originally from New York, I have been married a long time with 3children I been living in Florida. My family does not know I have another side I am like a camelina to my family my entire life they had no idea I was smoking crack an that I am a Junky I have lost everything facing divorce
Dawn was raised Catholic and she believes in God. And she would love forgiveness from husband and children, wants a chance to be understood. Teresa stated understand yourself and be accountable to you first.
When Dawn shared her story, it detoured the SPIRITUALITY meeting because Tessa gave the first feedback. And Codependency, cross addictions, service work, was discussed between them. The director Teresa interjected and explained the meaning you are replacing one thing with something else like, going to the GYM, SHOPPING, RELATIONSHIPS, any distraction to get you outside of yourself, or to get validated by someone else. You are hurting you to help someone else.
Breaktime
.
eam Assignment 4 Teaming Across Distance and Culture..docxjoellemurphey
eam Assignment 4: Teaming Across Distance and Culture.
1. What are the major effects of the physical separation of group members? How can distance, in some cases, be beneficial to groups and teams?
2. What other areas of organizational behavior or design are impacted by information technology, and what are the implications for organizational change?
3. Brainstorm some ways to “redesign” your office space (or an office space you have previously worked in) on paper using virtual or flexible space, or flexible furniture. How would this redesign enhance successful teamwork?
4. What are some of the ways that cross-cultural teams are distinguished from other types of teams? What are some of the benefits and difficulties of building a cross-cultural team?
250 Words
.
ead the following articleMother Tongue Maintenance Among North .docxjoellemurphey
ead the following article:
Mother Tongue Maintenance Among North American Ethnic Groups
, Robert W. Shrauf
Address the following:
What are some of the factors behind both the loss and persistence of native languages?
Does losing or maintaining one's native language have any impact on one's degree of acculturation or assimilation?
.
eActivityGo to the United States Equal Employment Oppo.docxjoellemurphey
eActivity
Go to the United States Equal Employment Opportunity Commission’s website to review discrimination types, located at
http://www.eeoc.gov/laws/types
. Be prepared to discuss.
Employment Relationship and Discrimination" Please respond to the following:
From the e-activity, visit the EEOC website link provided and select any three (3) types of discrimination and discuss. What key laws are applicable to the discrimination types you selected?
.
Each year on or around June 15, communities and municipalities aroun.docxjoellemurphey
Each year on or around June 15, communities and municipalities around the world plan activities and programs to recognize World Elder Abuse Awareness Day, a day set aside to spread awareness of the abuse of the elderly (Center of Excellence on Elder Abuse & Neglect, 2013). The abuse of older adults is a growing concern and statistics suggest that the number of elders experiencing abuse is an alarmingly high number. Research suggests that close to half the people diagnosed with dementia experience some form of abuse (Cooper, C., Selwood, A., Blanchard, M., Walker, Z., Blizard, R., & Livingston, G., 2009; Wiglesworth, A., Mosqueda, L., Mulnard, R., Liao, S., Gibbs, L., & Fitzgerald, W., 2010, as cited on http://www.ncea.aoa.gov/Library/Data/index.aspx). Elder abuse takes on many forms and can include physical, emotional, psychological, and economic abuse. The legendary American actor, Mickey Rooney, spoke to the United States Senate, describing his own experiences of pain and neglect at the hands of his stepson, asking legislators to take seriously the abuse of the elderly.
Respond to colleagues by suggesting alternative strategies. The Original posts are contained in the attachement.
Support your responses with specific references to the Learning Resources. Be sure to provide full APA citations for your references.
.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
riting About LiteratureGenerally, the essays you write in lite.docx
1. riting About Literature
Generally, the essays you write in literature courses attempt to
answer interesting questions about works of literature. These
questions are interesting for at least two reasons: a) their
answers are not obvious, and b) their answers (or at least the
attempt to answer them) can enrich other readers’ understanding
and experience of those works of literature. Often works of
literature seem to be intentionally posing these questions to us;
they require us to do some work to get them to work.
Readers have asked many different types of questions of works
of literature, for example:
· What did the author want to communicate in this work?
· What does the work reveal about the author’s feelings,
opinions, or psychology?
· What does the work reveal about the society in which it was
written?
· What can we learn from this work about the issues or topics it
deals with?
· What motivates the characters in the work to behave as they
do?
· How are literary devices used in the work?
· How does the work create emotional or intellectual
experiences for its readers?
· Is this work good or bad?
· Is this work good or bad for its readers?
Some of these questions require information from outside the
text itself; for example, to argue that a work reveals a writer’s
psychological condition, it would be helpful to have some other
evidence of that condition to corroborate your interpretation of
the work of literature. Some of these questions ask about the
world outside the work—about the author, his/her society, or
our own society, for example—while others try to focus more
2. on the features of the work itself. Analyses which try to make
statements about the work itself is often
calledformalist criticism: it attends more to the structures and
strategies employed in the work. Ultimately, such arguments
generally do try to move beyond the work, to claim, for
instance, that it is likely to create certain effects in its readers,
or that readers will understand the writer’s intent more clearly
if they pay attention to its formal characteristic.
In LIT 100, we are going to be paying attention primarily to
these formal features of literary works. In fiction, some of
these features include tone, point of view, setting, character,
etc. We will be paying less attention to extra-textual features,
such as the author’s biography or the historical contexts in
which the literature was produced and/or read; these elements
are not less important than formal features, but they naturally
vary greatly from one work to another and often require in-
depth study to truly appreciate. To understand how
Shakespeare’s social situation in London in the 1590s might
have been reflected in his plays would require a whole course in
Elizabethan history. On the other hand, the formal features we
will be studying in this course can be found in literature of all
eras and genres, though they may often be used to different
effect by different writers at different times. Almost all fiction
has something like a plot, a setting, a point of view, etc.,
whether written in 700 BCE or today.
Thus, in your essays, you will be asked to analyze the formal
features of a work of literature and to use that analysis to
answer an interesting question about that work.
Essay #1 Assignment
Write an essay of 750-1000 words in response to one of the
topics below. (If you would like to create a topic of your own
3. or write on a story not listed below, check with the instructor
first.) Your essay should have a clearly stated thesis and should
refer to specific passages from the story as evidence to support
your claims. Consider you audience for the paper to be other
students in the class; in other words, people who have read the
story but may not have thought about it as carefully as you
have.
Because your reader has recently read the story, you don’t need
to summarize the basic plot in your paper. Where necessary,
you should quote passages, but try to keep your quotations as
brief as possible, quoting only those words necessary to your
argument. You should use quotes only when the exact wording
is important to your argument or to remind the reader of a detail
he/she might not remember.
You should not use any secondary sources in your argument,
though you are welcome to discuss your paper with other
students in the class. If you have any questions at any point in
the process of writing the paper, please do not hesitate to
contact the instructor.
Topics
“A & P”: Explain why Sammy makes the decision that he does
at the end of the story. Use evidence from throughout the story
to explain his motives and/or the process by which he arrives at
this decision. What do this decision, and his reflections on it in
the final paragraphs, tell us about him?
“A Rose for Emily”: Explain what we learn about Miss Emily’s
character in the story (not just what she does, but what kind of
person she is). Use specific evidence found in the story to
support your conclusions. Be alert to the possibility that the
narrator who reveals this evidence to us might have certain
4. biases of his/her/their own.
“A Rose for Emily”: Explain who the narrator of the story
seems to be and how the narrator’s point of view influences our
opinion of Miss Emily and of the people of the town of
Jefferson. You might begin by trying to figure out if the
narrator seems to be an individual or somehow speaks for the
town as a whole (“we”).
“The Tell-Tale Heart”: Explain how our understanding of the
narrator evolves over the course of this story. Discuss what
each paragraph adds to our understanding as the story
unfolds. What is our final opinion of the narrator, based on
these unfolding clues?
“Miss Brill”: Try to explain how the plot of this story works
using any of the following concepts that seem useful to
you: conflict, exposition, rising action, climax, falling action,
conclusion, recognition, reversal (see the textbook Glossary for
definitions of rising and falling action). Don’t feel you need to
use all of these concepts, just those that help explain how the
story is structured. Try to explain how the components you
discuss help the story communicate its meaning or create its
effect on the reader.
“A Clean, Well-Lighted Place”: Compare and contrast the three
main characters that appear in this story: the two waiters and
the old man they observe in their cafe. What evidence in the
story helps you to form opinions about them? How do the
younger waiter and the old man in the café help us to
understand the character or situation of the main character, the
older waiter?
“Araby”: Describe how the settings contribute to the story’s
meaning or effect (these settings include the street on which the
narrator lives, the house in which he lives, and the bazaar of the
5. title). Look at the specific imagery used to describe these
settings. Try to explain what that imagery tells us about the
world as the bo experiences it, and how that world might lead
him to respond in the ways he does in this story.
“Araby”: Try to explain how the plot of this story works using
any of the following concepts that seem useful to you: conflict,
exposition, rising action, climax, falling action, conclusion,
recognition, reversal (see the textbook Glossary for definitions
of rising and falling action). Don’t feel you need to use all of
these concepts, just those that help explain how the story is
structured. Try to explain how the components you discuss help
the story communicate its meaning or create its effect on the
reader.
“Araby”: Try to identify two or three symbols in this story, and
explain what they might symbolize and how they contribute to
the story’s overall effect or meaning.
Process
1. Once you have picked a topic, reread the story. As you
read, keep you topic in mind. Also, whenever you find evidence
in the text that might help you answer the question, mark it so
you can find it later.
2. Formulate a tentative thesis. Try to write this thesis out
in a single sentence if possible. If that’s not possible, don’t
worry, but do try to write down the thesis.
3. Consider how best to organize your evidence. For
example, would it make sense to divide the story into stages or
sections, and deal with each one at a time, perhaps in
separateparagraphs. Or if the question itself has more than one
part, should you address one idea first and then the other? If
6. you’re writing on the Hemingway story, would it make better
sense to discuss one character first and then the other, or to
discuss them together as they appear at different stages in the
story? In other words, break your response to the question into
parts, if you can.
4. Once you’ve divided the task into its parts, draft each part
as at least one separate paragraph; some parts may require more
than a paragraph. Each of these parts of the paper should have
a claim of its own to argue, a claim that helps you prove your
general claim about the story. In each paragraph, you should
explain how the evidence in the story supports your
claim. Note that simply quoting or referring to the evidence
will not be sufficient: you need to explain to your reader what
conclusion he/she should be drawing from that evidence. If
you’d like models for such paragraphs, there are several sample
student essays in our textbook on pp. 260, 1365, and
1368. Consult the document on How to Use Quotations in the
Course Documents for more information on properly formatting
quotes.
5. At this point you should have a first draft of the
paper. You will share this draft with several other students and
the instructor, who will make suggestions. Ideally, you should
not look at it yourself for a couple of days. When you do pick
it up again, try to read it over as if you were a reader who had
never seen it before (this is hard to do!). Consider the
following general features of the draft:
· Do you agree with the thesis?
· Is the thesis clearly stated? Are there any terms used
that are vague or could be more clearly defined?
· Does the evidence presented support the thesis?
· Can you recall evidence from the story that might
contradict the thesis?
· Can you recall additional evidence from the story that
might support the thesis?
7. · Is it easy to follow the connections between
paragraphs? Does each paragraph clearly support the thesis of
the whole paper?
· Are individual paragraphs easy to read? Are they each
unified around a single topic or claim, or do some try to do too
much?
· Is all evidence clearly explained? Will the reader be
able to see how it supports the conclusions drawn from it?
6. Based on the feedback you get from others and your own
rereading of the draft, revise the draft.
7. Once you have revised the draft, edit it: make sure
sentences are clear and grammatical, check spelling, etc. Your
computer can help you do some but not all of this work, so be
sure to read it over yourself before handing it in.
Title: The debate about residential fire sprinklers: expanding
visions on quality-of-life benefits
Author(s): Alan Perdue and Thomas Wieczorek
Source: Public Management. 93.7 (Aug. 2011): p10.
Document Type: Article
Full Text: COPYRIGHT 2011 International City-County
Management Association
http://www.icma.org
Full Text:
As the decision whether to require residential fire sprinklers
reaches state and local governments, passionate arguments are
being made by proponents and opponents alike. Encompassed in
this emotional debate are data and research - some more reliable
than others -along with myths and unsupported assumptions.
The challenge for managers and elected officials is determining
the acceptable level of fire risk and making the best decision for
8. their communities.
Several states have prevented local governments from adopting
new sprinkler protection standards. Most recently
Pennsylvania's governor signed a bill postponing sprinkler
provisions required in the most recent version of the model
residential code. For local governments, installation of
sprinklers offers a number of quality-of-life benefits, as
demonstrated in recent studies.
Research in the United Kingdom resulted in a comprehensive
adjustment to deployment strategy with a focus on prevention.
The results were significant improvements in safety and
corresponding decreases in losses from fire. Fires in single-
family residences account for the majority of injuries and
fatalities to the public and emergency responders.
If the magnitude of these fires could be reduced substantially,
would it impact your response capabilities to other incidents in
the future? If sprinklers improve the safety of residents as well
as responders, could your community risk reduction plans and
resource needs change if the number and magnitude of fires
were drastically reduced or even eliminated?
History
Automatic fire sprinklers have been around since the late 1800s,
when they were first installed to protect factories and textile
mills. The excellent performance of fire sprinklers in limiting
property loss in these buildings led to requirements in modern
building and fire codes to protect most commercial buildings
with automatic fire sprinkler systems.
These systems have a high reliability rate for protecting both
property and human lives and have been accepted by the
building community as an essential building design feature for
commercial occupancies. Automatic fire sprinklers are also used
to protect such high-rise residential buildings as hotels and
apartment buildings, and they have proven effective for
preserving property and reducing fire-related death and injury.
It wasn't until the early 1970s that sprinklers were first
considered for protecting other residential occupancies that
9. include low-rise apartment buildings, townhouses, and one- and
two-family dwellings. On May 4, 1973, the report America
Burning provided a detailed analysis of the problem of fire in
the United States. (1)
This report, compiled by the National Commission on Fire
Prevention and Control, which had been authorized by President
Richard Nixon, placed the annual national cost of fires at $11
billion, with more than 12,000 civilian fire deaths and tens of
thousands of injuries, most occurring in residential occupancies.
The report contained significant recommendations for reducing
the nation's fire problem through improved building codes and
standards, fire prevention, public education, research, and
improved firefighting equipment and training.
Many of the recommendations were implemented, but others
were not, as noted in two follow-up reports about the nation's
fire problem: America Burning Revisited (1987) and America
Burning Recommissioned (1999).
One recommendation from the original America Burning report
that was implemented in the 1970s was smoke alarms. Research
and development programs provided a cost-effective product
that could be installed in every home to provide an early
warning to occupants of deadly smoke and fire. As requirements
for smoke alarms were being introduced into model codes of the
time, strong opposition was coming from the same opponents of
today's residential fire sprinkler requirements.
As time passed, smoke alarms became widely accepted, and
their lifesaving accomplishment can be measured in the
reduction in annual civilian fire deaths. The initial America
Burning report indicated that in the early 1970s the annual
residential life loss was approximately 10,000; recent statistics
indicate that number has been reduced to 3,000.
Birth of Residential Fire Sprinklers
Much as research in the 1970s helped produce cost-effective
smoke alarms, continued technical improvements were also
important to the development of cost-effective residential
sprinklers. Automatic fire sprinklers for commercial buildings
10. were designed for reducing property loss.
For residential fire sprinklers to be effective in saving lives,
new types of sprinklers were necessary in order to react more
quickly to home fires, use less water, and be aesthetically
acceptable. It would also be critical for the fire sprinkler to
rapidly respond to a typical residential fire and prevent room
flashover, or the point when conditions (heat and smoke) are
considered too severe for survival.
As technology for residential fire sprinklers started evolving,
two new standards for residential fire sprinklers were being
developed by the National Fire Protection Association
(www.nfpa.org): NFPA 13R (for multifamily residential
buildings) and NFPA 13D (for one- and two-family dwellings).
These standards have gone through several revision cycles to
get to their current requirements for design, installation, and
maintenance. Both of these standards are referenced in the
International Residential Code (IRC), a model building code
produced by the International Code Council (ICC;
www.iccsafe.org).
During the development process, concerns about sprinkler
purpose (life safety versus property protection), design criteria
(in which rooms sprinklers will be installed), cost of installation
(based on materials, water supply, and so forth), technical
issues (effects of freezing temperatures, for example), limited
water supply (rural areas, private wells), and prevention of
accidental water damage were all addressed.
The standard for one- and two-family dwellings ultimately
reduced many of the requirements used in commercial settings
while providing a reliable and affordable life-safety sprinkler
system. This was accomplished, in part, by only requiring
protection of occupied spaces and reducing the water supply
needed to allow occupants time to escape the building.
What Are the Costs?
A report on the average installation cost for a fire sprinkler
system in a newly constructed single-family home was prepared
by the NFPA Research Foundation. It puts the average U.S. cost
11. at a $1.61 per square foot. (2)
Local conditions may influence actual installation costs,
however, and several communities have set up residential
sprinkler system programs successfully. Scottsdale, Arizona, a
newly planned community in the early 1980s, passed an
ordinance requiring that all homes be constructed with
residential fire sprinkler systems.
The benefits were profound and included no fire deaths and
greatly reduced fire-related property damage. What's more, the
installation costs were actually reduced from $1.14 per square
foot to $0.59 per square foot, presumably through economies of
scale and competition.
Scottsdale has proven to be a leader in reducing its fire-related
community risk through a comprehensive risk reduction
program that included residential fire sprinklers from its
inception. (3)
Local governments can also offer homebuilders financial
incentives that offset the cost of installation of residential
sprinklers. These incentives are outlined in an NFPA report,
Incentives for the Use of Residential Fire Sprinkler Systems in
U.S. Communities. (4)
Model Codes and the Incorporation of Residential Sprinklers
The predominant model building code for residential
construction is the IRC, produced by the ICC, a not-for-profit
membership organization that also produces the international
building code (IBC).
The IRC has been adopted at the state or local level in 48 states
plus Washington, D.C.; U.S. Virgin Islands; and Puerto Rico.
The 2009 edition of the IRC was the first edition to include
mandatory requirements for the installation of residential
sprinklers in townhouses and one- and two-family dwellings.
The concept of requiring residential fire sprinklers in IRC was
not new to the 2009 code development cycle. During the
previous cycle, the 2006 IRC included an option for
jurisdictions wanting to include residential fire sprinklers as a
fire risk reduction option though an adopt-able appendix.
12. Prior code cycles considered the requirement, but the
governmental members felt that technology and installation
concerns had not yet been fully addressed. That position
changed with the passage of the residential sprinkler
requirement during final action hearings for the 2009 IRC.
Dispelling the Myths
Myths and misconceptions are widespread about potential water
damage caused by sprinkler systems in large part to their
inaccurate portrayal in movies and television shows. The fact:
fire sprinklers in both residential and commercial buildings
discharge water only when individually triggered by the heat
from a fire.
Also, only the closest sprinkler to the actual fire will activate.
This is a far cry from movies that portray someone smoking a
cigarette that causes every sprinkler in the building to spray
water! It may appear humorous in the movies, but it's totally
misleading and pure fiction.
Concerns about accidental discharge from a broken pipe or
sprinkler are also based on fiction. Insurance claims for broken
washing machines cause more water damage than other
plumbing fixtures, including sprinklers.
Misunderstandings also exist about the percentage of damage
caused by water and by fire in a sprinklered home compared
with a non-sprinklered home. Although water damage occurs
from a fire in a sprinklered home, the alternative would be for a
fire to continue to burn uncontrolled for approximately 10
minutes or more while a fire department is dispatched, en route,
and setting up firefighting operations.
During that response and set up time period, heat and smoke
continue to grow in size often destroying most of the home's
contents and more importantly endangering the occupants who
are unable to safely escape. The arrival of the fire department to
an uncontrolled fire results in using hundreds or possibly
thousands of gallons of water that can cause additional damage.
In contrast, an average home sprinkler discharges approximately
12 to 15 gallons per minute, and water damage is often
13. contained in the room where the fire originated.
This reduction in property damage that fire sprinklers provide is
often recognized by home insurance companies that provide a
discount on the overall homeowner's policy. The Insurance
Services Office (ISO) also recognizes the value of adoption of
the latest model codes, without amendment, as a measurable
way to reduce community risk.
Are Fire Sprinklers Green?
As communities face important decisions about going green and
implementing programs that support environmental
sustainability, there is evidence to support the fact that fire
sprinklers enhance green initiatives in several aspects.
Uncontrolled structure fires produce large amounts of toxic and
greenhouse gases.
Upon arrival of the fire department, fires in unsprinklered
buildings require significant amounts of water to extinguish,
causing toxic runoff of contaminated water. Fire-damaged
materials from the structure end up in a landfill, and new
natural resources will have to be harvested to replace and
rebuild what the fire has destroyed. All of these components
have negative effects on the environment.
In comparison, a fire that is controlled through an automatic fire
sprinkler system reduces many of these negative environmental
impacts. A research report produced by FM Global provides a
scientific analysis of sprinklers in reducing the negative
environmental impacts and costs of structure fires. (5)
Economic costs are also associated with rebuilding structures
damaged or lost to fire. NFPA estimates this cost at $18.6
billion annually. The FM Global report also found that using
sprinkler systems in residential structures reduces the amount of
water needed to control or extinguish a fire in a building by 50
percent.
Resource Documents and Websites
Two important programs are under development that will help
local governments implement voluntary or mandatory
residential fire sprinkler programs. The first is an initiative by
14. the National Association of State Fire Marshals (www.
firemarshals.org) to develop a training and education toolkit;
this program is funded by a U.S. Department of Homeland
Security fire prevention grant.
The second is a residential fire sprinkler contractor
accreditation program being developed by the Center for Public
Safety Excellence (www.publicsafetyex-cellence.org). The
underlying purpose of both programs is to help ensure that any
residential sprinlder system is installed properly, by a
competent contractor, and at the best price for the homeowner.
RELATED ARTICLE: PUBLIC SAFETY MANAGEMENT
EXPERIENCE
ICMA'S CENTER FOR PUBLIC Safety Management staff
members have worked with a number of communities that are
researching current and future sprinkler deployment decisions.
Addison, Texas, presented ICMA with one of the best views of
what a community can look like if it is entirely sprinkler
protected.
Addison has had a sprinkler ordinance for many years, and it
has now reached a point of near build out. As older properties
are demolished and new projects constructed, sprinklers have
been installed. Builders have been required to install sprinklers
in commercial properties that underwent renovation and
upgrades.
The result has been fewer and fewer fire calls to the Addison
Fire Department. Although the lack of calls poses additional
challenges for the department (it must maintain competencies
when there are few fire calls to which personnel must respond),
the community has benefited by lower required investment
needs for fire protection.
The Center coordinated a training program and a webinar in
conjunction with the ICMA University earlier in 2011 that
further outlined the sprinkler issues and the experiences in
Addison.
RELATED ARTICLE: INFORMATION SOURCES
These websites provide additional information on residential
15. sprinklers:
Home Fire Sprinkler Coalition
www.homefiresprinkier.org
Residential Fire Safety Institute
www.firesafehome.org
ENDNOTES
(1) "National Commission on Fire Prevention and Control and
the America Burning Report," Learning Resource Center,
Federal Emergency Management Agency,
www.lrc.fema.gov/path_atnerburn.html.
(2) Newport Partners, Home Fire Sprinkler Cost Assessment
(Quincy, Mass.: Fire Protection Research Foundation,
September 2008), www.nfpa.org/assets/
files/PDF/Research/FireSprinklerCostAssessment.pdf.
(3) Saving Lives, Saving Money: Automatic Sprinklers: A 10-
Year Study (Scottsdale, Ariz.: City of Scottsdale. Rural/Metro
Fire Department, Home Fire Sprinkler Coalition, 1997).
(4) Newport Partners, Incentives for the Use of Residential Fire
Sprinkler Systems in U.S. Communities (Quincy, Mass.: Fire
Protection Research Foundation, 2010).
(5) Christopher J. Wieczorek, Benjamin Ditch, and Robert G.
Bill Jr., Environmental Impact of Automatic Fire Sprinklers
(Norwood, Mass.: FM Global Research Division, 2000),
www.homefiresprinkler.org/ images/FM-Global-Environmental-
Study.pdf.
THOMAS WIECZOREK is director, ICMA Center for Public
Safety Management, Washington, D.C.([email protected]),and
ALAN PERDUE is director of emergency services, Guilford
County, North Carolina ([email protected]).
[ILLUSTRATION OMITTED]
Wieczorek, Thomas^Perdue, Alan
Source Citation (MLA 7th Edition)
Perdue, Alan, and Thomas Wieczorek. "The debate about
residential fire sprinklers: expanding visions on quality-of-life
benefits." Public Management 93.7 (2011): 10+. Academic
OneFile. Web. 13 May 2013.
16. Document URL
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2.1&u=oran95108&it=r&p=AONE&sw=w
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The objective of your critique is to find an article and compare
the information in the article to what you have been learning in
class. Critique the article in terms of how the information
within the article supports or disproves material that you have
learned in this course. Please include the following topics in
your critique of the selected article:
· A brief introduction and overview of the article
· A description of how the article either supports or disproves
material in the course
· Supports – Fire Prevention Education/Fire Safety Education
· Supports – Code development supporting residential sprinklers
is in process but has had many road blocks. 2008 International
Residential Code.
· Your point of view – Support recommendation for home
sprinkler safety/Many states already require this of new homes
built.
· A summarization of your thoughts and suggestions in support
of your opinion
The selected article should not be more than four years old.
The completed assignment should be no more than two pages in
length, and should include the article link or reference. Students
must use the APA format in writing course papers, therefore the
17. APA rules for formatting; quoting, paraphrasing, citing, and
listing of sources must be followed.