The Methods of Communication are: Listening, Writing, Talking, Reading, and Non-Verbal.
Listening - speaking by using words and terminology that others can comprehend
Talking - the ability to read and comprehend the written word
Writing - tone and inflection of one’s voice facial expression, posture and eye contact
Non-Verbal - using the written word in a manner that others can understand the intended message
Reading - the ability to hear and understand what the speaker is saying
Review the five methods of communication you would use in the given scenarios:
Scenario 1: An irate customer comes to your store and is very upset with a defect in a product he ordered. Which method of communication would be the most effective to use with this customer? (Listening)
Scenario 2: A customer is in your store looking for a new computer. You quickly surmise that the customer’s first language is not English and in addition he appears to not have a clear understanding of the type or brand of computer he is looking for. Which method of communication would be the most effective to use with this customer? (Talking)
Scenario 3: On your store’s Facebook page, a customer comments on your store’s appearance and how disrespectful the salesperson was during a recent visit. Which method of communication would be the most effective to use with this customer? (Writing)
Scenario 4: A customer comes into your store looking for a new phone. He appears overly confident about his knowledge level. When you approach him, he looks at you in a condescending manner. Which method of communication is being displayed by this customer? (Non-verbal)
Scenario 5: You need to take two online courses available from your employer about Customer Service. You need to receive an “A” in both courses. You must write five components that you will use for the Final Course Project. Which method of communication will you use to complete your assignments?
Competency
Discuss the importance of communication in Customer Service.
Instructions
In order to provide excellent service to customers, a business must have employees who are able to effectively communicate with those customers. Looking at the five methods of communication (Listening, Talking, Writing, Non-Verbal, and Reading), write a paper that includes 2-3 paragraphs for each method of communication. Please include an explanation on why communication is important in the introduction. Also, please include a conclusion that summarizes your paper.
NOW, THIS IS THE RUBRIC QUESTIONS
1. Included paragraph(s) for each of the methods of communication with clear examples.
2. Did include an explanation for the importance of clear communication using examples and research for support.
3. Did include an introduction and conclusion, including examples and/or research for support.
PLEASE INCLUDE REFERENCES AND CITETATIONS
The Ones Who Walk Away From Omelas
by Ursula K LeGuin, 1974
1
The Ones Who Walk Away From Omelas
With a clamor of bells that s.
The Ones Who Walk Away From Omelasby Ursula K LeGuin - fro.docxcarlz4
The Ones Who Walk Away From Omelas
by Ursula K LeGuin - from The Wind's Twelve Quarters
With a clamor of bells that set the swallows soaring, the Festival of
Summer came to the city Omelas, bright-towered by the sea. The ringing
of the boats in harbor sparkled with flags. In the streets between
houses with red roofs and painted walls, between old moss-grown
gardens and under avenues of trees, past great parks and public
buildings, processions moved. Some were decorous: old people in long
stiff robes of mauve and gray, grave master workmen, quiet, merry
women carrying their babies and chatting as they walked. In other
streets the music beat faster, a shimmering of gong and tambourine,
and the people went dancing, the procession was a dance.
Children dodged in and out, their high calls rising like the swallows'
crossing flights over the music and the singing. All the processions
wound towards the north side of the city, where on the great
water-meadow called the Green Fields boys and girls, naked in the
bright air, with mud-stained feet and ankles and long, lithe
arms,exercised their restive horses before the race. The horses wore
no gear at all but a halter without a bit. Their manes were braided with
streamers of silver, gold, and green. They flared their nostrils and
pranced and boasted to one another; they were vastly excited, the
horse being the only animal who has adopted our ceremonies as his
own. Far off to the north and west the mountains stood up half
encircling Omelas on her bay. The air of morning was so clear that the
snow still crowning the Eighteen Peaks burned with white-gold fire
across the miles of sunlit air, under the dark blue of the sky.
There was just enough wind to make the banners that marked the
racecourse snap and flutter now and then. In the silence of the broad
green meadows one could hear the music winding throughout the city
streets, farther and nearer and ever approaching, a cheerful faint
sweetness of the air from time to time trembled and gathered together
and broke out into the great joyous clanging of the bells.
Joyous! How is one to tell about joy? How to describe the citizens of Omelas?
They were not simple folk, you see, though they were happy. But we do
not say the words of cheer much any more. All smiles have become
archaic. Given a description such as this one tends to make certain
assumptions. Given a description such as this one tends to look next
for the King, mounted on a splendid stallion and surrounded by his
noble knights, or perhaps in a golden litter borne by great-muscled
slaves. But there was no king. They did not use swords, or keep
slaves. They were not barbarians, I do not know the rules and laws of
their society, but I suspect that they were singularly few. As they
did without monarchy and slavery, so they also got on without the
stock exchange, the advertisement, the secret police, and the
bomb. Yet I repeat that these were not simple folk, not dulcet
shepherds, noble savages, b.
URSULA K . LE GUIN (11. 1929) is Ilrcv titrrr,ylrlrr of hi.docxdickonsondorris
URSULA K . LE GUIN (11. 1929) is Ilrcv titrrr,ylrlrr of '/'hilctri~~rrr Kroc*/~c*r, r r
writer, and Alfred Louis Kroeber, a pioneerirrg a n l l r r o ~ ~ o l i ~ , ~ i s l at tlrc llrrir~clrsil,y I ) /
California at Berkeley. From her family background Id(# Guirr acqrrin1rl rr rii~uble
orientation, humanistic and scientific, that shows in all her writ in^. She 7i)tls
educated at Radcliffe College and Columbia University, where she corrrl?l~,tod rr
master's thesis i n medieval romance literature. In 1953 she married the historirrrr
Charles Le G u i n , with w h o m she had three children. Although she wrote her first
science-fiction story at the age of twelve, she didn't begin publishing until t w e n t y
years later. O n e of her stories, "Semley's Necklace," grew into her first publishrd
novel, Rocannon's World (1966). Another story, "Winter's King," introduced the
setting she developed for her first major success, the novel The Left Hand of
Darkness (1969). These stories and novels, along with Planet of Exile (1966),
City of Illusions (1967), The Dispossessed (1974), the novella The Word for
World Is Forest (1976), and stories i n The Wind's Twelve Quarters (1976),
form the Hainish cycle, a series of independent works sharing an imaginary historic
background. Le G u i n has also published several other fantasy novels and three more
story collections.
Although Le Guin's earliest work primarily attracted a devoted audience of
science-fiction readers, her later work - especially The Left Hand of Darkness
- has wider appeal. In that novel she explored the theme of androgyny o n the
planet W i n t e r (Gethen), where inhabitants m a y adopt alternately male and female
roles. Le G u i n insists o n Aristotle's definition of Homo sapiens as social animals,
and she shows how difficult it is to think of our fellow humans as people, rather
than as m e n and women.
Le G u i n brings to fantasy fiction a wealth of literary scholarship, crediting
Leo Tolstoy, A n t o n Chekhov, and Virginia Woolf (among others) as her primary
influences. Most of her stories, like "The Ones W h o Walk A w a y from Omelas," are
about reciprocal relationships, illustrating "the sort of golden rule that whatever
you touch, touches you." This m a x i m has scientific backings i n ecology and philo-
sophical echoes i n Taoism and Z e n . Le G u i n doesn't claim to be a brilliant stylist
or an original thinker. She has said that she works best with what she calls "fortune
cookie ideas" suggested by someone else. Through her stories she shows how simple
concepts hide a mass of complexity and contradiction that can create anarchy when
human beings t r y to act o n them. In 1979 Le G u i n published a book developing her
ideas about writing, The Language of Night: Essays on Fantasy and Science
Fiction.
RELATED COMMENTARY: Ursula K. Le G u i n , "The Scapegoat i n Omelas,"
page 1472.
The Ones Who Walk Away f ...
URSULA K. LE GUIN (11. 1929) is Ilrcv titrrr,ylrlrr of hilc.docxdickonsondorris
URSULA K. LE GUIN (11. 1929) is Ilrcv titrrr,ylrlrr of '/'hilctri~~rrr Kroc*/~c*r, r r
writer, and Alfred Louis Kroeber, a pioneerirrg anllrro~~oli~,~isl at tlrc llrrir~clrsil,y I ) /
California at Berkeley. From her family background Id(# Guirr acqrrin1rl rr rii~uble
orientation, humanistic and scientific, that shows in all her writ in^. She 7i)tls
educated at Radcliffe College and Columbia University, where she corrrl?l~,tod rr
master's thesis i n medieval romance literature. In 1953 she married the historirrrr
Charles Le Guin, with whom she had three children. Although she wrote her first
science-fiction story at the age of twelve, she didn't begin publishing until twenty
years later. One of her stories, "Semley's Necklace," grew into her first publishrd
novel, Rocannon's World (1966). Another story, "Winter's King," introduced the
setting she developed for her first major success, the novel The Left Hand of
Darkness (1969). These stories and novels, along with Planet of Exile (1966),
City of Illusions (1967), The Dispossessed (1974), the novella The Word for
World Is Forest (1976), and stories in The Wind's Twelve Quarters (1976),
form the Hainish cycle, a series of independent works sharing an imaginary historic
background. Le Guin has also published several other fantasy novels and three more
story collections.
Although Le Guin's earliest work primarily attracted a devoted audience of
science-fiction readers, her later work - especially The Left Hand of Darkness
- has wider appeal. In that novel she explored the theme of androgyny on the
planet Winter (Gethen), where inhabitants may adopt alternately male and female
roles. Le Guin insists on Aristotle's definition of Homo sapiens as social animals,
and she shows how difficult it is to think of our fellow humans as people, rather
than as men and women.
Le Guin brings to fantasy fiction a wealth of literary scholarship, crediting
Leo Tolstoy, Anton Chekhov, and Virginia Woolf (among others) as her primary
influences. Most of her stories, like "The Ones W h o Walk Away from Omelas," are
about reciprocal relationships, illustrating "the sort of golden rule that whatever
you touch, touches you." This maxim has scientific backings in ecology and philo-
sophical echoes i n Taoism and Zen. Le Guin doesn't claim to be a brilliant stylist
or an original thinker. She has said that she works best with what she calls "fortune
cookie ideas" suggested by someone else. Through her stories she shows how simple
concepts hide a mass of complexity and contradiction that can create anarchy when
human beings try to act on them. In 1979 Le Guin published a book developing her
ideas about writing, The Language of Night: Essays on Fantasy and Science
Fiction.
RELATED COMMENTARY: Ursula K. Le Guin, "The Scapegoat in Omelas,"
page 1472.
The Ones Who Walk Away from Omelas
With a clamor of bells that set the swallows soaring, the Festival of
Summer came to th ...
The paper, due 12.9.17, should be around 1750 words. You should c.docxoreo10
The paper, due 12.9.17, should be around 1750 words. You should concentrate on texts we’ve read after 10.18 but you may draw upon the earlier readings. You should incorporate into your paper some research—not unprofessional sources but scholarly sources from books, articles, and approved on-line sites. Late papers will be penalized. If you want to revise the topic or invent one on your own, discuss it with me first. If you get the rough draft to me well before the deadline, I will offer constructive criticism.
Valuable on-line sites for research in the Romantic and Victorian periods: Romanticism and Victorianism on the Net, Blake Archive, BRANCH, and Romantic Circles.
TOPIC: Compare and contrast two sonnets or lyrical poems.
Guide for the papers.
I. Content
* The idea development should be clear, well organized, coherent, logical and persuasive. You must work with the topic, refine it, impose your own ideas on it.
* The paper should be rich in content--with ideas, argument, evidence.
* You should have a strong grasp of the details of the text you're discussing. Summarize and refer to details; use some quotations of important words and phrases, perhaps a few sentences if necessary, but avoid lengthy quotations. Make sure that your key terms are clearly explained.
* Your intended audience is someone who has read the text under consideration and who is also interested in understanding its meaning. Accordingly, extensive plot summary is not appropriate.
* How to get content? You have to think hard about the topic, review key passages in the text, anticipate objections, pursue ideas to their logical conclusions, and work through contradictions and difficulties. Make connections between the parts and the whole.
II. Form
* Content development is by far the most important aspect of the paper, but you cannot present your content effectively unless the form of the paper is adequate. Accordingly, here is a checklist to assist you:
* Paragraphing: does each paragraph have a topic idea? Is each idea developed adequately? Is the sequence of paragraphs logically coherent?
* Phrasing: be concise, direct, and precise; proofread for wordiness, vagueness, and awkwardness.
* Mechanics: proofread for typos, misspellings, incorrect punctuation, and grammatical errors.
*References to the text (or texts): When you use critical commentary for your paper, use MLA Style of documentation. When quoting poetry, be sure to quote exactly, retaining line breaks: “Mary had a little lamb, / Its fleece as white as snow.” Four or more lines of poetry should be block quoted—again, exactly reproduced.
*Proofreading: it is quite apparent whether you have proofread your paper carefully or not. A paper with numerous mechanical errors will not receive a high grade; if the errors are too numerous, the paper will not receive a passing grade.
Talking In Bed
By Philip Larkin
Talking in bed ought to be easiest,
Lying together there goes back s ...
M2.1 European ImperialismInstructionsRead the following texts.docxinfantsuk
M2.1 European Imperialism
Instructions:
Read the following texts and answer the question below. You should reference information from the textbook reading and the video for your answer.
Question: What were some of the fundamental ways Imperialism affected ordinary Europeans? Did these effects change society at is core, or is it still the ‘same old Europe’?
Colby – The First English Coffee-Houses, c. 1670-1675 (Collection of sources from the Internet Modern History Sourcebook)
[Colby Introduction]: Between 1670 and 1685 coffee-houses multiplied in London, and attained some degree of political importance from the volume of talk which they caused. Each sect, party, or shade of fashion, had its meeting place of this sort, and London life grew more animated from the presence in its midst of public centers where witty conversation could be heard. When coffee-houses were still a novelty, they had their partisans and their opponents, who exchanged highly-spiced pamphlets in praise or condemnation of the bean and its patron.
The Character of a Coffee-House, 1673 A.D.:
A coffee-house is a lay conventicle, good-fellowship turned puritan, ill-husbandry in masquerade, whither people come, after toping all day, to purchase, at the expense of their last penny, the repute of sober companions: A Rota [i.e., club room], that, like Noah's ark, receives animals of every sort, from the precise diminutive band, to the hectoring cravat and cuffs in folio; a nursery for training up the smaller fry of virtuosi in confident tattling, or a cabal of kittling [i.e., carping] critics that have only learned to spit and mew; a mint of intelligence, that, to make each man his pennyworth, draws out into petty parcels, what the merchant receives in bullion: he, that comes often, saves twopence a week in Gazettes, and has his news and his coffee for the same charge, as at a threepenny ordinary they give in broth to your chop of mutton; it is an exchange, where haberdashers of political small-wares meet, and mutually abuse each other, and the public, with bottomless stories, and heedless notions; the rendezvous of idle pamphlets, and persons more idly employed to read them; a high court of justice, where every little fellow in a camlet cloak takes upon him to transpose affairs both in church and state, to show reasons against acts of parliament, and condemn the decrees of general councils.
As you have a hodge-podge of drinks, such too is your company, for each man seems a leveler, and ranks and files himself as he lists, without regard to degrees or order; so that often you may see a silly fop and a worshipful justice, a griping rook and a grave citizen, a worthy lawyer and an errant pickpocket, a reverend non-conformist and a canting mountebank, all blended together to compose a medley of impertinence.
If any pragmatic, to show himself witty or eloquent, begin to talk high, presently the further tables are abandoned, and all the rest flock round (like smaller birds, to ad ...
Sample writing assignment: Baudelairean
Irony.
The writing assignments have improved significantly in the past couple of modules: the arguments
are clearer and are, in general, well supported by evidence from the texts. I’m still seeing too many,
however, where the main argument emerges in the final sentence or two. When you find that
happening (i.e. when the final sentence or so makes a very different claim from the opening
sentence), you need to start again, using that last sentence as your new opening sentence. Usually
this happens when your argument develops during the course of writing the piece. This is a good
thing as it shows your ideas are developing, but it does mean that you need to rewrite your
assignment to make sure it supports your new or revised argument. As always, I will be looking for
a clear argument, strong textual evidence, and a well-formatted and written response.
Please be sure to provide a Works Cited. This can be in any form you are most comfortable with
(AP, MLA, Chicago, Oxford, etc.), but should make it clear what is being referred to and where that
item can be found.
Please note: the 250-word limit (plus or minus 10%) applies only to the text of your argument. It
does not include the works cited or the heading information.
Sample question: What attitude does Baudelaire adopt to the poor in “Let’s beat up the poor”?
A. Student
Writing Assignment, Module 4
Although the violence depicted in Charles Baudelaire’s “Let’s beat up the poor” might appear to
reflect a negative attitude toward the poor, the prose poem itself resists articulating a clear
position, choosing instead to highlight the shortcomings in contemporary responses to the poor.
The speaker in fact draws attention early in the piece to the debates about economic and social
policy that took place in France in the period by noting that he had consumed books “dealing with
the art of making nations happy, wise, and rich” (37), but the poem’s multiple ironies mean that the
reader is left uncertain about its attitude toward the poor.
The speaker aligns himself with Socrates through a reference to his “Demon” (37), but rather
than engaging in a philosophical conversation, he decides that the best response to the pleading
gaze of a beggar is to beat him up, presumably to show him who has the power and who doesn’t.
This is not, however, an act of bravery in any way: the speaker carefully checks that there are no
policemen in the area. The beggar is initially beaten down, but then rises up to attack the speaker,
thereby asserting the political power of the proletariat. The speaker claims to be thrilled that the
beggar—the representative of the poor—has learnt that he must take responsibility for his own
future and rise up against the bourgeoisie in order to achieve equality, but the reader is left
wondering whether such lessons are to be taken seriously in any way. The focus, in.
The Ones Who Walk Away From Omelasby Ursula K LeGuin - fro.docxcarlz4
The Ones Who Walk Away From Omelas
by Ursula K LeGuin - from The Wind's Twelve Quarters
With a clamor of bells that set the swallows soaring, the Festival of
Summer came to the city Omelas, bright-towered by the sea. The ringing
of the boats in harbor sparkled with flags. In the streets between
houses with red roofs and painted walls, between old moss-grown
gardens and under avenues of trees, past great parks and public
buildings, processions moved. Some were decorous: old people in long
stiff robes of mauve and gray, grave master workmen, quiet, merry
women carrying their babies and chatting as they walked. In other
streets the music beat faster, a shimmering of gong and tambourine,
and the people went dancing, the procession was a dance.
Children dodged in and out, their high calls rising like the swallows'
crossing flights over the music and the singing. All the processions
wound towards the north side of the city, where on the great
water-meadow called the Green Fields boys and girls, naked in the
bright air, with mud-stained feet and ankles and long, lithe
arms,exercised their restive horses before the race. The horses wore
no gear at all but a halter without a bit. Their manes were braided with
streamers of silver, gold, and green. They flared their nostrils and
pranced and boasted to one another; they were vastly excited, the
horse being the only animal who has adopted our ceremonies as his
own. Far off to the north and west the mountains stood up half
encircling Omelas on her bay. The air of morning was so clear that the
snow still crowning the Eighteen Peaks burned with white-gold fire
across the miles of sunlit air, under the dark blue of the sky.
There was just enough wind to make the banners that marked the
racecourse snap and flutter now and then. In the silence of the broad
green meadows one could hear the music winding throughout the city
streets, farther and nearer and ever approaching, a cheerful faint
sweetness of the air from time to time trembled and gathered together
and broke out into the great joyous clanging of the bells.
Joyous! How is one to tell about joy? How to describe the citizens of Omelas?
They were not simple folk, you see, though they were happy. But we do
not say the words of cheer much any more. All smiles have become
archaic. Given a description such as this one tends to make certain
assumptions. Given a description such as this one tends to look next
for the King, mounted on a splendid stallion and surrounded by his
noble knights, or perhaps in a golden litter borne by great-muscled
slaves. But there was no king. They did not use swords, or keep
slaves. They were not barbarians, I do not know the rules and laws of
their society, but I suspect that they were singularly few. As they
did without monarchy and slavery, so they also got on without the
stock exchange, the advertisement, the secret police, and the
bomb. Yet I repeat that these were not simple folk, not dulcet
shepherds, noble savages, b.
URSULA K . LE GUIN (11. 1929) is Ilrcv titrrr,ylrlrr of hi.docxdickonsondorris
URSULA K . LE GUIN (11. 1929) is Ilrcv titrrr,ylrlrr of '/'hilctri~~rrr Kroc*/~c*r, r r
writer, and Alfred Louis Kroeber, a pioneerirrg a n l l r r o ~ ~ o l i ~ , ~ i s l at tlrc llrrir~clrsil,y I ) /
California at Berkeley. From her family background Id(# Guirr acqrrin1rl rr rii~uble
orientation, humanistic and scientific, that shows in all her writ in^. She 7i)tls
educated at Radcliffe College and Columbia University, where she corrrl?l~,tod rr
master's thesis i n medieval romance literature. In 1953 she married the historirrrr
Charles Le G u i n , with w h o m she had three children. Although she wrote her first
science-fiction story at the age of twelve, she didn't begin publishing until t w e n t y
years later. O n e of her stories, "Semley's Necklace," grew into her first publishrd
novel, Rocannon's World (1966). Another story, "Winter's King," introduced the
setting she developed for her first major success, the novel The Left Hand of
Darkness (1969). These stories and novels, along with Planet of Exile (1966),
City of Illusions (1967), The Dispossessed (1974), the novella The Word for
World Is Forest (1976), and stories i n The Wind's Twelve Quarters (1976),
form the Hainish cycle, a series of independent works sharing an imaginary historic
background. Le G u i n has also published several other fantasy novels and three more
story collections.
Although Le Guin's earliest work primarily attracted a devoted audience of
science-fiction readers, her later work - especially The Left Hand of Darkness
- has wider appeal. In that novel she explored the theme of androgyny o n the
planet W i n t e r (Gethen), where inhabitants m a y adopt alternately male and female
roles. Le G u i n insists o n Aristotle's definition of Homo sapiens as social animals,
and she shows how difficult it is to think of our fellow humans as people, rather
than as m e n and women.
Le G u i n brings to fantasy fiction a wealth of literary scholarship, crediting
Leo Tolstoy, A n t o n Chekhov, and Virginia Woolf (among others) as her primary
influences. Most of her stories, like "The Ones W h o Walk A w a y from Omelas," are
about reciprocal relationships, illustrating "the sort of golden rule that whatever
you touch, touches you." This m a x i m has scientific backings i n ecology and philo-
sophical echoes i n Taoism and Z e n . Le G u i n doesn't claim to be a brilliant stylist
or an original thinker. She has said that she works best with what she calls "fortune
cookie ideas" suggested by someone else. Through her stories she shows how simple
concepts hide a mass of complexity and contradiction that can create anarchy when
human beings t r y to act o n them. In 1979 Le G u i n published a book developing her
ideas about writing, The Language of Night: Essays on Fantasy and Science
Fiction.
RELATED COMMENTARY: Ursula K. Le G u i n , "The Scapegoat i n Omelas,"
page 1472.
The Ones Who Walk Away f ...
URSULA K. LE GUIN (11. 1929) is Ilrcv titrrr,ylrlrr of hilc.docxdickonsondorris
URSULA K. LE GUIN (11. 1929) is Ilrcv titrrr,ylrlrr of '/'hilctri~~rrr Kroc*/~c*r, r r
writer, and Alfred Louis Kroeber, a pioneerirrg anllrro~~oli~,~isl at tlrc llrrir~clrsil,y I ) /
California at Berkeley. From her family background Id(# Guirr acqrrin1rl rr rii~uble
orientation, humanistic and scientific, that shows in all her writ in^. She 7i)tls
educated at Radcliffe College and Columbia University, where she corrrl?l~,tod rr
master's thesis i n medieval romance literature. In 1953 she married the historirrrr
Charles Le Guin, with whom she had three children. Although she wrote her first
science-fiction story at the age of twelve, she didn't begin publishing until twenty
years later. One of her stories, "Semley's Necklace," grew into her first publishrd
novel, Rocannon's World (1966). Another story, "Winter's King," introduced the
setting she developed for her first major success, the novel The Left Hand of
Darkness (1969). These stories and novels, along with Planet of Exile (1966),
City of Illusions (1967), The Dispossessed (1974), the novella The Word for
World Is Forest (1976), and stories in The Wind's Twelve Quarters (1976),
form the Hainish cycle, a series of independent works sharing an imaginary historic
background. Le Guin has also published several other fantasy novels and three more
story collections.
Although Le Guin's earliest work primarily attracted a devoted audience of
science-fiction readers, her later work - especially The Left Hand of Darkness
- has wider appeal. In that novel she explored the theme of androgyny on the
planet Winter (Gethen), where inhabitants may adopt alternately male and female
roles. Le Guin insists on Aristotle's definition of Homo sapiens as social animals,
and she shows how difficult it is to think of our fellow humans as people, rather
than as men and women.
Le Guin brings to fantasy fiction a wealth of literary scholarship, crediting
Leo Tolstoy, Anton Chekhov, and Virginia Woolf (among others) as her primary
influences. Most of her stories, like "The Ones W h o Walk Away from Omelas," are
about reciprocal relationships, illustrating "the sort of golden rule that whatever
you touch, touches you." This maxim has scientific backings in ecology and philo-
sophical echoes i n Taoism and Zen. Le Guin doesn't claim to be a brilliant stylist
or an original thinker. She has said that she works best with what she calls "fortune
cookie ideas" suggested by someone else. Through her stories she shows how simple
concepts hide a mass of complexity and contradiction that can create anarchy when
human beings try to act on them. In 1979 Le Guin published a book developing her
ideas about writing, The Language of Night: Essays on Fantasy and Science
Fiction.
RELATED COMMENTARY: Ursula K. Le Guin, "The Scapegoat in Omelas,"
page 1472.
The Ones Who Walk Away from Omelas
With a clamor of bells that set the swallows soaring, the Festival of
Summer came to th ...
The paper, due 12.9.17, should be around 1750 words. You should c.docxoreo10
The paper, due 12.9.17, should be around 1750 words. You should concentrate on texts we’ve read after 10.18 but you may draw upon the earlier readings. You should incorporate into your paper some research—not unprofessional sources but scholarly sources from books, articles, and approved on-line sites. Late papers will be penalized. If you want to revise the topic or invent one on your own, discuss it with me first. If you get the rough draft to me well before the deadline, I will offer constructive criticism.
Valuable on-line sites for research in the Romantic and Victorian periods: Romanticism and Victorianism on the Net, Blake Archive, BRANCH, and Romantic Circles.
TOPIC: Compare and contrast two sonnets or lyrical poems.
Guide for the papers.
I. Content
* The idea development should be clear, well organized, coherent, logical and persuasive. You must work with the topic, refine it, impose your own ideas on it.
* The paper should be rich in content--with ideas, argument, evidence.
* You should have a strong grasp of the details of the text you're discussing. Summarize and refer to details; use some quotations of important words and phrases, perhaps a few sentences if necessary, but avoid lengthy quotations. Make sure that your key terms are clearly explained.
* Your intended audience is someone who has read the text under consideration and who is also interested in understanding its meaning. Accordingly, extensive plot summary is not appropriate.
* How to get content? You have to think hard about the topic, review key passages in the text, anticipate objections, pursue ideas to their logical conclusions, and work through contradictions and difficulties. Make connections between the parts and the whole.
II. Form
* Content development is by far the most important aspect of the paper, but you cannot present your content effectively unless the form of the paper is adequate. Accordingly, here is a checklist to assist you:
* Paragraphing: does each paragraph have a topic idea? Is each idea developed adequately? Is the sequence of paragraphs logically coherent?
* Phrasing: be concise, direct, and precise; proofread for wordiness, vagueness, and awkwardness.
* Mechanics: proofread for typos, misspellings, incorrect punctuation, and grammatical errors.
*References to the text (or texts): When you use critical commentary for your paper, use MLA Style of documentation. When quoting poetry, be sure to quote exactly, retaining line breaks: “Mary had a little lamb, / Its fleece as white as snow.” Four or more lines of poetry should be block quoted—again, exactly reproduced.
*Proofreading: it is quite apparent whether you have proofread your paper carefully or not. A paper with numerous mechanical errors will not receive a high grade; if the errors are too numerous, the paper will not receive a passing grade.
Talking In Bed
By Philip Larkin
Talking in bed ought to be easiest,
Lying together there goes back s ...
M2.1 European ImperialismInstructionsRead the following texts.docxinfantsuk
M2.1 European Imperialism
Instructions:
Read the following texts and answer the question below. You should reference information from the textbook reading and the video for your answer.
Question: What were some of the fundamental ways Imperialism affected ordinary Europeans? Did these effects change society at is core, or is it still the ‘same old Europe’?
Colby – The First English Coffee-Houses, c. 1670-1675 (Collection of sources from the Internet Modern History Sourcebook)
[Colby Introduction]: Between 1670 and 1685 coffee-houses multiplied in London, and attained some degree of political importance from the volume of talk which they caused. Each sect, party, or shade of fashion, had its meeting place of this sort, and London life grew more animated from the presence in its midst of public centers where witty conversation could be heard. When coffee-houses were still a novelty, they had their partisans and their opponents, who exchanged highly-spiced pamphlets in praise or condemnation of the bean and its patron.
The Character of a Coffee-House, 1673 A.D.:
A coffee-house is a lay conventicle, good-fellowship turned puritan, ill-husbandry in masquerade, whither people come, after toping all day, to purchase, at the expense of their last penny, the repute of sober companions: A Rota [i.e., club room], that, like Noah's ark, receives animals of every sort, from the precise diminutive band, to the hectoring cravat and cuffs in folio; a nursery for training up the smaller fry of virtuosi in confident tattling, or a cabal of kittling [i.e., carping] critics that have only learned to spit and mew; a mint of intelligence, that, to make each man his pennyworth, draws out into petty parcels, what the merchant receives in bullion: he, that comes often, saves twopence a week in Gazettes, and has his news and his coffee for the same charge, as at a threepenny ordinary they give in broth to your chop of mutton; it is an exchange, where haberdashers of political small-wares meet, and mutually abuse each other, and the public, with bottomless stories, and heedless notions; the rendezvous of idle pamphlets, and persons more idly employed to read them; a high court of justice, where every little fellow in a camlet cloak takes upon him to transpose affairs both in church and state, to show reasons against acts of parliament, and condemn the decrees of general councils.
As you have a hodge-podge of drinks, such too is your company, for each man seems a leveler, and ranks and files himself as he lists, without regard to degrees or order; so that often you may see a silly fop and a worshipful justice, a griping rook and a grave citizen, a worthy lawyer and an errant pickpocket, a reverend non-conformist and a canting mountebank, all blended together to compose a medley of impertinence.
If any pragmatic, to show himself witty or eloquent, begin to talk high, presently the further tables are abandoned, and all the rest flock round (like smaller birds, to ad ...
Sample writing assignment: Baudelairean
Irony.
The writing assignments have improved significantly in the past couple of modules: the arguments
are clearer and are, in general, well supported by evidence from the texts. I’m still seeing too many,
however, where the main argument emerges in the final sentence or two. When you find that
happening (i.e. when the final sentence or so makes a very different claim from the opening
sentence), you need to start again, using that last sentence as your new opening sentence. Usually
this happens when your argument develops during the course of writing the piece. This is a good
thing as it shows your ideas are developing, but it does mean that you need to rewrite your
assignment to make sure it supports your new or revised argument. As always, I will be looking for
a clear argument, strong textual evidence, and a well-formatted and written response.
Please be sure to provide a Works Cited. This can be in any form you are most comfortable with
(AP, MLA, Chicago, Oxford, etc.), but should make it clear what is being referred to and where that
item can be found.
Please note: the 250-word limit (plus or minus 10%) applies only to the text of your argument. It
does not include the works cited or the heading information.
Sample question: What attitude does Baudelaire adopt to the poor in “Let’s beat up the poor”?
A. Student
Writing Assignment, Module 4
Although the violence depicted in Charles Baudelaire’s “Let’s beat up the poor” might appear to
reflect a negative attitude toward the poor, the prose poem itself resists articulating a clear
position, choosing instead to highlight the shortcomings in contemporary responses to the poor.
The speaker in fact draws attention early in the piece to the debates about economic and social
policy that took place in France in the period by noting that he had consumed books “dealing with
the art of making nations happy, wise, and rich” (37), but the poem’s multiple ironies mean that the
reader is left uncertain about its attitude toward the poor.
The speaker aligns himself with Socrates through a reference to his “Demon” (37), but rather
than engaging in a philosophical conversation, he decides that the best response to the pleading
gaze of a beggar is to beat him up, presumably to show him who has the power and who doesn’t.
This is not, however, an act of bravery in any way: the speaker carefully checks that there are no
policemen in the area. The beggar is initially beaten down, but then rises up to attack the speaker,
thereby asserting the political power of the proletariat. The speaker claims to be thrilled that the
beggar—the representative of the poor—has learnt that he must take responsibility for his own
future and rise up against the bourgeoisie in order to achieve equality, but the reader is left
wondering whether such lessons are to be taken seriously in any way. The focus, in.
Cornell Notes #
Main Ideas: review, clarify & synthesize notes to just the main points/most important aspects
Student Name:
______________________________________________________
Specific Assigned Reading or Film Title:
______________________________________________________
Author’s Last Name, Chapter,
and Page numbers:
_________________________________________
Notes: write and review main notes / bulk of notes.
Summary: A brief breakdown of the notes from the right column which includes an analysis of what you read and your own ideas about the theories, concepts, and/or points made. The summary must be at least one paragraph.
Cornell Notes #
Main Ideas: review, clarify & synthesize notes to just the main points/most important aspects
Student Name:
______________________________________________________
Specific Assigned Reading or Film Title:
_____From Stumbling Block to Stepping stone _________________________________________________
Author’s Last Name, Chapter,
and Page numbers:
Lewis, Chapter 3, page 130-144_________________________________________
Notes: write and review main notes / bulk of notes.
Racism and sexism are exercised in newsrooms across the country (p.130)
Black journalists are underrepresented in television news. Hierarchies of sexuality, gender and race operate in the newsroom. Gender and race dynamics are revealed in the process of obtaining clearance to conduct the field observations.
Black journalists work a large number of the least desirable shows in television news (p.133)
Lewis argues that black journalists are likely to work the least undesirable shifts and shows. They are likely to be relegated to the graveyard shift and to the weekends. The graveyard shift is undesirable because of the time of the day and the fact that one might not reach the target audience and gain recognition for career success and promotion.
Black journalists lack access to decision-making positions (p.134)
Black journalists face the struggle of gaining access to the key decision-making positions in the newsroom. They do not have influence on newscasts. Black journalists face challenges in terms of space, place, and time limitations.
The graveyard shift is used as a stepping stone (p.136).
Even though the graveyard shift is undesirable, journalists join it as they consider the graveyard shift a stepping-stone towards their career goals. The journalists thrive, innovate, survive, and produce even though they face numerous challenges in the newsroom culture. They use techniques such as silence to resist the newsroom culture.
White males make more money that black males and females (p.137)
White males are likely to earn more money than black males in th.
Assignment 2 Serial KillersSerial killers attract a lot of atte.docxsherni1
Assignment 2: Serial Killers
Serial killers attract a lot of attention because of their motives and brutal methods of committing heinous crimes. At the heart of studies of serial killers is the nature versus nurture argument. This argument can be expanded by asking whether serial killers commit crimes because of genetic dispositions or whether a person can be taught to be a serial killer. A lot can be learned from the in depth study and profiling of serial killers. As a victimologist, it is important that you understand that the serial killers don't necessarily fit nicely into a little box with a theory label attached. Therefore, you know how and why a particular theory is used in these cases. This will help you predict and possibly prevent future victimization.
Victimology is important in the overall investigative process because it not only provides information about the victims (their health, personal history, social habits, and personalities) but also explains why they became victims.
To understand victimology, it is important to understand the method of approach, the method of attack, and the risk assessment by the offender. If we know the victim's personality, then we may be able to determine, in conjunction with an analysis of the crime scene, how the offender initially approached the victim. The same will apply to the way the victim was attacked and overpowered.
If this information cannot be obtained by studying the crime scene, then an analysis of the victim's overall risk, that is, the chances of his or her becoming a victim, may help. If we examine this along with the risks the offender was willing to take to acquire a certain victim, then we will get an overall picture of who the victim was and what drove the offender to choose a particular person as a victim.
Learning about the victims of serial killers is not less important than learning about carjacking, robbery, or theft victims. Learning about serial killers' victims is as important as studying the victims of carjacking, robberies, or thefts. In the criminal justice system, the community and the government place a higher priority on homicides—including serial killings—than on other crimes. Police officers, detectives, and victim services workers are expected to prioritize cases involving homicides and serial killings even if they happen rarely.
Task:
Select a serial killer you find interesting. the Internet and textbook readings, write a 3-page full report that includes the following:
· Any relevant information that was used or that you feel could have been used in profiling the serial killer.
· Theories of criminology you feel might help explain the serial killer's criminal behavior.
· The theory of victimization you think best explains the selection of the victim.
· For each theory selected:
· Discuss the key points.
· Apply the key points to explain the serial killer's specific criminal behavior (method of operation).
· Identify the characteristics (for example: ethnicity, ...
Heritage” by Countee Cullen What is Africa to me C.docxpooleavelina
“Heritage” by Countee Cullen
What is Africa to me:
Copper sun or scarlet sea,
Jungle star or jungle track,
Strong bronzed men, or regal black
Women from whose loins I sprang
When the birds of Eden sang?
One three centuries removed
From the scenes his fathers loved,
Spicy grove, cinnamon tree,
What is Africa to me?
So I lie, who all day long
Want no sound except the song
Sung by wild barbaric birds
Goading massive jungle herds,
Juggernauts of flesh that pass
Trampling tall defiant grass
Where young forest lovers lie,
Plighting troth beneath the sky.
So I lie, who always hear,
Though I cram against my ear
Both my thumbs, and keep them there,
Great drums throbbing through the air.
So I lie, whose fount of pride,
Dear distress, and joy allied,
Is my somber flesh and skin,
With the dark blood dammed within
Like great pulsing tides of wine
That, I fear, must burst the fine
Channels of the chafing net
Where they surge and foam and fret.
Africa? A book one thumbs
Listlessly, till slumber comes.
Unremembered are her bats
Circling through the night, her cats
Crouching in the river reeds,
Stalking gentle flesh that feeds
By the river brink; no more
Does the bugle-throated roar
Cry that monarch claws have leapt
From the scabbards where they slept.
Silver snakes that once a year
Doff the lovely coats you wear,
Seek no covert in your fear
Lest a mortal eye should see;
What's your nakedness to me?
Here no leprous flowers rear
Fierce corollas in the air;
Here no bodies sleek and wet,
Dripping mingled rain and sweat,
Tread the savage measures of
Jungle boys and girls in love.
What is last year's snow to me,
Last year's anything? The tree
Budding yearly must forget
How its past arose or set
Bough and blossom, flower, fruit,
Even what shy bird with mute
Wonder at her travail there,
Meekly labored in its hair.
One three centuries removed
From the scenes his fathers loved,
Spicy grove, cinnamon tree,
What is Africa to me?
So I lie, who find no peace
Night or day, no slight release
From the unremittent beat
Made by cruel padded feet
Walking through my body's street.
Up and down they go, and back,
Treading out a jungle track.
So I lie, who never quite
Safely sleep from rain at night--
I can never rest at all
When the rain begins to fall;
Like a soul gone mad with pain
I must match its weird refrain;
Ever must I twist and squirm,
Writhing like a baited worm,
While its primal measures drip
Through my body, crying, "Strip!
Doff this new exuberance.
Come and dance the Lover's Dance!"
In an old remembered way
Rain works on me night and day.
Quaint, outlandish heathen gods
Black men fashion out of rods,
Clay, and brittle bits of stone,
In a likeness like their own,
My conversion came high-priced;
I belong to Jesus Christ,
Preacher of humility;
Heathen gods are naught to me.
F ...
How To Plagiarize An Essay. . Impressive Plagiarism Free Essays ThatsnotusSarah Jones
How to Check an Essay for Plagiarism: 15 Steps (with Pictures). The Ultimate Guide to Everything You Need to Know About Plagiarism. The 5 Types of Plagiarism | Explanations & Examples. What Is Plagiarism And How To Avoid It Essay Example (300 Words .... Examples of plagiarism: Types of Plagiarism in Academic Research .... How to write plagiarism free essay. Plagiarism Essay Free Essay Example. Plagiarism Essay | Essay on Plagiarism Essay for Students and Children ....
The Mis-Education of the NegrobyCarter Godwin Woodson,.docxcdorothy
The Mis-Education of the Negro
by
Carter Godwin Woodson, Ph.D.
First published in 1933 in
Washington, D.C. by Associated Publishers
The contents herein is the same as the 1933 Associated Publishers edition, except for the capitalization of
‘Black’, and ‘Negro’; the converting of ‘tribe’ to ‘group’, and the correction of a few grammatical errors,
edited by JPAS editor Itibari M. Zulu. Second, in this exercise, we also recognize a need for gender
balance or neutrality in the phraseology of the author, therefore we ask readers to consider the historical
and social context of this in any analysis, and thus acknowledge that this work should open a door for a
full critical and scholarly analysis of this historic book.
Contents
Foreword 2
Preface 3
The Seat of the Trouble 5
How We Missed the Mark 9
How We Drifted Away from the Truth 12
Education Under Outside Control 15
The Failure to Learn to Make a Living 21
The Educated Negro Leaves the Masses 27
Dissension and Weakness 31
Professional Educated Discouraged 36
Political Education Neglected 40
The Loss of Vision 45
1
The Mis-Education of the Negro by Carter Godwin Woodson
The Journal of Pan African Studies: 2009 eBook
The Need for Service Rather Than Leadership 52
Hirelings in the Places of Public servants 56
Understand the Negro 62
The New Program 67
Vocational Guidance 72
The New Type of Professional Man Required 80
Higher Strivings in the Service of the Country 83
The Study of the Negro 87
Appendix 88
Foreword
The thoughts brought together in this volume have been expressed in recent addresses and
articles written by the author. From time to time persons deeply interested in the point of view
therein presented have requested that these comments on education be made available in book
form. To supply this demand this volume is given to the public. In the preparation of the volume
the author has not followed in detail the productions upon which most of the book is based. The
aim is to set forth only the thought developed in passing from the one to the other. The language
in some cases, then, is entirely new; and the work is not a collection of essays. In this way
repetition has been avoided except to emphasize the thesis which the author sustains.
Carter Godwin Woodson
Washington, D. C.
January, 1933.
2
The Mis-Education of the Negro by Carter Godwin Woodson
The Journal of Pan African Studies: 2009 eBook
Preface
Herein are recorded not opinions but the reflections of one who for forty years has participated in
the education of the Black, brown, yellow and white races in both hemispheres and in tropical
and temperate regions. Such experience, too, has been with students in all grades from the
kindergarten to the university. The author, moreover, has traveled around the world to observe
not only modern school systems in various countries but to study the special systems set up by
private agencies and governments to educate the natives in their colo.
The mission of policing was described by the author as covering six .docxcdorothy
The mission of policing was described by the author as covering six key areas: enforcing the law, apprehending offenders, preventing crime, predicting crime, preserving the peace, and providing services. With the advent of various forms of terrorism and transnational crime, the police mission has expanded beyond the traditional borders of burglaries and domestic disputes.
Beginning with the material conveyed in the assigned reading and presentation, select two scholarly articles from the university criminal justice databases, and integrate those resources to discuss the use of intelligence-led policing (ILP) and the development of fusion centers to equip law enforcement for their expanded mission. Finally, integrate within your discussion the impact of a Judeo-Christian viewpoint on ILP and the development of fusion centers.
500 words
.
More Related Content
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Cornell Notes #
Main Ideas: review, clarify & synthesize notes to just the main points/most important aspects
Student Name:
______________________________________________________
Specific Assigned Reading or Film Title:
______________________________________________________
Author’s Last Name, Chapter,
and Page numbers:
_________________________________________
Notes: write and review main notes / bulk of notes.
Summary: A brief breakdown of the notes from the right column which includes an analysis of what you read and your own ideas about the theories, concepts, and/or points made. The summary must be at least one paragraph.
Cornell Notes #
Main Ideas: review, clarify & synthesize notes to just the main points/most important aspects
Student Name:
______________________________________________________
Specific Assigned Reading or Film Title:
_____From Stumbling Block to Stepping stone _________________________________________________
Author’s Last Name, Chapter,
and Page numbers:
Lewis, Chapter 3, page 130-144_________________________________________
Notes: write and review main notes / bulk of notes.
Racism and sexism are exercised in newsrooms across the country (p.130)
Black journalists are underrepresented in television news. Hierarchies of sexuality, gender and race operate in the newsroom. Gender and race dynamics are revealed in the process of obtaining clearance to conduct the field observations.
Black journalists work a large number of the least desirable shows in television news (p.133)
Lewis argues that black journalists are likely to work the least undesirable shifts and shows. They are likely to be relegated to the graveyard shift and to the weekends. The graveyard shift is undesirable because of the time of the day and the fact that one might not reach the target audience and gain recognition for career success and promotion.
Black journalists lack access to decision-making positions (p.134)
Black journalists face the struggle of gaining access to the key decision-making positions in the newsroom. They do not have influence on newscasts. Black journalists face challenges in terms of space, place, and time limitations.
The graveyard shift is used as a stepping stone (p.136).
Even though the graveyard shift is undesirable, journalists join it as they consider the graveyard shift a stepping-stone towards their career goals. The journalists thrive, innovate, survive, and produce even though they face numerous challenges in the newsroom culture. They use techniques such as silence to resist the newsroom culture.
White males make more money that black males and females (p.137)
White males are likely to earn more money than black males in th.
Assignment 2 Serial KillersSerial killers attract a lot of atte.docxsherni1
Assignment 2: Serial Killers
Serial killers attract a lot of attention because of their motives and brutal methods of committing heinous crimes. At the heart of studies of serial killers is the nature versus nurture argument. This argument can be expanded by asking whether serial killers commit crimes because of genetic dispositions or whether a person can be taught to be a serial killer. A lot can be learned from the in depth study and profiling of serial killers. As a victimologist, it is important that you understand that the serial killers don't necessarily fit nicely into a little box with a theory label attached. Therefore, you know how and why a particular theory is used in these cases. This will help you predict and possibly prevent future victimization.
Victimology is important in the overall investigative process because it not only provides information about the victims (their health, personal history, social habits, and personalities) but also explains why they became victims.
To understand victimology, it is important to understand the method of approach, the method of attack, and the risk assessment by the offender. If we know the victim's personality, then we may be able to determine, in conjunction with an analysis of the crime scene, how the offender initially approached the victim. The same will apply to the way the victim was attacked and overpowered.
If this information cannot be obtained by studying the crime scene, then an analysis of the victim's overall risk, that is, the chances of his or her becoming a victim, may help. If we examine this along with the risks the offender was willing to take to acquire a certain victim, then we will get an overall picture of who the victim was and what drove the offender to choose a particular person as a victim.
Learning about the victims of serial killers is not less important than learning about carjacking, robbery, or theft victims. Learning about serial killers' victims is as important as studying the victims of carjacking, robberies, or thefts. In the criminal justice system, the community and the government place a higher priority on homicides—including serial killings—than on other crimes. Police officers, detectives, and victim services workers are expected to prioritize cases involving homicides and serial killings even if they happen rarely.
Task:
Select a serial killer you find interesting. the Internet and textbook readings, write a 3-page full report that includes the following:
· Any relevant information that was used or that you feel could have been used in profiling the serial killer.
· Theories of criminology you feel might help explain the serial killer's criminal behavior.
· The theory of victimization you think best explains the selection of the victim.
· For each theory selected:
· Discuss the key points.
· Apply the key points to explain the serial killer's specific criminal behavior (method of operation).
· Identify the characteristics (for example: ethnicity, ...
Heritage” by Countee Cullen What is Africa to me C.docxpooleavelina
“Heritage” by Countee Cullen
What is Africa to me:
Copper sun or scarlet sea,
Jungle star or jungle track,
Strong bronzed men, or regal black
Women from whose loins I sprang
When the birds of Eden sang?
One three centuries removed
From the scenes his fathers loved,
Spicy grove, cinnamon tree,
What is Africa to me?
So I lie, who all day long
Want no sound except the song
Sung by wild barbaric birds
Goading massive jungle herds,
Juggernauts of flesh that pass
Trampling tall defiant grass
Where young forest lovers lie,
Plighting troth beneath the sky.
So I lie, who always hear,
Though I cram against my ear
Both my thumbs, and keep them there,
Great drums throbbing through the air.
So I lie, whose fount of pride,
Dear distress, and joy allied,
Is my somber flesh and skin,
With the dark blood dammed within
Like great pulsing tides of wine
That, I fear, must burst the fine
Channels of the chafing net
Where they surge and foam and fret.
Africa? A book one thumbs
Listlessly, till slumber comes.
Unremembered are her bats
Circling through the night, her cats
Crouching in the river reeds,
Stalking gentle flesh that feeds
By the river brink; no more
Does the bugle-throated roar
Cry that monarch claws have leapt
From the scabbards where they slept.
Silver snakes that once a year
Doff the lovely coats you wear,
Seek no covert in your fear
Lest a mortal eye should see;
What's your nakedness to me?
Here no leprous flowers rear
Fierce corollas in the air;
Here no bodies sleek and wet,
Dripping mingled rain and sweat,
Tread the savage measures of
Jungle boys and girls in love.
What is last year's snow to me,
Last year's anything? The tree
Budding yearly must forget
How its past arose or set
Bough and blossom, flower, fruit,
Even what shy bird with mute
Wonder at her travail there,
Meekly labored in its hair.
One three centuries removed
From the scenes his fathers loved,
Spicy grove, cinnamon tree,
What is Africa to me?
So I lie, who find no peace
Night or day, no slight release
From the unremittent beat
Made by cruel padded feet
Walking through my body's street.
Up and down they go, and back,
Treading out a jungle track.
So I lie, who never quite
Safely sleep from rain at night--
I can never rest at all
When the rain begins to fall;
Like a soul gone mad with pain
I must match its weird refrain;
Ever must I twist and squirm,
Writhing like a baited worm,
While its primal measures drip
Through my body, crying, "Strip!
Doff this new exuberance.
Come and dance the Lover's Dance!"
In an old remembered way
Rain works on me night and day.
Quaint, outlandish heathen gods
Black men fashion out of rods,
Clay, and brittle bits of stone,
In a likeness like their own,
My conversion came high-priced;
I belong to Jesus Christ,
Preacher of humility;
Heathen gods are naught to me.
F ...
How To Plagiarize An Essay. . Impressive Plagiarism Free Essays ThatsnotusSarah Jones
How to Check an Essay for Plagiarism: 15 Steps (with Pictures). The Ultimate Guide to Everything You Need to Know About Plagiarism. The 5 Types of Plagiarism | Explanations & Examples. What Is Plagiarism And How To Avoid It Essay Example (300 Words .... Examples of plagiarism: Types of Plagiarism in Academic Research .... How to write plagiarism free essay. Plagiarism Essay Free Essay Example. Plagiarism Essay | Essay on Plagiarism Essay for Students and Children ....
The Mis-Education of the NegrobyCarter Godwin Woodson,.docxcdorothy
The Mis-Education of the Negro
by
Carter Godwin Woodson, Ph.D.
First published in 1933 in
Washington, D.C. by Associated Publishers
The contents herein is the same as the 1933 Associated Publishers edition, except for the capitalization of
‘Black’, and ‘Negro’; the converting of ‘tribe’ to ‘group’, and the correction of a few grammatical errors,
edited by JPAS editor Itibari M. Zulu. Second, in this exercise, we also recognize a need for gender
balance or neutrality in the phraseology of the author, therefore we ask readers to consider the historical
and social context of this in any analysis, and thus acknowledge that this work should open a door for a
full critical and scholarly analysis of this historic book.
Contents
Foreword 2
Preface 3
The Seat of the Trouble 5
How We Missed the Mark 9
How We Drifted Away from the Truth 12
Education Under Outside Control 15
The Failure to Learn to Make a Living 21
The Educated Negro Leaves the Masses 27
Dissension and Weakness 31
Professional Educated Discouraged 36
Political Education Neglected 40
The Loss of Vision 45
1
The Mis-Education of the Negro by Carter Godwin Woodson
The Journal of Pan African Studies: 2009 eBook
The Need for Service Rather Than Leadership 52
Hirelings in the Places of Public servants 56
Understand the Negro 62
The New Program 67
Vocational Guidance 72
The New Type of Professional Man Required 80
Higher Strivings in the Service of the Country 83
The Study of the Negro 87
Appendix 88
Foreword
The thoughts brought together in this volume have been expressed in recent addresses and
articles written by the author. From time to time persons deeply interested in the point of view
therein presented have requested that these comments on education be made available in book
form. To supply this demand this volume is given to the public. In the preparation of the volume
the author has not followed in detail the productions upon which most of the book is based. The
aim is to set forth only the thought developed in passing from the one to the other. The language
in some cases, then, is entirely new; and the work is not a collection of essays. In this way
repetition has been avoided except to emphasize the thesis which the author sustains.
Carter Godwin Woodson
Washington, D. C.
January, 1933.
2
The Mis-Education of the Negro by Carter Godwin Woodson
The Journal of Pan African Studies: 2009 eBook
Preface
Herein are recorded not opinions but the reflections of one who for forty years has participated in
the education of the Black, brown, yellow and white races in both hemispheres and in tropical
and temperate regions. Such experience, too, has been with students in all grades from the
kindergarten to the university. The author, moreover, has traveled around the world to observe
not only modern school systems in various countries but to study the special systems set up by
private agencies and governments to educate the natives in their colo.
The mission of policing was described by the author as covering six .docxcdorothy
The mission of policing was described by the author as covering six key areas: enforcing the law, apprehending offenders, preventing crime, predicting crime, preserving the peace, and providing services. With the advent of various forms of terrorism and transnational crime, the police mission has expanded beyond the traditional borders of burglaries and domestic disputes.
Beginning with the material conveyed in the assigned reading and presentation, select two scholarly articles from the university criminal justice databases, and integrate those resources to discuss the use of intelligence-led policing (ILP) and the development of fusion centers to equip law enforcement for their expanded mission. Finally, integrate within your discussion the impact of a Judeo-Christian viewpoint on ILP and the development of fusion centers.
500 words
.
The Miracle WorkerReflection PaperObjectiveCriteriaLeve.docxcdorothy
The Miracle Worker
Reflection Paper
Objective/Criteria
Level 1
Level 2
Level 3
Spelling
(0 Points)
Contains more than 5 spelling mistakes
(5 points)
Contains 2-5 spelling mistakes
(10 points)
Contains 1 or fewer spelling mistakes
Understanding of sensory loss and language development
(5 points)
Give a description of Helen’s sensory loss and how the sensory loss possibly occurred. Did she receive any treatment for her sensory loss?
(5 points)
Describe examples of heightened sensory awareness in other senses as portrayed by the actress and how Helen had adapted to her environment before the Ms. Sullivan arrived.
(10 points) Level 2+
Describe how Helen might have “babbled” (this would be after Ms. Sullivan began the “finger game”. How is this similar to infant “babble”?
Gender Roles observed in the film
(5 points)
Describe some gender role expectations in the film.
(5 points)
Give examples of gender role portrayal in the film.
(10 points) Level 2 +
Describe why you think it was important to Ms. Keller that Helen “folded her napkin”.
Identification of parenting style of Helen’s parents
(5 points)
Give few examples of how Helen’s parents “parent” her.
(5 points)
Identify the parenting style(s) of Helen’s parents and gives supporting examples; Observations of positive or negative punishment; positive or negative reinforment
(10 points) Level 2+
Describes Helen’s behavior as a result of her parent’s style of parenting. Describes how Ms. Sullivan disciplines Helen (a parenting style) and give examples of how Helen responds initially and ultimately.
Understanding of Association and Operant Conditioning; Learning and Memory
(5 points)
Discuss Helen’s use of language before her illness. (Receptive/Productive)
Describe the role of memory in her ability to regain language.
(5 points)
Defines Operant Condition and association. Give examples from the movie of positive and negative reinforcement
(15 points)
Discusses affects of positive and negative reinforcement as they pertain to Helen’s behavior and ability to learn. Describes the problems of Helen’s early learning (association). Give an opinion re: Helen’s learning (is it operant conditioning or learning by observation (imitation?)). Give examples supporting each from the movie.
.
The minimum length for this assignment is 2,000 words. Be sure to ch.docxcdorothy
The minimum length for this assignment is 2,000 words. Be sure to check your Turnitin report for your post and to make corrections before the deadline of 11:59 pm Mountain Time of the due date to avoid lack of originality problems in your work.
Discoveries in DNA, cell biology, evolution, and biotechnology have been among the major achievements in biology over the past 200 years with accelerated discoveries and insights over the last 50 years. Consider the progress we have made in these areas of human knowledge. Present at least three of the discoveries you find to be most important and describe their significance to society, health, and the culture of modern life.
.
The Milgram Experimentby Saul McLeod published 2007Milgram sel.docxcdorothy
The Milgram Experiment
by Saul McLeod published 2007
Milgram selected participants for his experiment by newspaper advertising for male participants to take part in a study of learning at Yale University. The procedure was that the participant was paired with another person and they drew lots to find out who would be the ‘learner’ and who would be the ‘teacher’. The draw was fixed so that the participant was always the teacher, and the learner was one of Milgram’s confederates (pretending to be a real participant).
The learner (a confederate called Mr. Wallace) was taken into a room and had electrodes attached to his arms, and the teacher and researcher went into a room next door that contained an electric shock generator and a row of switches marked from 15 volts (Slight Shock) to 375 volts (Danger: Severe Shock) to 450 volts (XXX).
Milgram's Experiment
Procedure:
At the beginning of the experiment, each participant was introduced to another participant, who was actually a confederate of the experimenter (Milgram). They drew straws to determine their roles – learner or teacher – although this was fixed and the confederate was always the learner. There was also an “experimenter” dressed in a grey lab coat, played by an actor (not Milgram).
Two rooms in the Yale Interaction Laboratory were used - one for the learner (with an electric chair) and another for the teacher and experimenter with an electric shock generator.
The “learner” (Mr. Wallace) was strapped to a chair with electrodes. After he has learned a list of word pairs given him to learn, the "teacher" tests him by naming a word and asking the learner to recall its partner/pair from a list of four possible choices.
The teacher is told to administer an electric shock every time the learner makes a mistake, increasing the level of shock each time. There were 30 switches on the shock generator marked from 15 volts (slight shock) to 450 (danger – severe shock).
The learner gave mainly wrong answers (on purpose) and for each of these the teacher gave him an electric shock. When the teacher refused to administer a shock the experimenter was to give a series of orders / prods to ensure they continued. There were 4 prods and if one was not obeyed then the experimenter (Mr. Williams) read out the next prod, and so on.
Prod 1: please continue.
Prod 2: the experiment requires you to continue.
Prod 3: It is absolutely essential that you continue.
Prod 4: you have no other choice but to continue.
Results:
65% of all the participants (teachers) continued to the highest level of 450 volts. All the participants continued to 300 volts. Milgram did more than one experiment – he carried out 18 variations of his study. All he did was alter the situation (IV) to see how this affected obedience (DV).
Conclusion:
Ordinary people are likely to follow orders given by an authority figure, even to the extent of killing an innocent human being. Obedience to authority is ingrained in us all from the way.
The Midterm Assignment consists of three questionsThe internati.docxcdorothy
The Midterm Assignment consists of three questions:
The international borders of African countries are a legacy of colonialism.
1. Describe the concept of a superimposed boundary.
2. Describe three political or cultural consequences of superimposed boundaries in Africa.
3. Identify and explain one challenge landlocked African countries face in developing viable economies.
.
The Migrants and the ElitesA humanitarian crisis threatens the f.docxcdorothy
The Migrants and the Elites
A humanitarian crisis threatens the future of Western institutions.
ENLARGE
Syrian refugees making their way to Greece, Sept. 10. PHOTO: REUTERS
By
PEGGY NOONAN
Sept. 10, 2015 6:32 p.m. ET
What a crisis Europe is in, with waves of migrants reaching its shores as the Arab world implodes. It is the biggest migration into Europe since the end of World War II and is shaping up to be its first great and sustained challenge of the 21st century. It may in fact shape that continent’s nature and history as surely as did World War I.
It is a humanitarian crisis. As Richard Haass of the Council on Foreign Relations notes, it will not soon go away, for two reasons. First, the Mideast will not be peaceful anytime soon and may well become more turbulent. Second, “The more that Europe responds the more it will reinforce the supply of migrants. Europe is caught.” If it doesn’t respond with compassion and generosity it is wrong in humanitarian terms; if it does, more will come and the problem grows. “This is now part of the architecture,” says Mr. Haass.
Opinion Journal Video
Editorial Page Writer Sohrab Ahmari on his interviews with Syrians, Iranians and others fleeing to safer shores. Photo credit: Getty Images.
Three hundred eighty-one thousand detected migrants have arrived so far this year, up from 216,000 in all of 2014. Almost 3,000 died on the journey or are missing. The symbol of their plight is the photo of the 3-year-old Syrian boy, Aylan Kurdi, who drowned along with his mother and 5-year-old brother when their boat capsized near a Turkish beach. Just as horrifying is what was found inside a Volvo refrigerated truck stranded on the shoulder of the A4 highway 30 miles from Vienna in late August. Inside were 71 bodies, including a 1½-year-old girl, all dead of suffocation. They’d been left there by human smugglers.
It is a catastrophe unfolding before our eyes, and efforts to deal with it have at least one echo in America, which we’ll examine further down.
According to the U.N. refugee agency, 53% of the migrants are from Syria, 14% from Afghanistan, 7% from Eritrea, and 3% each from Pakistan, Nigeria, Iraq and Somalia. Seventy-two percent are men, only 13% women and 15% children. Not all are fleeing war. Some are fleeing poverty. Not all but the majority are Muslim.
The leaders of Europe have shown themselves unsure about what to do. It is a continent-wide crisis that began in 2011, as Tunisians fled to the Italian island of Lampedusa. The following year, sub-Saharan Africans who’d migrated to Libya made for Europe after Muammar Gadhafi’s fall. Since then the European response has largely been ad hoc and stopgap. European Union President Jean-Claude Juncker has proposed a “permanent relocation mechanism” with EU members taking greater shares of the refugees, but it is unclear how exactly it would work.
In many EU nations there will be powerful pushback. Like the crisis itself the pushback will build. Europe is in econo.
The Midterm is a written response paper. Your paper should be at.docxcdorothy
The Midterm is a written response paper. Your paper should be at least 2 pages in length and follow APA style and format.
For further directions,
click here
.
Submit your Midterm Exam to the Assignment box
no later than Sunday 11:59 PM EST/EDT
. (This Assignment may be linked to Turnitin).
.
The Middle Way.” Moderation seems to be a hard thing for many p.docxcdorothy
“The Middle Way.” Moderation seems to be a hard thing for many people to understand. Two great authors had radically different insights on moderation: “Complete abstinence is easier than perfect moderation,” (Saint Augustine) and “Moderation is a fatal thing. Nothing succeeds like excess” (Oscar Wilde).
We live in an age of abusive social media, so it seems even more difficult to “find the middle” now. What lessons can you apply to your life by addressing each of the items in the Eightfold Path of the Noble Way?
.
The Middle East faces many challenges to a potential regional frame.docxcdorothy
The Middle East faces many challenges to a potential regional framework but the same could be said about Europe in the period before Helsinki’s finalization in 1975. What favorable conditions does the Middle East face when compared to Europe at that time in reaching such an agreement? What unfavorable conditions does it face?
.
The Michael Jordan effect Crawford, Anthony J; Niendorf, .docxcdorothy
The Michael Jordan effect
Crawford, Anthony J; Niendorf, Bruce . American Business Review ; West Haven Vol. 17, Iss. 2, (Jun
1999): 5-10.
ProQuest document link
ABSTRACT
In the period immediately following the rumors of Michael Jordan's return to basketball, the five companies that
Jordan had major endorsement deals with experienced a nearly $3 billion increase in the market value of their
equity. Jordan was labeled the $2 billion man in the press, referring to the value he created for the shareholders of
the companies he endorses. However, most of these reports failed to cite the simultaneous bull market that lead
the S&P 500 to record highs. The Michael Jordan effect is examined, and it is found that shareholders experienced
negative abnormal returns after the announcement of his retirement and positive excess returns when rumors of a
comeback surfaced. However, it is also shown that the positive excess returns following the rumors of Jordan's
comeback were only temporary and disappeared within weeks of the original rumors. While some evidence is
found in support of a Michael Jordan effect, it appears that the rumors of Jordan's impact have been greatly
exaggerated.
FULL TEXT
On October 6, 1993 Michael Jordan unexpectedly retired from basketball after leading the Chicago Bull's to three
straight NBA championships. The following spring he showed up for spring training with the Chicago White Sox.
Despite his early retirement Jordan maintained his five major endorsement deals from which he is rumored to
receive a total of approximately $30 million annually. These endorsements are highlighted in exhibit 1.
On March 2nd, 1995 Jordan ended his attempt at professional baseball and left the Chicago White Sox spring
training facilities. Shortly after his retirement from baseball, rumors of Jordan's return to basketball surfaced.
These rumors touched off a media frenzy as the popular press tied increases in the stock prices of the companies
Jordan endorses to speculation over his return. The Los Angeles Times reported that five days after the first
reports of his comeback, advertisers experienced a collective $2.3 billion gain in equity value. Time Magazine,
Newsweek, Sports Illustrated and nearly every major newspaper ran similar reports at about the same time. Jordan
was labeled the $2 billion man. The implication was that Jordan's rumored return to basketball increased his value
as an endorser resulting in an over $2 billion dollar gain to shareholders.
Table I illustrates the increase in the market value of the five companies which Jordan endorses. The collective
increase in market value over a nine business day period, from the date of the first rumors until the first trading day
after his comeback announcement, was more than $2.9 billion. The average return over those nine days was
4.59%. The return on the S&P 500 over the same nine day period was just 2.91%.
We examine two questions.
The Metropolitan Police Department had recently been criticized in t.docxcdorothy
The Metropolitan Police Department had recently been criticized in the local media for not responding to police calls in the downtown area rapidly enough. In several recent cases, alarms had sounded for break-ins, but by the time the police car arrived, the perpetrators had left, and in one instance a store owner had been shot. Sergeant Joe Davis had been assigned by the chief as head of a task force to find a way to determine the optimal patrol area (dimensions) for their cars that would minimize the average time it took to respond to a call in the downtown area.
Sergeant Davis solicited help from Angela Maris, an analyst in the operations area for the police department. Together they began to work through the problem.
Joe noted to Angela that normal patrol sectors are laid out in rectangles, with each rectangle including a number of city blocks. For illustrative purposes he defined the dimensions of the sector as
x
in the horizontal direction and as
y
in the vertical direction. He explained to Angela that cars traveled in straight lines either horizontally or vertically and turned at right angles.
Travel
in a horizontal direction must be accompanied by travel in a vertical direction, and the total distance traveled is the sum of the horizontal and vertical segments. He further noted that past research on police patrolling in urban areas had shown that the average distance traveled by a patrol car responding to a call in either direction was one-third of the dimensions of the sector, or
x
/3 and
y
/3. He also explained that the travel time it took to respond to a call ( assuming that a car left immediately upon receiving the call) is simply the average distance traveled divided by the average travel speed.
Angela told Joe that now that she understood how average travel time to a call was determined, she could see that it was closely related to the size of the patrol area. She asked Joe if there were any restrictions on the size of the area sectors that cars patrolled. He responded that for their city, the department believed that the perimeter of a patrol sector should not be less than 5 miles or exceed 12 miles. He noted several policy issues and
staffing
constraints that required these specifications. Angela wanted to know if any additional restrictions existed, and Joe indicated that the distance in the vertical direction must be at least 50% more than the horizontal distance for the sector. He explained that laying out sectors in that manner meant that the patrol areas would have a greater tendency to overlap different residential, income, and retail areas than if they ran the other way. He said that these areas were layered from north to south in the city. So if a sector area were laid out east to west, all of it would tend to be in one demographic layer.
Angela indicated that she had almost enough information to develop a model, except that she also needed to know the average travel speed the patrol cars could trav.
THE MG371 CASE Growth Pains at Mountain States Healthcar.docxcdorothy
THE MG371 CASE
Growth Pains at Mountain States Healthcare
Background
Mountain States Healthcare (MSH) is a regional system of hospitals located
in several large metropolitan areas of New Mexico, Arizona, Utah, Colorado,
and in Acapulco, Mexico. MHS started as a single hospital in Salt Lake City,
Utah, and, due to the business acumen and experience of its officers and
Board of Directors, was quite successful and profitable.
Over the years, Salt Lake Hospital began purchasing other hospitals and
clinics in the state that were not as profitably operated, and eventually
changed its name to Utah Health Group (UHG). Each facility continued to
operate as an independent entity, except that its name was changed to
include “Utah Health Group” and UHG instilled its own successful
management style in the newly purchased facilities. When a hospital was
bought in Denver, Colorado, the firm created a medical facility holding
company in Salt Lake City, named Mountain States Healthcare. MHS treated
each facility as a separate subsidiary, except for the clinics, which were
associated with a larger hospital in the area. MSH continued to grow, adding
facilities from the states it declared as its strategic area.
Later, they added a new division of several clinics, an assisted living facility,
and a hospital in the resort city of Acapulco, Mexico, to take advantage of
medical needs of the large tourist and American retirement population there.
The Mexico venture was the most profitable and fastest growing of the MHS
family.
MSH was a profitable venture, but began to realize that some of its
administrative costs were, collectively, much higher than other medical
holding companies, and reducing the profits that could be used for the
benefit of shareholders. Additionally, the higher overhead costs were
affecting the advantage of some hospitals to compete within their districts.
The divisions had historically set themselves apart from other medical
facilities by offering a full line of specialties within their service packages.
The corporate holding company supported this by sharing resources,
technology, and even personnel between the divisions when needed. This
allowed each of the hospitals to position themselves as medical technology
competent full service providers.
A consulting firm pointed out several areas of administration which could be
consolidated, using the latest technology, to realize a tremendous reduction
in costs. The new VP of Finance, Aaron Nelson, newly promoted from the
state billing office manager’s position, suggested that medical billing should
be the first to consolidate. He reasoned that as each of the facilities had
consolidated the billing operations for all facilities within their five geographic
areas a few years ago, they should be able to completely consolidate all
billing with the latest database technology in a fairly short time, and.
The Meta-themes Paper requires you to bring together material from t.docxcdorothy
The Meta-themes Paper requires you to bring together material from throughout the term and use it to illustrate what you have learned about the cross-cutting themes of the course. You should be able to complete parts of the Meta-Themes Paper over the course of the term ( using the various discussion posts).
.
The Medication Paper OutlineThe purpose of this assignment is to.docxcdorothy
The Medication Paper Outline
The purpose of this assignment is to draft and submit a complete, organized, detailed outline of your medication paper in APA format with sources cited and referenced accurately.
Recommended: Before you begin, review the Writing Resources area on your
Student Resources
tab located on the top menu of your main Blackboard page for examples and review chapters 9, 13, and 14 in
A Pocket Style Manual
(APA).
Adhere to the following guidelines for drafting and submitting your outline:
Use standard alphanumeric outline format.
Include a rough draft of your abstract.
Include APA in-text citations.
Include an APA formatted reference page.
Include a title page.
Use APA format throughout.
The outline includes several high quality, thought provoking ideas/points which are skillfully used to creatively and completely support the thesis. Outline demonstrates a well-balanced approach to researching the topic (subcategories are of equal significance under each body paragraph). Subtopics are specific and avoid generalities. Subtopics demonstrate extensive research and thought on the topic.
The thesis is concise and clearly articulated in the beginning. Subtopics are pertinent and highly relevant to the main body paragraphs. Detailed, meaningful quotations and paraphrases aptly and accurately support the topic evenly throughout each subtopic.
.
The median is often a better representative of the central value of .docxcdorothy
The median is often a better representative of the central value of a data set when the data set: Source Top of Form Is bimodal. Has a high standard deviation. Is highly skewed. Has no outliers. Bottom of Form The histogram below plots the carbon monoxide (CO) emissions (in pounds/minute) of 40 different airplane models at take-off. The distribution is best described as is: Source Top of Form Uniform. Heteroskedastic. Normal. Skewed right. Bottom of Form
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The media plays a major part in all facets of U.S. society. Incr.docxcdorothy
The media plays a major part in all facets of U.S. society. Increased attention on criminal justice issues and criminal justice administration by the media creates opportunities and threats to the status quo of criminal justice policies and actions. Chapters 11 and 16 in your text discuss the influence of the media on criminal justice and the theories of justice. For this assignment, you will support the evaluation of public issues that criminal justice organizations face in ethical decision making and the creation of a set of standards for ethical and moral conduct in criminal justice situations. In your paper,
Create an ethics policy for the media in handling the reporting of criminal justice issues and news;
Examine the significance of political bias in reporting; and
Create a foundation for the accurate and ethical reporting of news about the criminal justice system.
The paper
.
The media does have a very significant role in how U.S. citizens are.docxcdorothy
The media does have a very significant role in how U.S. citizens are exposed to political actors, policies, and processes that comprise American government.
Assignment Guidelines
Select 2 particular media forum types from the following list:
Newspapers
Radio
Television
Internet
Address the following in 750–1,000 words:
What specific roles do both media forums have in exposing the various aspects of a political process? Explain in detail.
How persuasive are these media forums in terms of influencing the public about a politician or a campaign issue? Explain.
Provide 2–3 examples of media influence with regard to politics and democracy.
Describe and explain the specifics of each example.
Be sure to reference all sources using proper APA style.
.
The media is expected to play a watchdog role of keeping governme.docxcdorothy
The media is expected to play a "watchdog" role of "keeping government honest." Is the media doing this effectively? Why do you think so?
Respond at least once to this initial post and at least once more to another student or to a later post by the instructor. Remember the rules of etiquette.
**Paragraph or 2 long please
.
THE MEDFIELD PHARMA CASE FIRM VALUATION AND ETHICAL CONSIDERATION.docxcdorothy
THE MEDFIELD PHARMA CASE: FIRM VALUATION AND ETHICAL CONSIDERATIONS OF REFORMULATION
Understand that the Medfield case has 2 major problems: 1) Firm Valuation – Impact of Patent Loss and Reformulation; 2) Ethical Considerations – How to Ensure Patients and third-party payees are not hurt
Organize your paper around the case questions, use them as an organizing device. This will benefit you in several ways: 1) provide a framework for constructing your paper; 2) ensure I (your reader) understand exactly what question you are answering; and 3) ensure you answer every question.
Use examples from Pfizer, AstraZeneca and other firms in EXHIBIT 3 to substantiate your thought.
1. What is the current value of Medfield as a company? Use the exhibit 4 spreadsheet to calculate the NPV of Medfield. Compare this result to the offer price and provide your reasoning for the difference.
2. If we consider the sale of Medfield as the sale of existing assets how does the elimination of R&D, investment in future assets, change the valuation of Medfield? (Using the exhibit 4 spreadsheet distinguish between the NPV value of existing products and R&D)
3. What is the value that would be created by a reformulation? Complete and explain the table below.
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
2022
2023
2024
Incremental Research
35
35
Incremental Special Marketing
25
25
25
25
25
Growth
2%
-50%
2%
2%
2%
2%
2%
2%
2%
2%
-50%
-50%
-50%
New Sales
214.77
Marginal Sales (New Sales – Original Sales
0.00
New Cost of Sales
49.40
Marginal Cost of Sales
0.00
New Direct Marketing
57.99
Old Direct Marketing
57.99
59.15
29.57
14.79
7.39
0
0
0
0
0
0
0
0
0
Marginal Direct Marketing
0.00
New G&A
8.59
Old G&A
8.59
8.76
4.38
2.19
1.10
0
0
0
0
0
0
0
0
0
Marginal G&A
0.00
Marginal Cash Flow pre Tax
(60.00)
29.52
14.76
7.38
Marginal NOPAT
(40.80)
20.07
10.04
5.02
NPV
4. What factors explain the value created from the reformulation for Fleximat?
5. Who reaps the financial benefits?
6. Who bears the financial costs?
ONLY ANSWER ONE OF THE QUESTION 7’S:
IF YOU SUPPORT REFORMULATION:
7. What facts would change your mind and cause you to recommend against reformulation?
IF YOU ARE AGAINST REFORMULATION
7. Under what conditions might you be in favor of reformulation?
8. How would you change your thinking if Medfield’s reformulation approach were more substantive (e.g. drug works faster, works longer) than cosmetic?
9. Could Medfield use the extra value created by the reformulation to generate new and helpful products?
10. When you consider Medfield’s stakeholders, what are the key issues. Choose three from the following list and discuss the key issues.
a. Shareholders of Medf.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
The Methods of Communication are Listening, Writing, Talking, Rea.docx
1. The Methods of Communication are: Listening, Writing,
Talking, Reading, and Non-Verbal.
Listening - speaking by using words and terminology that others
can comprehend
Talking - the ability to read and comprehend the written word
Writing - tone and inflection of one’s voice facial expression,
posture and eye contact
Non-Verbal - using the written word in a manner that others can
understand the intended message
Reading - the ability to hear and understand what the speaker is
saying
Review the five methods of communication you would use in
the given scenarios:
Scenario 1: An irate customer comes to your store and is very
upset with a defect in a product he ordered. Which method of
communication would be the most effective to use with this
customer? (Listening)
Scenario 2: A customer is in your store looking for a new
computer. You quickly surmise that the customer’s first
language is not English and in addition he appears to not have a
clear understanding of the type or brand of computer he is
looking for. Which method of communication would be the most
effective to use with this customer? (Talking)
Scenario 3: On your store’s Facebook page, a customer
comments on your store’s appearance and how disrespectful the
salesperson was during a recent visit. Which method of
communication would be the most effective to use with this
customer? (Writing)
Scenario 4: A customer comes into your store looking for a new
phone. He appears overly confident about his knowledge level.
When you approach him, he looks at you in a condescending
manner. Which method of communication is being displayed by
this customer? (Non-verbal)
Scenario 5: You need to take two online courses available from
2. your employer about Customer Service. You need to receive an
“A” in both courses. You must write five components that you
will use for the Final Course Project. Which method of
communication will you use to complete your assignments?
Competency
Discuss the importance of communication in Customer Service.
Instructions
In order to provide excellent service to customers, a business
must have employees who are able to effectively communicate
with those customers. Looking at the five methods of
communication (Listening, Talking, Writing, Non-Verbal, and
Reading), write a paper that includes 2-3 paragraphs for each
method of communication. Please include an explanation on
why communication is important in the introduction. Also,
please include a conclusion that summarizes your paper.
NOW, THIS IS THE RUBRIC QUESTIONS
1. Included paragraph(s) for each of the methods of
communication with clear examples.
2. Did include an explanation for the importance of clear
communication using examples and research for support.
3. Did include an introduction and conclusion, including
examples and/or research for support.
PLEASE INCLUDE REFERENCES AND CITETATIONS
The Ones Who Walk Away From Omelas
by Ursula K LeGuin, 1974
1
The Ones Who Walk Away From Omelas
With a clamor of bells that set the swallows soaring, the
Festival of Summer came to the city Omelas, bright-towered by
the sea. The ringing of the boats in harbor sparkled with flags.
In the streets between houses with red roofs and painted walls,
3. between old moss-grown gardens and under avenues of trees,
past great parks and public buildings, processions moved. Some
were decorous: old people in long stiff robes of mauve and
gray, grave master workmen, quiet, merry women carrying their
babies and chatting as they walked. In other streets the music
beat faster, a shimmering of gong and tambourine, and the
people went dancing, the procession was a dance. Children
dodged in and out, their high calls rising like the swallows'
crossing flights over the music and the singing. All the
processions wound towards the north side of the city, where on
the great water-meadow called the Green Fields boys and girls,
naked in the bright air, with mud-stained feet and ankles and
long, lithe arms, exercised their restive horses before the race.
The horses wore no gear at all but a halter without bit. Their
manes were braided with streamers of silver, gold, and green.
They flared their nostrils and pranced and boasted to one
another; they were vastly excited, the horse being the only
animal who has adopted our ceremonies as his own. Far off to
the north and west the mountains stood up half encircling
Omelas on her bay. The air of morning was so clear that the
snow still crowning the Eighteen Peaks burned with white-gold
fire across the miles of sunlit air, under the dark blue of the
sky. There was just enough wind to make the banners that
marked the racecourse snap and flutter now and then. In the
silence of the broad green meadows one could hear the music
winding throughout the city streets, farther and nearer and ever
approaching, a cheerful faint sweetness of the air from time to
time trembled and gathered together and broke out into the great
joyous clanging of the bells.
Joyous! How is one to tell about joy? How describe the
citizens of Omelas?
They were not simple folk, you see, though they were happy.
But we do not say the words of cheer much any more. All smiles
have become archaic. Given a description such as this one tends
to make certain assumptions. Given a description such as this
one tends to look next for the King, mounted on a splendid
4. stallion and surrounded by his noble knights, or perhaps in a
golden litter borne by great-muscled slaves. But there was no
king. They did not use swords, or keep slaves. They were not
barbarians. I do not know the rules and laws of their society,
but I suspect that they were singularly few. As they did without
monarchy and slavery, so they also got on without the stock
exchange, the advertisement, the secret police, and the bomb.
Yet I repeat that these were not simple folk, not dulcet
shepherds, noble savages, bland utopians. They were not less
complex than us. The trouble is that we have a bad habit,
encouraged by pedants and sophisticates, of considering
happiness as something rather stupid. Only pain is intellectual,
only evil interesting. This is the treason of the artist: a refusal
to admit the banality of evil and the terrible boredom of pain. If
you can't lick 'em, join 'em. If it hurts, repeat it. But to praise
despair is to condemn delight, to embrace violence is to lose
hold of everything else. We have almost lost hold; we can no
longer describe happy man, nor make any celebration of joy.
How can I tell you about the people of Omelas? They were not
naive and happy children--though their children were, in fact,
happy. They were mature, intelligent, passionate adults whose
lives were not wretched. O miracle! But I wish I could describe
it better. I wish I could convince you. Omelas sounds in my
words like a city in a fairy tale, long ago and far away, once
upon a time. Perhaps it would be best if you imagined it as your
own fancy bids, assuming it will rise to the occasion, for
certainly I cannot suit you all. For instance, how about
technology? I think that there would be no cars or helicopters in
and above the streets; this follows from the fact that the people
of Omelas are happy people. Happiness is based on a just
discrimination of what is necessary, what is neither necessary
nor destructive, and what is destructive. In the middle category,
however--that of the unnecessary but undestructive, that of
comfort, luxury, exuberance, etc.--they could perfectly well
have central heating, subway trains, washing machines, and all
kinds of marvelous devices not yet invented here, floating light-
5. sources, fuelless power, a cure for the common cold. Or they
could have none of that: it doesn't matter. As you like it. I
incline to think that people from towns up and down the coast
have been coming to to Omelas during the last days before the
Festival on very fast little trains and double-decked trams, and
that the train station of Omelas is actually the handsomest
building in town, though plainer than the magnificent Farmers'
Market. But even granted trains, I fear that Omelas so far
strikes some of you as goody-goody. Smiles, bells, parades,
horses, bleh. If so, please add an orgy. If an orgy would help,
don't hesitate. Let us not, however, have temples from which
issue beautiful nude priests and priestesses already half in
ecstasy and ready to copulate with any man or woman, lover or
stranger, who desires union with the deep godhead of the blood,
although that was my first idea. But really it would be better not
to have any temples in Omelas--at least, not manned temples.
Religion yes, clergy no. Surely the beautiful nudes can just
wander about, offering themselves like divine souffles to the
hunger of the needy and the rapture of the flesh. Let them join
the processions. Let tambourines be struck above the
copulations, and the glory of desire be proclaimed upon the
gongs, and (a not unimportant point) let the offspring of these
delightful rituals be beloved and looked after by all. One thing I
know there is none of in Omelas is guilt. But what else should
there be? I thought at first there were no drugs, but that is
puritanical. For those who like it, the faint insistent sweetness
of drooz may perfume the ways of the city, drooz which first
brings a great lightness and brilliance to the mind and limbs,
and then after some hours a dreamy languor, and wonderful
visions at last of the very arcane and inmost secrets of the
Universe, as well as exciting the pleasure of sex beyond all
belief; and it is not habit-forming. For more modest tastes I
think there ought to be beer. What else, what else belongs in the
joyous city? The sense of victory, surely, the celebration of
courage. But as we did without clergy, let us do without
soldiers. The joy built upon successful slaughter is not the right
6. kind of joy; it will not do; it is fearful and it is trivial. A
boundless and generous contentment, a magnanimous triumph
felt not against some outer enemy but in communion with the
finest and fairest in the souls of all men everywhere and the
splendor of the world's summer: This is what swells the hearts
of the people of Omelas, and the victory they celebrate is that of
life. I don't think many of them need to take drooz.
Most of the processions have reached the Green Fields by
now. A marvelous smell of cooking goes forth from the red and
blue tents of the provisioners. The faces of small children are
amiably sticky; in the benign gray beard of a man a couple of
crumbs of rich pastry are entangled. The youths and girls have
mounted their horses and are beginning to group around the
starting line of the course. An old woman, small, fat, and
laughing, is passing out flowers from a basket, and tall young
men wear her flowers in their shining hair. A child of nine or
ten sits at the edge of the crowd alone, playing on a wooden
flute. People pause to listen, and they smile, but they do not
speak to him, for he never ceases playing and never sees them,
his dark eyes wholly rapt in the sweet magic of the tune.
He finishes, and slowly lowers his hands holding the wooden
flute.
As if that little private silence were the signal, all at once a
trumpet sounds from the pavilion near the starting line:
imperious, melancholy, piercing. The horses rear on their
slender legs, and some of them neigh in answer. Sober-faced,
the young riders stroke the horses' necks and soothe them,
whispering. "Quiet, quiet, there my beauty, my hope..." They
begin to form in rank along the starting line. The crowds along
the racecourse are like a field of grass and flowers in the wind.
The Festival of Summer has begun.
Do you believe? Do you accept the festival, the city, the
joy? No? Then let me describe one more thing.
In a basement under one of the beautiful public buildings of
Omelas, or perhaps in the cellar of one of its spacious private
homes, there is a room. It has one locked door, and no window.
7. A little light seeps in dustily between cracks in the boards,
secondhand from a cobwebbed window somewhere across the
cellar. In one corner of the little room a couple of mops, with
stiff, clotted, foul-smelling heads, stand near a rusty bucket.
The floor is dirt, a little damp to the touch, as cellar dirt usually
is. The room is about three paces long and two wide: a mere
broom closet or disused tool room. In the room, a child is
sitting. It could be a boy or a girl. It looks about six, but
actually is nearly ten. It is feeble-minded. Perhaps it was born
defective, or perhaps it has become imbecile through fear,
malnutrition, and neglect. It picks its nose and occasionally
fumbles vaguely with its toes or genitals, as it sits hunched in
the corner farthest from the bucket and the two mops. It is
afraid of the mops. It finds them horrible. It shuts its eyes, but
it knows the mops are still standing there; and the door is
locked; and nobody will come. The door is always locked; and
nobody ever comes, except that sometimes--the child has no
understanding of time or interval--sometimes the door rattles
terribly and opens, and a person, or several people, are there.
One of them may come in and kick the child to make it stand
up. The others never come close, but peer in at it with
frightened, disgusted eyes. The food bowl and the water jug are
hastily filled, the door is locked; the eyes disappear. The people
at the door never say anything, but the child, who has not
always lived in the tool room, and can remember sunlight and
its mother's voice, sometimes speaks. "I will be good," it says.
"Please let me out. I will be good!" They never answer. The
child used to scream for help at night, and cry a good deal, but
now it only makes a kind of whining, "eh-haa, eh-haa," and it
speaks less and less often. It is so thin there are no calves to its
legs; its belly protrudes; it lives on a half-bowl of corn meal
and grease a day. It is naked. Its buttocks and thighs are a mass
of festered sores, as it sits in its own excrement continually.
They all know it is there, all the people of Omelas. Some of
them have come to see it, others are content merely to know it
is there. They all know that it has to be there. Some of them
8. understand why, and some do not, but they all understand that
their happiness, the beauty of their city, the tenderness of their
friendships, the health of their children, the wisdom of their
scholars, the skill of their makers, even the abundance of their
harvest and the kindly weathers of their skies, depend wholly on
this child's abominable misery.
This is usually explained to children when they are between
eight and twelve, whenever they seem capable of understanding;
and most of those who come to see the child are young people,
though often enough an adult comes, or comes back, to see the
child. No matter how well the matter has been explained to
them, these young spectators are always shocked and sickened
at the sight. They feel disgust, which they had thought
themselves superior to. They feel anger, outrage, impotence,
despite all the explanations. They would like to do something
for the child. But there is nothing they can do. If the child were
brought up into the sunlight out of that vile place, if it were
cleaned and fed and comforted, that would be a good thing,
indeed; but if it were done, in that day and hour all the
prosperity and beauty and delight of Omelas would wither and
be destroyed. Those are the terms. To exchange all the goodness
and grace of every life in Omelas for that single, small
improvement: to throw away the happiness of thousands for the
chance of happiness of one: that would be to let guilt within the
walls indeed.
The terms are strict and absolute; there may not even be a
kind word spoken to the child.
Often the young people go home in tears, or in a tearless
rage, when they have seen the child and faced this terrible
paradox. They may brood over it for weeks or years. But as time
goes on they begin to realize that even if the child could be
released, it would not get much good of its freedom: a little
vague pleasure of warmth and food, no real doubt, but little
more. It is too degraded and imbecile to know any real joy. It
has been afraid too long ever to be free of fear. Its habits are
too uncouth for it to respond to humane treatment. Indeed, after
9. so long it would probably be wretched without walls about it to
protect it, and darkness for its eyes, and its own excrement to
sit in. Their tears at the bitter injustice dry when they begin to
perceive the terrible justice of reality, and to accept it. Yet it is
their tears and anger, the trying of their generosity and the
acceptance of their helplessness, which are perhaps the true
source of the splendor of their lives. Theirs is no vapid,
irresponsible happiness. They know that they, like the child, are
not free. They know compassion. It is the existence of the child,
and their knowledge of its existence, that makes possible the
nobility of their architecture, the poignancy of their music, the
profundity of their science. It is because of the child that they
are so gentle with children. They know that if the wretched one
were not there sniveling in the dark, the other one, the flute-
player, could make no joyful music as the young riders line up
in their beauty for the race in the sunlight of the first morning
of summer.
Now do you believe them? Are they not more credible? But
there is one more thing to tell, and this is quite incredible.
At times one of the adolescent girls or boys who go see the
child does not go home to weep or rage, does not, in fact, go
home at all. Sometimes also a man or a woman much older falls
silent for a day or two, then leaves home. These people go out
into the street, and walk down the street alone. They keep
walking, and walk straight out of the city of Omelas, through
the beautiful gates. They keep walking across the farmlands of
Omelas. Each one goes alone, youth or girl, man or woman.
Night falls; the traveler must pass down village streets, between
the houses with yellow- lit windows, and on out into the
darkness of the fields. Each alone, they go west or north,
towards the mountains. They go on. They leave Omelas, they
walk ahead into the darkness, and they do not come back. The
place they go towards is a place even less imaginable to most of
us than the city of happiness. I cannot describe it at all. It is
possible that it does not exist. But they seem to know where
they are going, the ones who walk away from Omelas.
10. The Lottery
by Shirley Jackson, 1948
1
The Lottery
The morning of June 27th was clear and sunny, with the fresh
warmth of a full-summer day; the flowers were blossoming
profusely and the grass was richly green. The people of the
village began to gather in the square, between the post office
and the bank, around ten o’clock; in some towns there were so
many people that the lottery took two days and had to be started
on June 20th, but in this village, where there were only about
three hundred people, the whole lottery took less than two
hours, so it could begin at ten o’clock in the morning and still
be through in time to allow the villagers to get home for noon
dinner.
The children assembled first, of course. School was recently
over for the summer, and the feeling of liberty sat uneasily on
most of them; they tended to gather together quietly for a while
before they broke into boisterous play, and their talk was still of
the classroom and the teacher, of books and reprimands. Bobby
Martin had already stuffed his pockets full of stones, and the
other boys soon followed his example, selecting the smoothest
and roundest stones; Bobby and Harry Jones and Dickie
Delacroix—the villagers pronounced this name “Dellacroy”—
eventually made a great pile of stones in one corner of the
square and guarded it against the raids of the other boys. The
girls stood aside, talking among themselves, looking over their
shoulders at the boys, and the very small children rolled in the
dust or clung to the hands of their older brothers or sisters.
Soon the men began to gather, surveying their own children,
speaking of planting and rain, tractors and taxes. They stood
11. together, away from the pile of stones in the corner, and their
jokes were quiet and they smiled rather than laughed. The
women, wearing faded house dresses and sweaters, came shortly
after their menfolk. They greeted one another and exchanged
bits of gossip as they went to join their husbands. Soon the
women, standing by their husbands, began to call to their
children, and the children came reluctantly, having to be called
four or five times. Bobby Martin ducked under his mother’s
grasping hand and ran, laughing, back to the pile of stones. His
father spoke up sharply, and Bobby came quickly and took his
place between his father and his oldest brother.
The lottery was conducted—as were the square dances, the teen
club, the Halloween program—by Mr. Summers, who had time
and energy to devote to civic activities. He was a round-faced,
jovial man and he ran the coal business, and people were sorry
for him because he had no children and his wife was a scold.
When he arrived in the square, carrying the black wooden box,
there was a murmur of conversation among the villagers, and he
waved and called. “Little late today, folks.” The postmaster,
Mr. Graves, followed him, carrying a three-legged stool, and the
stool was put in the center of the square and Mr. Summers set
the black box down on it. The villagers kept their distance,
leaving a space between themselves and the stool, and when Mr.
Summers said, “Some of you fellows want to give me a hand?”
there was a hesitation before two men. Mr. Martin and his
oldest son, Baxter, came forward to hold the box steady on the
stool while Mr. Summers stirred up the papers inside it.
The original paraphernalia for the lottery had been lost long
ago, and the black box now resting on the stool had been put
into use even before Old Man Warner, the oldest man in town,
was born. Mr. Summers spoke frequently to the villagers about
making a new box, but no one liked to upset even as much
tradition as was represented by the black box. There was a story
that the present box had been made with some pieces of the box
that had preceded it, the one that had been constructed when the
first people settled down to make a village here. Every year,
12. after the lottery, Mr. Summers began talking again about a new
box, but every year the subject was allowed to fade off without
anything’s being done. The black box grew shabbier each year:
by now it was no longer completely black but splintered badly
along one side to show the original wood color, and in some
places faded or stained.
Mr. Martin and his oldest son, Baxter, held the black box
securely on the stool until Mr. Summers had stirred the papers
thoroughly with his hand. Because so much of the ritual had
been forgotten or discarded, Mr. Summers had been successful
in having slips of paper substituted for the chips of wood that
had been used for generations. Chips of wood, Mr. Summers
had argued, had been all very well when the village was tiny,
but now that the population was more than three hundred and
likely to keep on growing, it was necessary to use something
that would fit more easily into he black box. The night before
the lottery, Mr. Summers and Mr. Graves made up the slips of
paper and put them in the box, and it was then taken to the safe
of Mr. Summers’ coal company and locked up until Mr.
Summers was ready to take it to the square next morning. The
rest of the year, the box was put way, sometimes one place,
sometimes another; it had spent one year in Mr. Graves’s barn
and another year underfoot in the post office. and sometimes it
was set on a shelf in the Martin grocery and left there.
There was a great deal of fussing to be done before Mr.
Summers declared the lottery open. There were the lists to make
up–of heads of families, heads of households in each family,
members of each household in each family. There was the
proper swearing-in of Mr. Summers by the postmaster, as the
official of the lottery; at one time, some people remembered,
there had been a recital of some sort, performed by the official
of the lottery, a perfunctory, tuneless chant that had been rattled
off duly each year; some people believed that the official of the
lottery used to stand just so when he said or sang it, others
believed that he was supposed to walk among the people, but
years and years ago this part of the ritual had been allowed to
13. lapse. There had been, also, a ritual salute, which the official of
the lottery had had to use in addressing each person who came
up to draw from the box, but this also had changed with time,
until now it was felt necessary only for the official to speak to
each person approaching. Mr. Summers was very good at all
this; in his clean white shirt and blue jeans, with one hand
resting carelessly on the black box, he seemed very proper and
important as he talked interminably to Mr. Graves and the
Martins.
Just as Mr. Summers finally left off talking and turned to the
assembled villagers, Mrs. Hutchinson came hurriedly along the
path to the square, her sweater thrown over her shoulders, and
slid into place in the back of the crowd. “Clean forgot what day
it was,” she said to Mrs. Delacroix, who stood next to her, and
they both laughed softly. “Thought my old man was out back
stacking wood,” Mrs. Hutchinson went on, “and then I looked
out the window and the kids was gone, and then I remembered it
was the twenty-seventh and came a-running.” She dried her
hands on her apron, and Mrs. Delacroix said, “You’re in time,
though. They’re still talking away up there.”
Mrs. Hutchinson craned her neck to see through the crowd and
found her husband and children standing near the front. She
tapped Mrs. Delacroix on the arm as a farewell and began to
make her way through the crowd. The people separated good-
humoredly to let her through: two or three people said, in voices
just loud enough to be heard across the crowd, “Here comes
your, Missus, Hutchinson,” and “Bill, she made it after all.”
Mrs. Hutchinson reached her husband, and Mr. Summers, who
had been waiting, said cheerfully. “Thought we were going to
have to get on without you, Tessie.” Mrs. Hutchinson said,
grinning, “Wouldn’t have me leave m’dishes in the sink, now,
would you, Joe?” and soft laughter ran through the crowd as the
people stirred back into position after Mrs. Hutchinson’s
arrival.
“Well, now.” Mr. Summers said soberly, “guess we better get
started, get this over with, so’s we can go back to work.
14. Anybody ain’t here?”
“Dunbar.” several people said. “Dunbar.”
Mr. Summers consulted his list. “Clyde Dunbar.” he said.
“That’s right. He’s broke his leg, hasn’t he? Who’s drawing for
him?”
“Me. I guess,” a woman said, and Mr. Summers turned to look
at her. “Wife draws for her husband.” Mr. Summers said. “Don’t
you have a grown boy to do it for you, Janey?” Although Mr.
Summers and everyone else in the village knew the answer
perfectly well, it was the business of the official of the lottery
to ask such questions formally. Mr. Summers waited with an
expression of polite interest while Mrs. Dunbar answered.
“Horace’s not but sixteen yet.” Mrs. Dunbar said regretfully.
“Guess I gotta fill in for the old man this year.”
“Right.” Sr. Summers said. He made a note on the list he was
holding. Then he asked, “Watson boy drawing this year?”
A tall boy in the crowd raised his hand. “Here,” he said. “I’m
drawing for my mother and me.” He blinked his eyes nervously
and ducked his head as several voices in the crowd said things
like “Good fellow, Jack.” and “Glad to see your mother’s got a
man to do it.”
“Well,” Mr. Summers said, “guess that’s everyone. Old Man
Warner make it?”
“Here,” a voice said, and Mr. Summers nodded.
A sudden hush fell on the crowd as Mr. Summers cleared his
throat and looked at the list. “All ready?” he called. “Now, I’ll
read the names–heads of families first–and the men come up and
take a paper out of the box. Keep the paper folded in your hand
without looking at it until everyone has had a turn. Everything
clear?”
The people had done it so many times that they only half
listened to the directions: most of them were quiet, wetting their
lips, not looking around. Then Mr. Summers raised one hand
high and said, “Adams.” A man disengaged himself from the
crowd and came forward. “Hi. Steve.” Mr. Summers said, and
Mr. Adams said. “Hi. Joe.” They grinned at one another
15. humorlessly and nervously. Then Mr. Adams reached into the
black box and took out a folded paper. He held it firmly by one
corner as he turned and went hastily back to his place in the
crowd, where he stood a little apart from his family, not looking
down at his hand.
“Allen.” Mr. Summers said. “Anderson… Bentham.”
“Seems like there’s no time at all between lotteries any more.”
Mrs. Delacroix said to Mrs. Graves in the back row.
“Seems like we got through with the last one only last week.”
“Time sure goes fast” Mrs. Graves said.
“Clark… Delacroix.”
“There goes my old man.” Mrs. Delacroix said. She held her
breath while her husband went forward.
“Dunbar,” Mr. Summers said, and Mrs. Dunbar went steadily to
the box while one of the women said. “Go on, Janey,” and
another said, “There she goes.”
“We’re next.” Mrs. Graves said. She watched while Mr. Graves
came around from the side of the box, greeted Mr. Summers
gravely and selected a slip of paper from the box. By now, all
through the crowd there were men holding the small folded
papers in their large hand, turning them over and over
nervously. Mrs. Dunbar and her two sons stood together, Mrs.
Dunbar holding the slip of paper.
“Harburt… Hutchinson.”
“Get up there, Bill,” Mrs. Hutchinson said, and the people near
her laughed.
“Jones.”
“They do say,” Mr. Adams said to Old Man Warner, who stood
next to him, “that over in the north village they’re talking of
giving up the lottery.”
Old Man Warner snorted. “Pack of crazy fools,” he said.
“Listening to the young folks, nothing’s good enough for them.
Next thing you know, they’ll be wanting to go back to living in
caves, nobody work any more, live that way for a while. Used to
be a saying about ‘Lottery in June, corn be heavy soon.’ First
thing you know, we’d all be eating stewed chickweed and
16. acorns. There’s always been a lottery,” he added petulantly.
“Bad enough to see young Joe Summers up there joking with
everybody.”
“Some places have already quit lotteries,” Mrs. Adams said.
“Nothing but trouble in that,” Old Man Warner said stoutly.
“Pack of young fools.”
“Martin.” And Bobby Martin watched his father go forward.
“Overdyke… Percy.”
“I wish they’d hurry,” Mrs. Dunbar said to her older son. “I
wish they’d hurry.”
“They’re almost through,” her son said.
“You get ready to run tell Dad,” Mrs. Dunbar said.
Mr. Summers called his own name and then stepped forward
precisely and selected a slip from the box. Then he called,
“Warner.”
“Seventy-seventh year I been in the lottery,” Old Man Warner
said as he went through the crowd. “Seventy-seventh time.”
“Watson.” The tall boy came awkwardly through the crowd.
Someone said, “Don’t be nervous, Jack,” and Mr. Summers said,
“Take your time, son.”
“Zanini.”
After that, there was a long pause, a breathless pause, until Mr.
Summers, holding his slip of paper in the air, said, “All right,
fellows.” For a minute, no one moved, and then all the slips of
paper were opened. Suddenly, all the women began to speak at
once, saving. “Who is it?,” “Who’s got it?,” “Is it the
Dunbars?,” “Is it the Watsons?” Then the voices began to say,
“It’s Hutchinson. It’s Bill,” “Bill Hutchinson’s got it.”
“Go tell your father,” Mrs. Dunbar said to her older son.
People began to look around to see the Hutchinsons. Bill
Hutchinson was standing quiet, staring down at the paper in his
hand. Suddenly, Tessie Hutchinson shouted to Mr. Summers.
“You didn’t give him time enough to take any paper he wanted.
I saw you. It wasn’t fair!”
“Be a good sport, Tessie,” Mrs. Delacroix called, and Mrs.
Graves said, “All of us took the same chance.”
17. “Shut up, Tessie,” Bill Hutchinson said.
“Well, everyone,” Mr. Summers said, “that was done pretty fast,
and now we’ve got to be hurrying a little more to get done in
time.” He consulted his next list. “Bill,” he said, “you draw for
the Hutchinson family. You got any other households in the
Hutchinsons?”
“There’s Don and Eva,” Mrs. Hutchinson yelled. “Make them
take their chance!”
“Daughters draw with their husbands’ families, Tessie,” Mr.
Summers said gently. “You know that as well as anyone else.”
“It wasn’t fair,” Tessie said.
“I guess not, Joe,” Bill Hutchinson said regretfully. “My
daughter draws with her husband’s family; that’s only fair. And
I’ve got no other family except the kids.”
“Then, as far as drawing for families is concerned, it’s you,”
Mr. Summers said in explanation, “and as far as drawing for
households is concerned, that’s you, too. Right?”
“Right,” Bill Hutchinson said.
“How many kids, Bill?” Mr. Summers asked formally.
“Three,” Bill Hutchinson said.
“There’s Bill, Jr., and Nancy, and little Dave. And Tessie and
me.”
“All right, then,” Mr. Summers said. “Harry, you got their
tickets back?”
Mr. Graves nodded and held up the slips of paper. “Put them in
the box, then,” Mr. Summers directed. “Take Bill’s and put it
in.”
“I think we ought to start over,” Mrs. Hutchinson said, as
quietly as she could. “I tell you it wasn’t fair. You didn’t give
him time enough to choose. Everybody saw that.”
Mr. Graves had selected the five slips and put them in the box,
and he dropped all the papers but those onto the ground, where
the breeze caught them and lifted them off.
“Listen, everybody,” Mrs. Hutchinson was saying to the people
around her.
“Ready, Bill?” Mr. Summers asked, and Bill Hutchinson, with
18. one quick glance around at his wife and children, nodded.
“Remember,” Mr. Summers said, “take the slips and keep them
folded until each person has taken one. Harry, you help little
Dave.” Mr. Graves took the hand of the little boy, who came
willingly with him up to the box. “Take a paper out of the box,
Davy,” Mr. Summers said. Davy put his hand into the box and
laughed. “Take just one paper.” Mr. Summers said. “Harry, you
hold it for him.” Mr. Graves took the child’s hand and removed
the folded paper from the tight fist and held it while little Dave
stood next to him and looked up at him wonderingly.
“Nancy next,” Mr. Summers said. Nancy was twelve, and her
school friends breathed heavily as she went forward switching
her skirt, and took a slip daintily from the box. “Bill, Jr.,” Mr.
Summers said, and Billy, his face red and his feet overlarge,
near knocked the box over as he got a paper out. “Tessie,” Mr.
Summers said. She hesitated for a minute, looking around
defiantly, and then set her lips and went up to the box. She
snatched a paper out and held it behind her.
“Bill,” Mr. Summers said, and Bill Hutchinson reached into the
box and felt around, bringing his hand out at last with the slip
of paper in it.
The crowd was quiet. A girl whispered, “I hope it’s not Nancy,”
and the sound of the whisper reached the edges of the crowd.
“It’s not the way it used to be,” Old Man Warner said clearly.
“People ain’t the way they used to be.”
“All right,” Mr. Summers said. “Open the papers. Harry, you
open little Dave’s.”
Mr. Graves opened the slip of paper and there was a general
sigh through the crowd as he held it up and everyone could see
that it was blank. Nancy and Bill, Jr., opened theirs at the same
time, and both beamed and laughed, turning around to the crowd
and holding their slips of paper above their heads.
“Tessie,” Mr. Summers said. There was a pause, and then Mr.
Summers looked at Bill Hutchinson, and Bill unfolded his paper
and showed it. It was blank.
“It’s Tessie,” Mr. Summers said, and his voice was hushed.
19. “Show us her paper, Bill.”
Bill Hutchinson went over to his wife and forced the slip of
paper out of her hand. It had a black spot on it, the black spot
Mr. Summers had made the night before with the heavy pencil
in the coal company office. Bill Hutchinson held it up, and there
was a stir in the crowd.
“All right, folks.” Mr. Summers said. “Let’s finish quickly.”
Although the villagers had forgotten the ritual and lost the
original black box, they still remembered to use stones. The pile
of stones the boys had made earlier was ready; there were
stones on the ground with the blowing scraps of paper that had
come out of the box. Mrs. Delacroix selected a stone so large
she had to pick it up with both hands and turned to Mrs.
Dunbar. “Come on,” she said. “Hurry up.”
Mrs. Dunbar had small stones in both hands, and she said,
gasping for breath. “I can’t run at all. You’ll have to go ahead
and I’ll catch up with you.”
The children had stones already. And someone gave little Davy
Hutchinson a few pebbles.
Tessie Hutchinson was in the center of a cleared space by now,
and she held her hands out desperately as the villagers moved in
on her. “It isn’t fair,” she said. A stone hit her on the side of the
head. Old Man Warner was saying, “Come on, come on,
everyone.” Steve Adams was in the front of the crowd of
villagers, with Mrs. Graves beside him.
“It isn’t fair, it isn’t right,” Mrs. Hutchinson screamed, and then
they were upon her.