Digital Fortress Chapter 32

David Becker stood in the hallway outside suite 301. He knew that somewhere behind the ornately carved door was the ring. A matter of national security. Becker could hear movement inside the room. Faint talking. He knocked. A deep German accent called out. â€Å"Ja?† Becker remained silent. â€Å"Ja?† The door opened a crack, and a rotund Germanic face gazed down at him. Becker smiled politely. He did not know the man's name. â€Å"Deutscher, ja?† he asked. â€Å"German, right?† The man nodded, uncertain. Becker continued in perfect German. â€Å"May I speak to you a moment?† The man looked uneasy. â€Å"Was willst du? What do you want?† Becker realized he should have rehearsed this before brazenly knocking on a stranger's door. He searched for the right words. â€Å"You have something I need.† These were apparently not the right words. The German's eyes narrowed. â€Å"Ein ring,† Becker said. â€Å"Du hast einen Ring. You have a ring.† â€Å"Go away,† the German growled. He started to close the door. Without thinking, Becker slid his foot into the crack and jammed the door open. He immediately regretted the action. The German's eyes went wide. â€Å"Was tust du?† he demanded. â€Å"What are you doing?† Becker knew he was in over his head. He glanced nervously up and down the hall. He'd already been thrown out of the clinic; he had no intention of going two for two. â€Å"Nimm deinen Fu? weg!† the German bellowed. â€Å"Remove your foot!† Becker scanned the man's pudgy fingers for a ring. Nothing. I'm so close, he thought. â€Å"Ein Ring!† Becker repeated as the door slammed shut. David Becker stood a long moment in the well-furnished hallway. A replica of a Salvador Dali hung nearby. â€Å"Fitting.† Becker groaned. Surrealism. I'm trapped in an absurd dream. He'd woken up that morning in his own bed but had somehow ended up in Spain breaking into a stranger's hotel room on a quest for some magical ring. Strathmore's stern voice pulled him back to reality: You must find that ring. Becker took a deep breath and blocked out the words. He wanted to go home. He looked back to the door marked 301. His ticket home was just on the other side-a gold ring. All he had to do was get it. He exhaled purposefully. Then he strode back to suite 301 and knocked loudly on the door. It was time to play hardball. The German yanked open the door and was about to protest, but Becker cut him off. He flashed his Maryland squash club ID and barked, â€Å"Polizei!† Then Becker pushed his way into the room and threw on the lights. Wheeling, the German squinted in shock. â€Å"Was machst-â€Å" â€Å"Silence!† Becker switched to English. â€Å"Do you have a prostitute in this room?† Becker peered around the room. It was as plush as any hotel room he'd ever seen. Roses, champagne, a huge canopy bed. Rocio was nowhere to be seen. The bathroom door was closed. â€Å"Prostituiert?† The German glanced uneasily at the closed bathroom door. He was larger than Becker had imagined. His hairy chest began right under his triple chin and sloped outward to his colossal gut. The drawstring of his white terry-cloth Alfonso XIII bathrobe barely reached around his waist. Becker stared up at the giant with his most intimidating look. â€Å"What is your name?† A look of panic rippled across the German's corpulent face. â€Å"Was willst du? What do you want?† â€Å"I am with the tourist relations branch of the Spanish Guardia here in Seville. Do you have a prostitute in this room?† The German glanced nervously at the bathroom door. He hesitated. â€Å"Ja,† he finally admitted. â€Å"Do you know this is illegal in Spain?† â€Å"Nein,† the German lied. â€Å"I did not know. I'll send her home right now.† â€Å"I'm afraid it's too late for that,† Becker said with authority. He strolled casually into the room. â€Å"I have a proposition for you.† â€Å"Ein Vorschlag?† The German gasped. â€Å"A proposition?† â€Å"Yes. I can take you to headquarters right now†¦Ã¢â‚¬  Becker paused dramatically and cracked his knuckles. â€Å"Or what?† the German asked, his eyes widening in fear. â€Å"Or we make a deal.† â€Å"What kind of deal?† The German had heard stories about the corruption in the Spanish Guardia Civil. â€Å"You have something I want,† Becker said. â€Å"Yes, of course!† the German effused, forcing a smile. He went immediately to the wallet on his dresser. â€Å"How much?† Becker let his jaw drop in mock indignation. â€Å"Are you trying to bribe an officer of the law?† he bellowed. â€Å"No! Of course not! I just thought†¦Ã¢â‚¬  The obese man quickly set down his wallet. â€Å"I†¦ I†¦Ã¢â‚¬  He was totally flustered. He collapsed on the corner of the bed and wrung his hands. The bed groaned under his weight. â€Å"I'm sorry.† Becker pulled a rose from the vase in the center of the room and casually smelled it before letting it fall to the floor. He spun suddenly. â€Å"What can you tell me about the murder?† The German went white. â€Å"Mord? Murder?† â€Å"Yes. The Asian man this morning? In the park? It was an assassination-Ermordung.† Becker loved the German word for assassination. Ermordung. It was so chilling. â€Å"Ermordung? He†¦ he was†¦?† â€Å"Yes.† â€Å"But†¦ but that's impossible,† the German choked. â€Å"I was there. He had a heart attack. I saw it. No blood. No bullets.† Becker shook his head condescendingly. â€Å"Things are not always as they seem.† The German went whiter still. Becker gave an inward smile. The lie had served its purpose. The poor German was sweating profusely. â€Å"Wh-wh-at do you want?† he stammered. â€Å"I know nothing.† Becker began pacing. â€Å"The murdered man was wearing a gold ring. I need it.† â€Å"I-I don't have it.† Becker sighed patronizingly and motioned to the bathroom door. â€Å"And Rocio? Dewdrop?† The man went from white to purple. â€Å"You know Dewdrop?† He wiped the sweat from his fleshy forehead and drenched his terry-cloth sleeve. He was about to speak when the bathroom door swung open. Both men looked up. Rocio Eva Granada stood in the doorway. A vision. Long flowing red hair, perfect Iberian skin, deep-brown eyes, a high smooth forehead. She wore a white terry-cloth robe that matched the German's. The tie was drawn snugly over her wide hips, and the neck fell loosely open to reveal her tanned cleavage. She stepped into the bedroom, the picture of confidence. â€Å"May I help you?† she asked in throaty English. Becker gazed across the room at the stunning woman before him and did not blink. â€Å"I need the ring,† he said coldly. â€Å"Who are you?† she demanded. Becker switched to Spanish with a dead-on Andalusian accent. â€Å"Guardia Civil.† She laughed. â€Å"Impossible,† she replied in Spanish. Becker felt a knot rise in his throat. Rocio was clearly a little tougher than her client. â€Å"Impossible?† he repeated, keeping his cool. â€Å"Shall I take you downtown to prove it?† Rocio smirked. â€Å"I will not embarrass you by accepting your offer. Now, who are you?† Becker stuck to his story. â€Å"I am with the Seville Guardia.† Rocio stepped menacingly toward him. â€Å"I know every police officer on the force. They are my best clients.† Becker felt her stare cutting right through him. He regrouped. â€Å"I am with a special tourist task force. Give me the ring, or I'll have to take you down to the precinct and-â€Å" â€Å"And what?† she demanded, raising her eyebrows in mock anticipation. Becker fell silent. He was in over his head. The plan was backfiring. Why isn't she buying this? Rocio came closer. â€Å"I don't know who you are or what you want, but if you don't get out of this suite right now, I will call hotel security, and the real Guardia will arrest you for impersonating a police officer.† Becker knew that Strathmore could have him out of jail in five minutes, but it had been made very clear to him that this matter was supposed to be handled discreetly. Getting arrested was not part of the plan. Rocio had stopped a few feet in front of Becker and was glaring at him. â€Å"Okay.† Becker sighed, accentuating the defeat in his voice. He let his Spanish accent slip. â€Å"I am not with the Seville police. A U.S. government organization sent me to locate the ring. That's all I can reveal. I've been authorized to pay you for it.† There was a long silence. Rocio let his statement hang in the air a moment before parting her lips in a sly smile. â€Å"Now that wasn't so hard, was it?† She sat down on a chair and crossed her legs. â€Å"How much can you pay?† Becker muffled his sigh of relief. He wasted no time getting down to business. â€Å"I can pay you 750,000 pesetas. Five thousand American dollars.† It was half what he had on him but probably ten times what the ring was actually worth. Rocio raised her eyebrows. â€Å"That's a lot of money.† â€Å"Yes it is. Do we have a deal?† Rocio shook her head. â€Å"I wish I could say yes.† â€Å"A million pesetas?† Becker blurted. â€Å"It's all I have.† â€Å"My, my.† She smiled. â€Å"You Americans don't bargain very well. You wouldn't last a day in our markets.† â€Å"Cash, right now,† Becker said, reaching for the envelope in his jacket. I just want to go home. Rocio shook her head. â€Å"I can't.† Becker bristled angrily. â€Å"Why not?† â€Å"I no longer have the ring,† she said apologetically. â€Å"I've already sold it.†

Peace and Order

Peace and ordeR is an occurrence of harmony characterized by the lack of violence, conflict behaviors and the freedom from fear of violence. Commonly understood as the absence of hostility and retribution, peace also suggest sincere attempts at reconciliation. Peace is usually the period in which there is now war or any other kind of hostilities. It refers to the moment in life where people enjoy freedom from chaos and disagreements which is marked by harmonious relationships between people Dugan, M. (2003.The absence of war between people can also be termed as peace. Peace also refers to a time when someone is free from any kind of strife. In addition, peace refers to the stillness, serenity and silence that exist between people in a particular moment in their life. We can also talk of peace in a particular country when we refer to the time when the people living there abide by law and order. Peace usually has several attributes. One of the attributes of peace is lack of war. For th ere to be peace, there should not be war or even any kind of hostility.Serenity, silence and stillness are also other attributes peace Portilla, J. (2004). Another attribute of peace is harmony that prevails between people who are peacefully living together. Peace is also characterized by adherence to law and order in a society. The major focus of peace in a society is to terminate war and hostility in that particular society. According to Rinehart, M. (1995), peace is also characterized by tranquility and concord in a particular society peace must be in agreement with one another for them to live in peace.Peace in the world reflects law and order and a state of the absence of war in that particular society. Peace is historically seen as the presence of law and order in the society. There are several approaches to bring about peace in a society. According to Christine D et al, (2008), different approaches are followed in the efforts to bring about peace. First, people have to ensure that they observe law and order to avoid causing conflicts that are the main cause of war.Countries can also embark on ensuring peace in the nation by providing job opportunities that allow people to live in harmony with one another. More so, governments can also employ people like the police to ensure law and order that contribute to peace. Peace helps in conflict resolution in the society. When people are in conflict, it means that there is no peace between them. When peace is ensured between people, conflicts are terminated. Therefore peace is very essential in conflict resolution.

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Paraphrase, Summary and Quotation - Essay Example It was defined by African Americans and given the name Lindy, Jitterbug, or swing. Most of World War II soldiers hailed from the city or the big towns in America by that time. Most rural areas did not have good educational systems and so the minimum requirements in educational cut the rural people. During that time, there were little interactions with other tribes, which prevented learning of other languages other than English. Prior knowledge on shooting did not add value to persons who wanted to join the troops. After joining the army, a soldier received a through shave and given uniforms called combats to keep neat like other soldiers. Additionally, new soldiers received a vaccine to protect them form diseases, viruses, and boost their immunity. The reason behind this is that a soldier’s work involved moving across regions with disease causing pathogens. Life of a Soldier in the World War II proved hard. First, the soldier underwent tough training to keep fit called â€Å"fatigues.† Secondly, World War II soldiers received training on different co mmands by harsh superiors who appeared prone to hardship. The passage records the life of an American soldier who qualified to fight in the World War II. He had distinct characteristics from the soldier of the World War I and spoke English. To qualify, one needed high school education, driving licence among other qualifications. Soldiers received special training after the selection process under a harsh commander. To become a soldier in the World War II, a soldier had to pass various requirements. According to Sulzberger, â€Å"When he went off to serve his country, he had had some high school education; he knew how to drive a car, how to swim, how to do the Jitterbug or The Big Apple or the Lindy† (Sulzberger 125). Other qualifications included ability to speak in English and he needed not have

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The Billabongs Development - Case Study Example The name of the company- Billabong, means 'a place of stagnant creek water'. Billabong’s logo has 2 parallel and motionless waves. According to the Merchants, this was meant to depict the uniqueness of the Aboriginal culture and its interpretation of an oasis. The main factor that distinguished Billabong’s boards from those produced by other local companies were the triple-stitching method which made Billabong’s surfing boards short and thus more durable.When Billabong first began to market its products to the Australian market in 1975, its products were well received. This allowed for the company to be able to create more products and thus increase sales. By 1981, the Merchants had been able to move to a larger headquarters and reached $1 million in total annual sales. To gain more publicity for their company, they funded competitions such as the World Final Surfing. Billabong would soon branch into other nations such as South Africa, New Zealand, Japan, and the United States.  As the brand grew in popularity, the Merchants made the decision to begin creating other sports apparel. They began to experiment with manufacturing and marketing artifacts such as snowboards. In all the expansion efforts, Gordon Merchant was at the forefront of designing and marketing new brands.The surfing industry would witness great development all through the 1990s as professional surfing profited from a newfound respectability. By the end of the 1990s, the Billabong Corporation had been restructured to take advantage of the growing international opportunities in the sector of board-related sports.

Microeconomics class; News Article Analysis Essay

Microeconomics class; News Article Analysis - Essay Example According to research by the IMF, what is important is consistency in wealth creation, which eliminates inequality at the long run. Other economics believe that, poverty does not arise from inequality, but the move by the government to increase tax against the rich in efforts of ensuring equal distribution of wealth. Countries that focus more on wealth distribution face lengthy periods of slow economic growth. This is because the level of spending within the county is not only low, but also not uniform. According to the article, unequal countries are poor in terms of social indicators, for example, achievements in education, compared to countries that have equality in income distribution. This is an indication that poor families find it hard to invest in education, which pushes them to higher levels of poverty. Up to some levels, redistribution of wealth does not affect wealth creation. For example, in countries with substantial redistribution, the growth in wealth per individual is not substantially lower. However, countries with more redistribution may face shorter growth spells (The Economist). According to the article, there is a positive correlation between wealth creation and income inequality. In other words, the more unequal a country is, the more the rate of income growth. High-income inequality means that only a small proportion of the population within an economy controls the wealth. Therefore, consumption within the economy is as well concentrated within the small population. There is a direct association connecting wealth creation within an economy and the level of expenditure or consumption. In unequal countries, the level of consumption is low because it is concentrated within a few citizens that own resources. Therefore, there is a lack of enough expenditure to spur growth. Developed countries across the world, create more wealth than the developing countries. This is because the level of expenditure within the economies is

Discussion question Assignment Example | Topics and Well Written Essays - 250 words - 1

Discussion question - Assignment Example Meanwhile, mothers who smoked during pregnancy harmed not only themselves but the fetus in their womb. The harm is really brought about by the substance nicotine that causes the decrease of the flow of blood into the uterus, preventing the normal development of the placenta, and results in reduced fetal weight gain (Berk 111). As such, pregnant mothers should avoid a smoking lifestyle or second-hand smoking from the environment. Finally, exposure to radiation is another factor that hinders fetal development (Berk 113). In particular, medical xrays should be avoided at all costs during pregnancy. If it cannot be avoided, then shields for abdominal xrays should be requested. It also important that as children grow up a stress-free environment at home is maintained or a combination of these harmful environmental factors can result to psychological imbalances characterized by low self-esteem and emotional instability. Unfortunately, a decrease in the amount of blood in mothers during delivery can result to their baby going through anoxia or the lack of oxygen (Anslow; Bracci et al. as cited in Berk 139). Ten percent of these babies develop cerebral palsy or brain damage and end up walking, speaking, or moving unsteadily. Others even have mental retardation. The good news is that children with cerebral palsy are now given holistic treatments to help them function fully in their every day lives. They receive physical therapy, occupational therapy, and special education that ultimately helps them to develop to the fullest of their physical, emotional, and mental capabilities. Another birth issue that affects the development of children is premature delivery (Berk 140). Babies who have been born weeks before they can fully develop have certain difficulties. In specific, those who have been delivered six weeks in advance typically suffer from respiratory distress syndrome. To

LAB 2 Essay Example | Topics and Well Written Essays - 250 words

LAB 2 - Essay Example Specifically, the most common and accepted method of measuring strain is using the electrical resistant strain gage. The strain gage is a gaunt conductor made of a wire or a metallic foil that is in a grid-like pattern. In particular, the grid-like pattern maximizes the amount of strain in the parallel direction. The experiment uses a conductor (carrier) that is of thin strips of metallic film placed on a non-conducting substrate material. The wire is to the specimen and facilitates the transfer of the strain from the specimen to the strain gage. Accordingly, the transfer makes a linear change in the electrical resistance. Precisely, the electrical resistance of a conducting wire fluctuates when the length of the conductor changes in a process called deformation or stretching. Consequently, the basis of the electrical resistance strain gage is the deformation. Under an ideal situation, the strain gage resistance ranges between 30 ÃŽ © to 3 kÃŽ ©. Fundamentally, the resistance changes only a fraction of a percent in a full force range of the gauges. For this reason, a higher resistance change cause s a permanent deformity to the test specimen. Therefore, a successful use of the strain gauge calls for a measure of small changes under high

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Historical Linguistics or Diachronic Linguistics - Essay Example However, scholars of language evolution have provided evidence that language is mutable and this mutability could be narrowed down to empirical evidence by some comparisons of each language in reference to some different stages in development in given historical perspectives. This school of thought that presupposes language evolution argues that it does not demand for one to be a trained specialist in order to notice that language has changed. This could be attributed to the fact that over the years, people who are not interested in language studies have still acknowledged the observations that language has changed. For example, during his time, Socrates in Cratylus (418C) ,as Plato notes, did comment on what he happened to analyze as the ‘conservative pronunciation’ when referring to the women of his time while comparing this to the pronunciation of the other women, in which case he mistook this for innovative pronunciation (Howatt 12-18). This paper considers historica l linguistics while putting into account the Anglo-Saxons, Norman Conquest, Old and Modern English, French and German influences on language, we notice that indeed there have been many changes in language over time. There is thus enough evidence to claim brought about by a continuing force in every language. Historical linguistics deals with general changes in language over time where such languages are described, catalogued, and eventually explained to give meaning to others. It is simply the study of how languages have evolved and managed to change over a given period of time putting in mind the empirical evidence (Collingwood 325). Anglo-Saxons, Norman Conquest, Old to Modern English, French and Germanic influences, as well as other languages Anglo-Saxon describes the Germanic tribes that did invade the southern and eastern parts of the then Great Britain during the beginning of 5th Century AD. This group forms the time of creating the English nation to the time of Norman Conques t. It is part of the old English. This language experienced gradual and at times dramatic changes (Baugh and Thomas 44-48). These Anglos, Saxons and jutes were isolated from the Germanic tribes’ mainland and this led to the development of Anglo-Saxons leading to a diversion from the Germanic mainland languages. For example, the old language of Anglo-Saxon’s consonant [sk] did change to [sh] like was in skield to shield. The amazing thing is that this change did take place in all the words that were used at the time. The recent borrowings made from Latin and aboriginal languages were not spared too, for instance, the disk to dish and skip to ship. This evolution of the old English used by Anglo-Saxons was influenced by the events known to be historical and cultural in nature, which were the conversion of the British people to Christians by the roman missionaries and the Latin borrowing; and secondly, the Viking invasion into the Isles of Britain (Jambor 103–123). These two developments brought extreme changes to the language leading to dropping of many strong verbs and regularizing others. For instance, help/help-ed was born by dropping holp. Despite the changes due to the Norse influence, the Old English still maintained its Germanic form (Collingwood 325). When the Anglo-Saxon’s era ended, the Norman French invasion came into place led by William the Conqueror during the battle of

News artical. (PR) Article Example | Topics and Well Written Essays - 500 words

News artical. (PR) - Article Example The intersection is accident prone and accounts for a number of vehicular accidents in the City. The problem in this area is compounded by the fact that there is a guard-controlled school crossing adjacent to Vahland Avenue.† To ensure the safety of both motorists and pedestrian in the area, the Council of the City of Canning requested the City’s Engineering and Technical services to come up with possible solutions to the traffic problems. The study conducted by the City Engineering and Technical services yield several issues in the configuration of the intersection which made it difficult to navigate. In finding solutions to the traffic problems, consultations were conducted to gather the ideas and observations of the people regarding the situation. Observations of the people regarding the flow of traffic in the area were later on validated through the video survey conducted by the City. â€Å"The City Engineering office conducted a study of the situation but we feel that the residents and motorists in the area could also provide us with invaluable information through their first hand experiences. Moreover, we wanted to involve the people in the process of finding solutions to our traffic problems. Since this project may affect hundreds of people, it is important that these stakeholders are consulted to ensure their cooperation,† The Mayor said. To date, there is still no concrete data to validate the crash reduction in the area. However, according to the Mayor â€Å"I am hopeful that this project will achieve its goals. We have proven here that the combined efforts of the government and the people made it possible for us to come up with innovative and cost efficient traffic solutions. I believe that where there is cooperation, anything is

Print versus Online Journalism Essay Example for Free

Print versus Online Journalism Essay In almost any part of the world, the journalists are the people who deliver to us the daily news, significant events, updates, celebrity scoops, and other bits of information. Traditionally, journalists obtain their news through extensive research, interviews, and leg work among others. After hours, days, or even weeks of research, journalists then write and craft their pieces which eventually land on the front page of the newspapers. This sequence of actions is called print journalism.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, due to the rise of technology, people are now able to publish stories and articles on the Internet. Life stories, opinions, and other information can be aired and accessed by people through websites such as blog sites and social networking sites, among others. This new form of posting information resulted in what is now known as online journalism.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Print and online journalism are both similar and different from each other in a lot of ways. There basic point of similarity is that they both contain information that is accessible by the public. This information may include daily news stories, sports updates, business news, health news.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, the main difference between the two is that in print journalism, these stories are published in broadsheet newspapers, magazines, and tabloids, among others, while in online journalism, the news and other information is basically published solely in websites. Usually, the information given by both forms of journalism may be accessed through subscriptions. However, certain newspapers, such as the New York Times, can be accessed online for free.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Moreover, compared to print journalism, online information is easily accessed. People simply have to connect to the Internet and view the web page that contains their desired information. On the other hand, printed information in the newspapers and magazines are bought in stores and magazine stands.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, possibly the most important difference between the two is how journalism is practiced. The practice of conventional journalism, without a doubt, requires critical analysis, logical thinking, mastery or knowledge of grammar, and most of all, commitment to the truth. This is usually the case with people who are involved in print journalism, most especially, the ones writing for established and highly credible newspapers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On the other hand, in online journalism, except perhaps for the websites of major dailies, most websites are not edited and proofread properly which results in erroneous or inaccurate information and grammatically incorrect sentences or phrases.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In short, the most important and most notable difference between the two is that online journalism lacks that true essence journalism per se as compared to print journalism where people know and have possibly mastered the fundamentals such as grammar, style, and logical construction.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Moreover, a majority of people involved in online journalism are not actually journalists by profession. These so-called â€Å"online journalists† may not have undergone proper training so technically they do not have the authority and capability that print journalists have.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Over-all, it can be said that online journalism is not journalism at all and is only a term that spawned from the boom of technology as compared to print journalism which follows traditional practices of   journalism.

Contemporary Gay American And European Movies Film Studies Essay

Contemporary Gay American And European Movies Film Studies Essay The subject of homosexuality in cinema, much in the same way as it is in real life, is something that causes much debate amongst the general public. Being perhaps one of the most controversial topics in modern society, the representation of gays in all media, not just film, becomes an important insight into the ever changing landscape of societys views on homosexuality. It is for this reason that the study of these representations becomes important, as through the analysis of both the media that contains the homosexual depictions as well as the reaction of the public, we gain a greater understanding of the role that homosexuality plays in our society. I will be examining the popular debates and theoretical approaches towards contemporary gay cinema, as well as both separately analysing and comparing key examples of modern films that deal with issues of homosexuality from America and Europe. The theoretical approach most well suited to the subject of study that I have chosen would be that of Queer Theory. A reasonably recent critical theory, Queer Theory focuses strongly on the ideas of gender, sexuality and social/sexual identity through gay interpretations of different texts. Use of a critical approach so strongly linked with the subject of my dissertation such as this will allow for a much better understanding of the subject matter and a greater ability to deconstruct my chosen films. In regards to the close analysis portion of the dissertation, Brokeback Mountain (Ang Lee, 2005) is the film that I have chosen as the focus of my study for American gay cinema, with Bad Education (Pedro Almodà ³var, 2004) as the focus of the Euro pean study. Both of these films I believe are strong examples of gay cinema from their respective countries, as both have two gay lovers as the central characters of the narrative, but more importantly, addressing the issue of their homosexuality and how it affects their lives and relationships is the core issue of the narrative. There are a number of key issues that I plan to discuss within this dissertation, in regards to both the critical study of contemporary gay cinema section and the close analysis of the films. First and foremost I wish to simply establish what the most prominent critical approaches towards gay cinema are and how the approaches apply to modern gay films. This will then allow me to discuss in more detail the representation of homosexuality put forward in these films and how these various depictions affect the image of homosexual in cinema as a whole. In the film analysis section I am aiming to deconstruct the two portrayals of homosexuality in the separate films to discover the different ways in which these cultures chose to treat this issue, not merely establishing the differences but discussing what might have caused them in the first place. However I also wish to look for similarities between the two pieces, to find out if there are any aspects involved in illustrating gay life that are universal and not affected by culture or society. The most effective method of research for a project such as this would simply be to study the vast assortment of books and journal articles from throughout cinema history written on this subject, as although homosexuality within cinema may be seen as a relatively uncommon subject, it has been a frequent part of critical discourse in film for many years. By reading the collected works of authors speaking on the subject of gay cinema I will be able to increase my knowledge in the area as well as find a number of core materials to work from and reference within the dissertation. Part B: Literature Review One such core book that I will be focusing on throughout the project will be The Culture of Queers (London: Routledge, 2001) by Richard Dyer. As a prominent writer in the field of gay culture and gay cinema, studying the works of Dyer is integral in gaining a full understanding in the matter of homosexuality within film. The book covers a variety of topics, from the discussion of homosexual imagery in different mediums and genres, to the discussion of actors known (or suspected) to be gay such as Rock Hudson and how it affected their career. The range of issues raised in the book make for a more well rounded view of gay culture and society, thus making it easier to critically discuss and analyse texts dealing with such issues. There is another book by Richard Dyer, The Matter of Images (London: Routledge, 1993; 2002 2nd ed.) that deals with similar issues, but focuses specifically on the ideas of representation. While not entirely focused on homosexuality like the previous book, there are multiple chapters dedicated to different aspects of gay representation, such as problems in the representation as gay people as typical, homosexuality and film noir and male sexuality in the media. With discussing representation being one the key points of the dissertation, being able to see professional examples of what I am attempting, focusing both in the same area as the project and on other topics, will help to greatly improve my ability to analyse representations in the film analysis section. It will give me a knowledge base to both reference from and build upon with my insight and information, allowing for more in depth and academic look at my chosen films. One of the other core materials for this dissertation, that has a perhaps even more direct link to what I am trying to achieve is the book Brokeback Mountain (Edinburgh: Edinburgh University Press, 2010) by Gary Needham, which examines both the Brokeback Mountain film and the original story by Annie Proulx. In much the same way as I intend to do the book discusses the association between the film and homosexual critical discourses, most specifically Queer Theory, which as mentioned is one of the key theoretical approaches for the project. It also talks about the relationship the film and its homosexual subject matter with various genres within cinema, those being Indie cinema, Westerns and Melodrama. By comparing how gay sexual identity is portrayed through the context of those different genres I will then be more capable when it comes to making comparisons between America and European gay cinema later in the dissertation. It is important to have a varied source of reading material to work from, so as well as the collection of books that I will be working from, I will also be using a number of articles from online film journals as reference. In comparison to a book where the author can make their point over multiple chapters and hundreds of pages, a journal article author must make their point in a much more concise manner due to the limited space allowed by their particular journal. One of the primary examples of an article that I will be using is All I Desire (Sight and Sound: v14, June 2004), written by Paul Julian Smith. In this article he discusses the Bad Education, so in addition to being able to study material in a different style of writing to that of books, which could improve my own ability to make my points more succinct and concise; it also gives me an example of a critical analysis of one of my chosen films for me to work from. Part C Structure Introduction (1000 Words) The introduction will cover a basic overview of the dissertation and the questions that it will be discussing in later chapters. Beginning with a small history of gay culture in cinema it will briefly talk about the idea of homosexuality and its involvement with cinema throughout the years in a general sense while giving the basic information that the later chapters will be building upon. Then there will be a short summary of the structure, talking separately about each of the dissertations chapters by explaining what you will be covering in that chapter and what questions you hope to answer through them. Chapter 1: Debates on Contemporary Gay Culture (2000 Words) In this chapter I will start to expand upon the information put forth in the introduction, going into much greater detail on the subject of gay culture and its representation throughout media history leading up to modern times. I will introduce the idea of Queer Theory and discuss its history and various applications in media and society. Using the gathered reading materials I will then begin discussing the various critical discourses associated with the specific subject of gay cinema and examining the ways in which they are connected with the more general Queer Theory. I will talk in some detail about the effect that the presence of gay culture and sexuality on film has on the general public, as well as how those reactions then affect gay culture as a whole. Chapter 2: Gay American Cinema and Brokeback Mountain (2000 Words) This is where I begin the process of bringing in the close analysis of my chosen films into the dissertation, focusing specifically on my American example of gay cinema, Brokeback Mountain, and the critical study surrounding it. I shall examine the films content focusing on the representation of homosexuality and building upon the chosen reading material such as the previously mentioned Brokeback Mountain book by Gary Needham. I will discuss various topics such as the issue of male sexuality, the representation of the gay protagonists in the context of American culture, and whether it meets or subverts the typical conventions of its genre(s). Chapter 3: Gay European Cinema and Bad Education (2000 Words) Continuing the close textual analysis portion of the dissertation, this chapter will focus primarily on my European example of gay cinema, Bad Education. Again building upon my collected reading material I will begin to deconstruct the representations of the gay protagonists, both within the films own European (specifically Spanish) context, but also beginning to delve into its connection with the American example. Comparing the different views of gay culture and sexuality presented in these films, the nature of the theoretical approaches surrounding them and the reactions of the differing national general publics will reveal whether or not there is a universal aspect of representing gay society, or whether the cultural and historical differences between countries create differing views on the way homosexuality should be portrayed on film. Conclusion (1000 Words) The conclusion will discuss in less detailed information the points that have been discussed throughout the dissertation. It will go chapter by chapter through the end results of all the key points of discussion that were raised through the study of the various theoretical approaches and reading materials during the project. I will then return to the key questions mentioned in the introduction and discuss how and if these questions were properly addressed, speaking briefly about how the answers to these questions fit into the idea of gay cinema as a whole. Part D Work Plan and Bibliography Between December 6th and mid-January I aim to have all the necessary books and journal extracts, with specific important extracts highlighted to use as references and discussion points. By the end of January I will make a rough draft of the introduction, and by the end of February I plan to finish the first draft of chapter 1 and start work on chapter 2. I will finish chapters 2 and 3 by the end of March and have the first draft of the full dissertation by mid-April. I will then use the remaining time until May 7th to go over everything and make any necessary changes. Current Bibliography Aaron, Michelle (2004) New Queer Cinema: A Critical Reader (Edinburgh: Edinburgh University Press) Benshoff, Harry M. (2005) Queer Images: A History of Gay and Lesbian Film in American Genre and Beyond (Maryland: Rowman Littlefield Publishing) Dyer, Richard (2001) The Culture of Queers (London: Routledge) Dyer, Richard (2002) The Matter of Images 2nd ed. (London: Routledge) Griffiths, Robin (2007) Queer Cinema in Europe (Bristol: Intellect) Griffiths, Robin (2007) Cinema and Sexuality (Buckingham/Philadelphia: Open University Press/McGraw Hill) Morland, Iain (2004) Queer Theory: Readers in Cultural Criticism (New York: Palgrave Macmillan) Needham, Gary (2010.) Brokeback Mountain (Edinburgh: Edinburgh University Press.) Russo, Vito (1987) The Celluloid Closet: Homosexuality in the Movies (New York: Harper Paperbacks) Smith, Paul Julian (2004) All I Desire Sight and Sound Vol.14, No.6 Sullivan, Nikki (2003) A Critical Introduction to Queer Theory (Edinburgh: Edinburgh University Press)

The Fifth Child Essay -- literary Analysis, Doris Lessing

The intricate complexity and astonishingly realistic descriptions of space in Doris Lessing’s The Fifth Child masterfully illuminates society’s dire inability to cope with it’s imperfection. Society demands immaculate perfection, a world free of defect, and the lust to live in a flawless utopia drives the identification and elimination of crude invalids. These desolate individuals are feared and deemed to be barbarous degenerates who must be placed beyond the boarders of functioning society to assure an uncorrupted world. Less desirable beings are cast into heterotopias or â€Å"counter-sites† while society denies their existence and feigns perfection. Lessing’s novel tears this image down and hastily exposes society’s despicable attempts to marginalize, blame, and exile those regarded as abnormal and dysfunctional in the supposedly immaculate world. In The Fifth Child the precisely executed heterotopia of the institution draws on this theor y of a parallel space as a capsule for undesired bodies and Harriet, the mother of a repugnant beast, is victim to society’s brutality. Harriet is an outcast and her remarkably horrific interaction with the cruel institution further alienates her from her family and miserably casts her into her own tumultuous heterotopia. Throughout the novel Harriet’s striking differences are juxtaposed against the societal trends of the time and she is commonly viewed as a misplaced oddity. Early descriptions in The Fifth Child define Harriet as abnormal and her image places her outside of the robust and transitional society in which she lives. Harriet is a curious misfit and she â€Å"sometimes felt herself unfortunate and deficient in some way† (10). This recognition of inexplicable peculiarities soon establishe... ...ly illuminates and exploits the despicable views and problems in society. The novel exemplifies society’s elitist attitude and unjust marginalization of individuals who are regarded as degenerate, invalid and grotesque through Harriet. Her harrowing interactions with the magnificently developed and horrific institution highlights the pathetic attempts of society to displace individuals and dispose of them beyond their functioning boarders. In addition, Harriet’s parallels with the institution lead to her alienation from the world. She is regarded as grossly unnatural, criminalized, and left alone to raise her difficult son Ben. It is clear that Harriet’s unfortunate interaction and connection to the ghastly institution uncovers society’s unforgiving demeanor and demonstrates the terrible and irreparable rift between misunderstood, peculiar individuals and the world.

Privacy in the Workplace Essay -- Workplace Privacy Essays

Privacy in the Workplace Introduction Technology has developed in leaps and bounds over the past few decades. The case is that the law always has difficulty keeping pace with new issues and technology and the few laws that are enacted are usually very general and obsucre. The main topic of this paper is to address the effect of technology on privacy in the workplace. We have to have an understanding of privacy before trying to protect it. Based on the Gift of Fire, privacy has three pieces: freedom from intrusion, control of information about one's self, and freedom from surveillance.1 People's rights has always been protected by the constitution such as the Fourth Amendment, which protects people from "unreasonable searches and seizures". As said by Eric Hughes, "Privacy is the power to selectively reveal oneself to the world."2 As written by Supreme Court Justice Louis Brandeis in 1928 is the right most valued by the American people was "the right to be left alone."3 Previously it took a lot of equipment to monitor a person's actions, but now with technology's development and advancement all it requires is a computer. And there are many mediums which can be monitored such as telephones, email, voice mail, and computers.4 People's rights are protected by many laws, but in private businesses there are few laws protecting an individual's rights. 5 As an employee of a company there is an understanding of the amount of monitoring the employer does. The employer has to decide how much monitoring is necessary to satisfy the company needs without damaging the company's employee morale.6 With all the monitoring done by private businesses they are free to violate employee privacy since the Constitution and the Bill of Rights a... .../2004) 23 Privacy Rights Clearinghouse (2002) Employee Monitoring: Is There Privacy in the Workplace? . (6/3/2004) 24 Privacy Rights Clearinghouse (2002) Employee Monitoring: Is There Privacy in the Workplace? . (6/3/2004) 25 Privacy Rights Clearinghouse (2002) Employee Monitoring: Is There Privacy in the Workplace? . (6/3/2004) 26 Privacy Rights Clearinghouse (2002) Employee Monitoring: Is There Privacy in the Workplace? . (6/3/2004) 27 Privacy Rights Clearinghouse (2002) Employee Monitoring: Is There Privacy in the Workplace? . (6/3/2004) 28 Galkin, William S. (1995) Electronic Privacy Rights: The Workplace . (6/3/2004) 29 Privacy Rights Clearinghouse (2002) Employee Monitoring: Is There Privacy in the Workplace? . (6/3/2004) 30 Privacy Rights Clearinghouse (2002) Employee Monitoring: Is There Privacy in the Workplace? . (6/3/2004)

Jackie Robinson Essay -- essays research papers

Jack Roosevelt Robinson was born January 31, 1919. He was born in Cairo, Georgia and was the youngest of five children. He had a grandfather that was a slave, Jackie’s dad was a sharecropper and Mallie, Jackie’s mother, was a maid. His dad ran away from the family when Jackie was only an infant. Jackie fought racism in his California childhood, at collage and throughout his whole life. During his childhood at California he was always picked on at school. Kids taunted him so much and so badly that he developed a hot temper. When Jackie was growing up, whenever he would sense or be involved in legal injustice he would get really mad and there would be nothing he could of done about it. At the University of California in Los Angeles, Jackie met his future wife, Rachel Islam. Jackie starred in four sports. Some have said that Jackie was the greatest American athlete, arguing that he was better at track & field, football and basketball than baseball. Later after college he joined the Negro Leagues to play professional baseball. If Blacks wanted to play professional baseball in 1946, they had to do so in the segregated Negro Leagues. Negro leagues started in 1920. They created these leagues because whites didn’t want blacks to play with them. They wanted the MLB to be clean white. Jackie Robinson was drafted into the army in 1942. He had a series of many conflicts as he rose to the rank of lieutenant. The worst one was when Jackie was sitting in the front seats of a milit...

Worldview: ten Commandments and God

Yvette Gross 11/9/2012 Apol 104-D11LUO As per the definition found in the dictionary to define â€Å"Worldview,† it is as follows. The overall perspective from which one see's and interprets the world. A collection of beliefs about life and the universe held by individual or a group. This represents the theory which I use to understand, perceive this world. It helps me to function according to the â€Å"norm. † Therefore, I fit nicely in with the status quo and not ruffle any feathers. Or so they believe. PART 2 – The Biblical/ Christian worldview of Origin, Identity, Purpose, Morality, and Destiny. 1. The question of origin-â€Å"Where do we come from? How did we come into existence? † Christian believes that God created earth, the heavens and everything in it out of his own will. Christian believe that mankind was created by the one and only sovereign God (Genesis 1:27). The bible states that the process in which God created Adam and Eve (Genesis 2:7-8, 23). Adam was created from the dust off the ground and Eve from Adam. â€Å"God who made the world and all things in it, since he is lord of heaven and earth† (Acts 17:24-25). Therefore, we all are created by God. 2. The question of Identity-â€Å"Who am I†? â€Å"What does it mean to be a human? † â€Å"Are humans more important than animals? Christian’s worldview teaches that God created man (Genesis1:27). We were created in God’s own image. We were given responsibility over the earth and rulers over animals (Genesis 1:26-28). Since we were created in God’s image, we are separate from animals and are given the right over animals (Genesis 1:28). We were known to God before our births. 3. The question of meaning/ Purpose- â€Å"Why do I exist? † The original purpose of the first man’s creation was when Adam rebelled against God. Men and women discovered themselves to exist in order to know God, to do his will, to glorify him, and to enjoy him forever (1 Corinthians 13:12). Why do I exist? † We are here because God created men and women to inhabit it (Genesis 1:26-28; 2:7). Also, our purpose is to know Christ, to allow him access to our lives, and to develop a personal relationship with him (John 17:3). We are to love other Christian believers. 4. The question of Morality- â€Å"What is meant by right and wrong? † and â€Å"How should I live? † The basis in which we differentiate between right and wrong is our knowledge of God’s law. This knowledge comes from two sources revelation and conscience. The bible says that God wrote his law on our hearts (Romatns 2:15). This is conscience.God gave a commandment to Adam and Eve in the garden. He gave ten commandments down to two essential commandments- love God and love your neighbor (Exodus 20). All of these represent God’s revelation of his law. 5. The question of Destiny- â€Å"Is there life after death† â€Å"What wi ll happen to me when I die? † Christians believe in two eternal states for all human beings: Heaven or Hell. Heaven and Hell are both eternally places where people exit in the presence and blessing of God in Heaven (Revelation 21) or in a state of separation from God, being punished in Hell( Revelation 20 11-15) (weirder and Gutierrez pg65).A new heaven and a new earth will come. But the day of the lord will come as a thief in the night , in which the heavens will pass away with a great noise, and the elements will melt with fervent heat; both the earth and the works that are in it will be burned up (Peter 2 3:10). Our salvation is a gift to any of us who wants to receive it. Part 3- How might/ should biblical worldview influence the way? A major worldview of mine is to do unto others as you would like done unto you. This is an important factor which I am cognitive of most days. Therefore, when addressing others it is important that I choose my words wisely.There are times it may be difficult and I need to be on a â€Å"time out,† however, this too shall pass. All humans are to be treated with respect, dignity without regard to their religious convictions, race or creed, and their social status. In the political/voting arena, my choice for any particular candidate is, â€Å"does he/she represent â€Å"me? † Do they represent my views? Will their worldview blend or shatter mine? Shall my family, friends and loved ones be represented as well? Furthermore, shall this candidate’s worldviews affect my life in a positive or negative manner?If any of these questions are received as â€Å"Nay,† then my support is withdrawn. An aunt of mine warns me to turn off the water faucets. It is a bad habit of mine to let the water flow freely as I do other things in the kitchen or house. She further warns that this is wasting water and goes on to explain â€Å"drought. † to me. Her warnings have awakened a new concern for the environmen t my children and I live in. No longer does the water flow freely. I am becoming aware of my â€Å"carbon footprint† being left on this earth. Therefore, lights are turned off, no littering or polluting our waters.The aerosol can has become an enemy within my household for it is weakening our ozone layers. A future career will be established in the same vein as my choice of political candidates. How will it affect my livelihood? Is there a pension attached. How will my medical needs be met? Will they respect my choice of religions and give me the religious holidays off? The main objective here is, â€Å"Do not ruffle my feathers. † Meaning, do not step on how I view the world. Do not insist I adopt your belief system that does not agree with mine. However, I shall respect your worldview.

Chartered Market Technician

Chartered Market Technician (CMT) Program Level 1 Spring 2012 Reading Assignments The CMT 1 candidate is responsible for the material on a definition level. The candidate must understand the terminology used in these readings, be able to describe the concepts discussed in these readings, and be able to examine trends. The CMT Level 1 Exam measures basic, entry-level competence. The CMT 1 candidate should have a working knowledge of the basic tools of the technician. Exam time length: 2 hours Exam format: Multiple Choice Immediate scoring will be available this exams.CMT Level 1 Exam tests the candidate's knowledge of six basic areas of technical analysis: 1) Terminology of technical analysis 2) Methods of charting 3) Determination of price trends/basics of pattern recognition 4) Establishing price targets 5) Equity market analysis 6) Applying technical analysis to bonds, currencies, futures and options Listed below and on the following page are the reading assignments for the Level 1 Exam. The CMT candidate is responsible for knowing and understanding the entire list of reading assignments. ***********************************************************************************CMT Level 1 Exam Reading Assignments 1) MTA Code of Ethics (attached at the end of this document) 2) Edwards, Robert D. and Magee, John, Technical Analysis of Stock Trends, 9th Edition, CRC Press, Taylor & Francis Group, Boca Raton, Florida, c2007, ISBN 0-8493-3772-0 Chapters: 1. The Technical Approach to Trading and Investing 2. Charts 3. The Dow Theory 4. The Dow Theory in Practice 5. The Dow Theory’s Defects 5. 1 The Dow Theory in the 20th and 21st Centuries 6. Important Reversal Patterns 7. Important Reversal Patterns – Continued 8. Important Reversal Patterns – The Triangles 9.Important Reversal Patterns – Continued 10. Other Reversal Phenomena 10. 1 Short-Term Phenomena of Potential Importance 11. Consolidation Formations 12. Gaps 13. Support and Resistance 14 . Trendlines and Channels 15. Major Trendlines 15. 1 Trading the Averages in the 21st Century 16. Technical Analysis of Commodity Charts 16. 1 Technical Analysis of Commodity Charts, Part 2 17. 2 Advancements in Investment Technology 23. Choosing and Managing High-Risk Stocks 25. Two Touchy Questions 27. Stop Orders 28. What Is A Bottom – What Is A Top? 29. Trendlines in Action 30. Use of Support and Resistance 31.Not All in One Basket 38. Balanced and Diversified 39. Trial and Error 40. How Much Capital to Use in Trading 41. Application of Capital in Practice 42. Portfolio Risk Management 43. Stick to Your Guns Appendix â€Å"C† Technical Analysis of Futures Charts 3) Kirkpatrick, Charles D. and Dahlquist, Julie R. : Technical Analysis The Complete Resource for Financial Market Technicians, Pearson Education, Inc. , Upper Saddle River, New Jersey 07458, c. 2006, ISBN 10:0-13-153113-1 Chapters: 1. Introduction to Technical Analysis 2. The Basic Principle of Technical A nalysis – The Trend 3. History of Technical Analysis 4.The Technical Analysis Controversy 5. An Overview of Markets 6. Dow Theory 8. Measuring Market Strength 9. Temporal Patterns and Cycles 10. Flow of Funds 11. History and Construction of Charts 12. Trends – The Basics 14. Moving Averages 15. Bar Chart Patterns 17. Short-Term Patterns 18. Confirmation 19. Cycles 20. Elliott, Fibonacci, and Gann 21. Selection of Markets and Issues: Trading and Investing 23. Money and Risk Management Appendix â€Å"A† Basic Statistics Appendix â€Å"B† Types of Orders and Other Trader Terminology 4) Pring, Martin J. : Technical Analysis Explained, 4th Edition, McGraw Hill Book Company, New York, NY, c. 001, ISBN 007-138193-7 Chapters: 2. Financial Markets and the Business Cycle 3. Dow Theory 4. Typical Parameters for Intermediate Trends 5. Price Patterns 6. Smaller Price Patterns 7. One- and Two-Bar Price Patterns 8. Trendlines 9. Moving Averages 10. Momentum Principles 1 1. Individual Momentum Indicators I 12. Individual Momentum Indicators II 13. Candle Charts 15. Miscellaneous Techniques for Determining Trends 16. The Concept of Relative Strength 18. Price: The Major Averages 19. Price: Group Rotation 20. Time: Longer-Term Cycles 22. Volume: General Principles 23. Volume Oscillators 24. Breadth 25.Why Interest Rates Affect the Market 26. Sentiment Indicators 27. Applying Technical Analysis to the Theory of Contrary Opinion 28. Checkpoints for Identifying Primary Stock Market Peaks and Troughs 29. Automated Trading Systems 30. Technical Analysis of Global Stock Markets 31. Technical Analysis of Individual Stocks 5) Jeremy du Plessis, The Definitive Guide to Point and Figure, Harriman House LTD, 2009, ISBN 1-897-59763-0. Click on the following link to buy it at an MTA member’s special discount: www. updata. co. uk/shop/mtabookoffer. asp Chapters: 1. Introduction to Point and Figure Charts 2.Characteristics and Construction 3. Understanding Po int and Figure Charts 4. Projecting Price Targets Revised November 2011 Market Technicians Association CODE OF ETHICS Amended December 2004 The Market Technicians Association has established ethical standards of professional conduct which every Member and Affiliate shall maintain. The Ethical Standards set forth in 1 through 9 serve as a guide of professional responsibility and as a benchmark for ethical judgment. 1. Members and Affiliates shall maintain at all times the highest standards of professional competence, integrity and judgment.Said standards should be maintained, and members and affiliates should act with dignity and in an ethical manner when dealing with the public, clients, prospects, employees, fellow Members and Affiliates and business associates. This ethical standard requires strict compliance with the applicable laws and regulations of any government, governmental agency and regulatory organization which has jurisdiction over the professional activities of Members and Affiliates. This same ethical standard requires that Members and Affiliates abide by the Constitution and By-Laws of the Association, and all rules promulgated by its Board of Directors.Members and Affiliates shall not unduly exploit their relationship with the Association for commercial purposes, nor use, or permit others to use, Association mailing lists for other than Association purposes. 2. Members and Affiliates shall not publish or make statements which they know or have reason to believe are inaccurate or misleading. Members and Affiliates shall avoid leading others to believe that their technically-derived views of future security price behavior reflect foreknowledge rather than estimates and projections subject to reexamination and, as events may dictate, to change. . Members and Affiliates shall not publish or make statements concerning the technical position of a security, a market or any of its components or aspects unless such statements are reasonable and consist ent in light of the available evidence and of the accumulated knowledge in the field of financial technical analysis. New methods of technical analysis and modifications of existing concepts and techniques shall be fully documented as to procedure and rationale.Proprietary methods shall not be infringed, but this standard shall be a guide in the creation of proprietary products. 4. Members and Affiliates shall not publish or make statements which indefensibly disparage and discredit the analytical work of others. 5. Members and Affiliates shall not seek, disseminate or act on the basis of material, non-public (inside) information, if to do so would violate the laws and regulations of any government, governmental agency or regulatory organization relating to the use of inside information. . Members and Affiliates shall keep in confidence knowledge concerning the lawful private affairs of both past and present clients, employers, and employer’s clients. 7. When a Member or Affi liate recommends that a security ought to be bought, sold or held, adequate opportunity to act on such a recommendation shall be given to the Member’s or Affiliate’s clients, employer, and the employer’s clients before acting on behalf of either the Member’s or Affiliate’s own account or the accounts of immediate family members. 8.Members and Affiliates shall not copy or deliberately use substantially the same language or analysis contained in reports, studies or writings prepared by any author unless permission to do so is received, in advance, from the author. In the event the original author is deceased, or is otherwise unavailable to grant such permission, Members and Affiliates must ensure that the original author receives prominent and adequate credit for the original work. 9. Members who have earned the CMT designation shall use CMT after their name whenever and wherever appropriate.

Recomendation of an English Teacher

ENGLISH LANGUAGE AND036 ADVANCED PLA CEMENT COMPOSITION 5 CREDITS GRADE 11 Prerequisites: Recommendation of an English teacher and a timed writing sample. Upon commitment to the course, students will complete an intensive summer AP preparation project. It is mandatory to take the AP Language and Composition Examination when it is offered in order to receive AP course credit for work done during this academic year.Students who do not take the AP examination will receive level 1 credit. This course takes the place of a regularly scheduled grade 11 English course. The following is a portion of the official course description for English Language and Composition effective 2010, found in the Acorn Booklet and on the AP Central Website [http://apcentral. collegeboard. com/apc/public/repository/ap-english-course-description. pdf]:An AP course in English Language and Composition engages students in becoming skilled readers of prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing.The goals of an AP English Language and Composition course are diverse because the college composition course is one of the most varied in the curriculum. Although the college course provides students with opportunities to write about a variety of subjects from a variety of disciplines and to demonstrate an awareness of audience and purpose, the overarching objective in most first-year writing courses is to enable students to write effectively and confidently in their college courses across the curriculum and in their professional and personal lives.Most composition courses emphasize the expository, analytical and argumentative writing that forms the basis of academic and professional communication, as well as the personal and reflective writing that fosters the development of writing facility in any context. In addition, most composition courses teach students that the expository, analytical and argumentative writing they must do in college is based on reading as well as on personal experience and observation.Composition courses, therefore, teach students to read primary and secondary sources carefully, to synthesize material from these texts in their own compositions, and to cite sources using conventions recommended by professional organizations such as the Modern Language Association (MLA), the University of Chicago Press (The Chicago Manual of Style), the American Psychological Association (APA) and the Council of Biology Editors (CBE).As in the college course, the purpose of the AP English Language and Composition course is to enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to c ommunicate effectively with mature readers. An AP English Language and Composition course should help students move beyond such programmatic responses as the five-paragraph essay that provides an introduction with a thesis and three reasons, body paragraphs on each reason, and a conclusion that restates the thesis.Although such formulaic approaches may provide minimal organization, they often encourage unnecessary repetition and fail to engage the reader. Students should be encouraged to place their emphasis on content, purpose and audience and to allow this focus to guide the organization of their writing, (The College Board, p. 7). Textbooks: Texts will be supplied by AHS. Shea, Renee H. , Lawrence Scanlon, and Robin Dissin Aufses. The Language of Composition. Bedford/ St. Martin’s, Boston, 2008. Marking Period |Part One |Part Two | |Quarter One |Orwell, G. Animal Farm (1946) |Salinger, J. D. Catcher in the Rye (1946) | | |Thoreau, H. D. Civil Disobedience (1849) |Thoreau , H. D. Where I Lived, and What I Lived For† (1854) | |Quarter Two |Steinbeck, J. Winter of Our Discontent (1961) |Miller, A. The Crucible (1952) | | | |Hawthorne, N. The Scarlet Letter (1850) | |Quarter Three |Shelly, M. Frankenstein (1831) |Fitzgerald, F.S. Great Gatsby | | |Huxley, A. Brave New World (1932) |Selected Memoirs | |Quarter Four |Student Speeches |Student Speeches |On-line materials: Students will read newspaper and magazine features regularly to apply course concepts in discussion, reader’s log, and writing assignments. Since all columns are available free on line, school will provide access to materials on computers in the school library, computer labs and classrooms during and after school. The sites include: On-line materials will be |Feature/Column |URL |Purpose and Practice | |discussed weekly, | | | | |on Tuesday, | | | | |using notes and/or print | | | | |copies | | | | | |The Writer’s Almanac |www. thewritersalmanac. publicradio. org |Develop writerly knowledge base | | |Headlinespot |www. headlinespot. om |State news | | |A Word a Day |www. wordsmith. org/awad/ |Vocabulary and etymology | | |Daily Infographic |www. dailyinfographic. com |Analysis of complex graphics | Grading policy: Grades will be determined by on-demand & multiple draft compositions, blog entries, teacher observations, and student self-evaluations. Rubrics and scoring guides are posted on the teacher webpage. Academic Topics and Expectations = 90% |Performance Topics | | |and Expectations = 10% | |Terminology |Appropriate use of literary terms in analytical writing |Preparation for class performance | |Thesis |Precise identification of thesis in reading/ |Participation in class activities | | |Logical development of thesis in writing | | |Detail |Location of essential detail in reading/ Prompt submission of homework | | |Inclusion of organization of essential detail in writing | | |Style |Recognition and explication of writers’ choices |Cooperation in group work | | |Making effective choices as a writer | | |Response |Efficient, explicit and insightful response to all writing prompts |Sustained writing improvement | |to Prompt | | | |Grammar |Consistent application of rules for punctuation, spelling, syntax and usage. Sophistication of spoken vocabulary | |Mechanics | | | |Revision |Aggressive and responsible approach to improvement of writing over multiple drafts and within on-demand tasks |Sophistication of written vocabulary | |Editing | | | ? Regularly save all word-processed work to a CD or flash drive and student account on the network. ? Multiple draft compositions may be submitted via email attachment. ? Multiple draft compositions may be scored using track changes, archived and returned to the student. Timed writing will be kept in a classroom folder as source material for reflective evaluation each marking period. ? Classes will be conducted according to the policies in English Departm ent Handbook and the Student Handbook; both are available on the network. Suggested Materials: Students will bring notes, handouts, and texts distributed within a marking period as well as note-taking materials. Assignment Posting: Assignments and handouts will be posted on the teacher webpage and/or the class blog. Writing Opportunities: Students’ Write to Be Heard, Voice of Democracy, Kids’ Philosophy Slam, Letters about Literature, Greenwave Gazette, Student Arts Magazine, Very Open Mic Nights, and Wordmaster’s competition will be announced during the academic year. AP Language |Assignment |Purpose |Summer tasks |School Year Tasks |Point Value | |Summer Projects | | | | | | |[pic] |Sign up for a Gmail account. |Promote communication |Check your email at least once a |Email assignments via |None—having the email is | | |Address should be a combination of first initial, last | |week for updates |attachment |necessary for participating in| | |name and AP | | | |the class blog. |[pic] |Subscribe to |Develop vocabulary |Select the best word week of the |Bring your essay to the first | | | |Wordsmith. org/awad/subscribe. html | |summer. Write a brief expository |class. |Pass/ Fail: 100 Pts. | | | | |essay using those words. |Please word process and save |Participation | | | | | |your document | | |[pic] |Visit headlinespot. om and follow the news of your |Develop an American perspective|Browse the state’s news and learn|Post to the class blog sharing | | | |assigned state through its news publications. |other than Abington, MA |what is important to people who |your sense of what is important|Pass/Fail: 100 Pts. | | | | |live there. |in this state. |Participation | | |Email Dr. G. your state ASAP! | | | | | | |See Randy Pausch’s lecture, â€Å"Realizing My Childhood |Be inspired! Write a first draft of your first|Bring your lecture to the first|Pass/Fail: 100 Pts. | |[pic] |Dreams† also called â€Å"The Last Lectur e. † |Then, use his lecture as a |lecture, to be edited all year |class. |Participation | | | |model for your first lecture |long, and delivered as your final|Please word process and save |Revised in Sept. for a writing| | | | |exam. |your document at home. grade | | | | | | |MCAS | | | | | | |Rubric: 100 pts. | |[pic] |Begin a reader’s log or response journal |Practice interacting with a |As often as you read, respond. |Bring to first class. |Pass/Fail: 100 points | | |text | |Use on in-class writing |Participation | | | | | |assessments. | | |[pic] |Read The Dark Tide (Puleo) |Read non-fiction as an |Look up new words. |Consider: |In class writing during the | | | |argument. |Post on the class blog. |Should anyone be held |first marking period. | | | |Use reader’s log. | |accountable when accidents |AP Rubric:100 pts. | | | | |happen? | | |[pic] |Read Flyboys (Bradley) |Read non-fiction as an |Look up new words. |Consider: |In class discussion and | | | |argum ent. |Post on the class blog. |How is keeping secrets |writing during the first | | | |Use reader’s log. | |justified during war time? |marking period. | | | | | |AP Rubric:100 pts. | Typical Day: The usual class period is 47 minutes long. Usage of class time may vary, but most often follows these sections: |1-8 minutes |Writers’ Almanac, Word of the Day, Daily Infographic | | |Individual review and preparation of notes, readings or assignments for class and/or | | |Small group review of notes, readings, topics for discussion or assignments. |9-42 minutes |Lectures, individual practice, small group work, discussion, or Q&A to process readings or practice skill application. | | |Peer editing and revision may occur here. This section expanded for all on-demand writing practice. | |43-47 minutes |Summarizing class, homework announcements: teacher webpage and/or class blog. | | |Be the Change Daily Challenge or AWAD Thought of the Day | Typical Week: Although our schedul e may flex around holidays and special school events, the typical weekly plan is: |Monday |Review, in-class writing, on demand writing, peer review, teacher conferencing, in class editing & revision. |Tuesday |On-line feature discussion days, focused on topics closest to instructional topics OR most provocative topics. | |Wednesday |Text reading due date, introduction to new topics, processing readings in small groups or through lecture Q&A. | |Thursday |Practice and processing texts or reading in whole class, small group jigsaw or independent exercises. | |Friday |Continued practice and processing, discussions, presentations of individual or group work to class. | Typical Marking Period: Academic year is divided into 4 quarters, each halfway point marked by a formal report: Quarter, Part One |Quarter, Part Two | |Argument /Language topic |Language/ Argument topic | |Literature connection, model analysis |Researched Argument or Multi-Draft Essay | |Synthesizing weekly news/magazi ne features |Synthesizing weekly news/magazine features | |Researched Argument or Multi-draft Essay, directed revision activities |On Demand Writing/ Multiple Choice practice | |On Demand Writing/Multiple Choice practice |Final Speech revision | |Self evaluation, class participation |Self evaluation, writing portfolio | |Progress report |Report card | Exams: Midterm and final exams will be given and are 90 minutes in length. |Midterm Exam |Final exam | |Exam practice; one multiple-choice section and two essays given in an AP format. Grade will be a |Presentation of speeches written for summer reading assignment and revised during the course of the year. |combination of scores weighted similarly to the AP exam. |Grade will represent revision of the text of the speech as well as delivery. | Quarter One, Part One: Reading to appreciate writers’ choices: Genre, organization, and diction |Concept/Skill |Content |Practice |Assignment/Assessment | |How can we use Language of Composition to |Shea et al. |Independent reading |Summer Reading Assessments listed on table, p. 4 | |approach to reading and writing? |Ch. An Introduction to Rhetoric |Small group discussion |syllabus | | | |Applying summer reading and readers’ logs in discussion | | | |Rhetorical Model |Note-taking templates |And | | |Ethos, Pathos, and Logos |SOAP Acronym |Timed Writing Baseline Samples | | |Patterns of Development | | | |Assign Orwell, â€Å"Politics and the English Language† ( 529-538) and Thoreau, â€Å" On the Duty of Civil Disobedience†(939-956) | |How do readers and writers use a common |Shea et al. |Shea et al. |Word Study Presentation | |vocabulary? |Ch. 2 Close reading |Orwell (539-40) |Individual/Group Options | | |Style |Questions for Discussion |Each selects a word from a passage or a favorite | |What does it mean to appreciate â€Å"word choice†? Note Taking& Annotation |Questions on Rhetoric & Style |word; | | |Glossary |Thoreau (9 56) |Identify related forms and synonyms; | |How can a writer use denotation and connotation |Orwell, â€Å"Politics and the English Language,† |Exploring the Text |Explain denotation, etymology and connotation. | |to communicate clearly? |(529-538) |Exploration of language resources. | | |Thoreau, â€Å" On the Duty of Civil Disobedience,† |Tone Vocabulary Handout | | | |(939-56) | | | | | | | | |Assign Orwell, Animal Farm | |How does synthesizing various viewpoints bring |Shea et al. |Analysis of point of view/bias in |Multi-draft synthesis essay/ teacher conference | |us to a personal statement about an issue? |Ch. Synthesizing Sources |Katrina Op-Eds: NYT 2007 | | | |Ch. 1Princess Diana, 28-34 | |How should we respond to communities who suffer | | | |Rice, A. â€Å"What it means to lose New Orleans† |disasters? | | |Puleo, The Dark Tide |Geraghty, J. â€Å"We failed you? Try again. | | | |Bradley, Flyboys |Sebold, A. â€Å"Living with the Dead† | | | | | | | | | |Timed Writing Item : Synthesis Based Question | | |How is a speech different from other texts? |Lunsford et al. Analysis of text for evidence of subject, occasion, audience, |Speech Revision | | |Ch. 17 Spoken Arguments |purpose and elements of oratory and signal Words | | | |Speeches from Summer reading |Compare and contrast written and spoken texts. |Include specific oratorical strategies in your | | |Speeches by Dr. Randy Pausch | |speech. | | |Lou Gehrig and Dr. Martin Luther King, Jr. | | Quarter One, Part Two: Reading between the lines (and into pictures) for implicit theses |Concept/Skill |Content |Practice |Assignment/Assessment | |How does satire work as a strategy in social |New Yorker â€Å"Shouts and Murmurs† essays |Discuss satire as a strategy, distinguishing distortion of |Timed Writing Practice | |commentary? |Shea et al. 924-920) |message, importance of tone | | | |Swift, â€Å"The Modest Proposal† |Swift (920-1) |Analysi s of rhetorical strategies in satirical | | |Questions for Discussion |Analyze for subject, occasion, audience, purpose, style and |writing | | |Questions on Rhetoric & Style |tone | | | | |SOAPSTONE | | |How does a reader decode allegory? |Orwell, G. Animal Farm |Discuss representation in allegory, examining use of indirect |Creative Writing: Group option | | |Twain War Prayer |appeal. |Select an issue or event of personal, local, national| | | |Review language of political systems. |or global importance. | | |View Animal Farm (TV 1999) |â€Å"Shouts and Murmurs† essay | | | | |Satirical editorial or | | | | |Allegory | |Assign Salinger, The Catcher in the Rye; Thoreau, Where ILived, and What I Lived For | |How can we describe a speaker by analyzing |Salinger, The Catcher in the Rye |Analysis of diction for effect in creating character and voice,|Multi-draft essay/ peer edit | |language patterns? | |especially, age, education, income, geographical location and |Identif y the language pattern of Holden Caulfield; | | |Student selected passages from first person |tone |compare and contrast with the language of another | | |young adult short stories and novels | |literary character. | | |Review of model student papers |Option: Write chapter 27 or an â€Å"inter-chapter† in | | | | |Holden’s voice | |How can a visual become an argument? |Shea et al. (49-50) |Find 3-5 editorial cartoons on one subject OR ads on a product,|Speech Revision: | |How can a visual assist or confuse the reader of|Reading at Risk (147-9) |service or message; |Create a visual illustration or summary of your | |an argument? |Visual Rhetoric (891-893) |Compare and contrast how artists portray ideas. |argument. | | |Editorial Cartoons from Headlinespot. om |Discuss how a visual assists or confuses the reader of an | | | |Print advertising |argument. | | | |Daily Infographic | | | |Assign King, â€Å"Letter from Birmingham Jail† (260-274) and Assign Hawtho rne, The Scarlet Letter | |How does a writer explain the belief that |Shea et al. |Close reading and annotation |Timed Writing Practice | |motivates action? Thoreau, â€Å"Where I Lived†¦Ã¢â‚¬  |Analyze anticipation of criticism and concession |Excerpt (Swift, Orwell, Thoreau or MLK) | | |MLK â€Å"Letter from Birmingham Jail† |Focus on SOAPSTONE |Defend/Challenge /Qualify | Quarter Two, Part One: Exploring issues of academic and personal integrity |Concept/Skill |Content |Practice |Assignment/Assessment | |How do readers recognize stereotypes? |Shea et al. Discuss stereotypes of gender, language or culture in the |Mock Trial | | |Readings will be selected from one of the |media: in television: reality shows, sitcoms, and crime shows |Discuss claims made by the author about characters | |How do writers employ stereotypes? |following chapters: |Select a single media segment and identify its dependence on |and claims characters make about each other. | |How does a read er evaluate the judgment of the |Ch. 7 Gender (347) |stereotypes or rebellion against stereotypes by showing a |Which character in Scarlet Letter is the greatest | |community? |Ch. Language (507) |clip(s), OR |sinner? | | |Ch. 11 Popular Culture (707) |Select a stereotype and present clips from multiple media |Hester, Dimmesdale, Chillingworth or the community | | | |outlets | | |Assign Steinbeck, Winter of Our Discontent | |To Wikipedia or Not . . . that is the Question. |Shea et al. |In groups, select a topic. One Draft/ self-edit | | |Ch. 3 Synthesizing Sources (61) |Compare and contrast all features of Wikipedia and other |Use what you know about assessing and using sources | | |Ch. 6 Synthesis: Incorporating sources into a |available sources. |to develop a personal statement about Wikipedia | | |revision (335) | |usage. | | |www. wikipedia. rg | | | |How does a reader use citations to understand a |Lunsford et al. |Review the necessity of crediting completely all sources b y |One Draft/ In class | |text? |Ch. 20 Intellectual Property, Academic |using a citation system: MLA, APA, Chicago, etc. |Select an actual or literary dilemma involving | |How does a writer document sources [MLA, APA, |Integrity, and Avoiding Plagiarism; |Discuss academic integrity issues in our school and the Code of|academic or personal integrity. |Chicago] ? |Ch. 22 Documenting Sources; |Conduct policy. |Explore the options for action. | |How does a community of readers and writers |Gibson Primetime report: Cheating in America's |Research a scandal involving cheating, plagiarism or other |Compare and contrast your response with that of the | |preserve academic integrity and protect |schools (2004); |academic integrity issues. |actor in the situation | |intellectual property? |Steinbeck, J. Winter of Our Discontent |Evaluate integrity and plagiarism issues in Steinbeck’s novel. | | | | |SPEECH REVISION: | | | | |Evaluate and document all sources in your speech or | | | | |visuals. |Assign Miller, The Crucible | |How does a reviewer persuade the reader to see |Film Review Archive |Analyze of reviews to identify New Yorker film reviews as a |Multi-draft essay/ peer edit | |(or avoid) a film? |New Yorker On-Line |genre. |Read several reviews of The Crucible (1996). | | |Critics Corner |Distinguish between the styles Denby and Lane reviews, esp. |Review The Crucible. | | | |diction and syntax. Employ strategies and style to persuade an audience | | | | |to accept or reject your judgment of the film. | | | |View The Crucible (1996) | | Quarter Two, Part Two: Where science and argument intersect (at logos, pathos and ethos) |Concept/Skill |Content |Practice |Assignment/Assessment | |How does a reader identify and understand Logos |Shea et al. Review newspapers for features and editorials in science. |Multi-draft/peer edit | |in science and technology writing? |Huxley The Method of Scientific investigation ( |How do various cities and states respond t o a science issue? |Identify science issues in your state. | | |609) |Review logical appeals and fallacies. |Compare and contrast the state view on a science | |How does a writer employ appeals to Logos? |Pinker The Blank Slate (630) | |issue with your view and the national view. | |Sagan The Cosmic Calendar (671) | | | | |Gould Women’s Brains (349) | | | |Assign Shelley, Frankenstein | |How does a reader identify and understand |Shea et al. |Analysis of slogans, public service announcement [PSAs], sales |Ad analysis | |appeals to Pathos in science and technology |Eiseley The Bird and the Machine (601) |pitches and maxims |Contribute a full-page to the classroom Gallery of | |writing? |Bronoski The Reach of Imagination (616) | |Emotional Appeals. | |How does a writer employ appeals to Pathos? Csikszentmihalyi The Future of Happiness (623) | |Identify the elements of the appeal. | |How does a reader identify and understand |Shea et al. |Examination of the thesis as a ca ll to action, whether implicit|Speech Writing: The Introduction | |appeals to Ethos in science and technology |Royte Transsexual Frogs (655) |or explicit. |Read a science article on a controversy or debate. | |writing? |Carson from Silent Spring (798) |Discussion: What should we do as a result of reading science |Write an introduction for the advocate of a | |How does a writer employ appeals to Ethos? |Various, Focus on Climate Change (862) |writing? particular point of view that prepares an audience | |Assign Huxley, Brave New World | |How does a reader identify and understand |Shea et al. |Investigate the current status of genetic technology |On Demand Writing Practice | |complex appeals in science writing? |Various, The Ethics of Genetic Technology (678) | |Synthesis based science question | |How does a writer employ complex appeals in | |Note how science writers are introduced in texts | | |science? | | | | | | |SPEECH REVISION | | | | |Fact check your speech | | | | |Wri te an introduction: classmate. |How do science fiction writers employ complex |Shelley Frankenstein |Identify theme and supporting appeals in a science fiction |Multi-draft/teacher conference | |appeals to persuade an audience to think, feel, |Huxley Brave New World |film, TV, short story or novel. |Science (dystopic) Fiction | |or act? |Bradbury Fahrenheit 451 |Focus on predictions and projections. |Review an imaginative text and its success as an | | |Aldiss â€Å"Super-toys Last All Summer Long† (665) |Discuss impact on audience. |appeal on an issue. | |Vonnegut â€Å"Harrison Bergeron† | |Support with evidence from text and context. | Quarter Three, Part One: Defining roles and responsibilities in the world of work |Concept/Skill |Content |Practice |Assignment/Assessment | |How do writers use language to define work and |Ehrenreich From Serving in Florida (179) |Investigate current and future job trends. One Draft/self-edit | |careers? |Dillard The Writing Life ( 212) |Read newspapers for employment trends in your state. |Describe your dream job. | | |Friedman, From The World is Flat |Discuss the words of work: career, vocation, job, retail, |Visit Bureau of Labor Statistics for Job descriptions| | |Terkel, From Working |profession, minimum wage, salary, commission, union, resume, |and requirements. | | | |class etc. Visit job listings in print and on-line. | | | | | | |Assign Miller, Death of a Salesman | |What is the purpose of work? |Goodman, In Praise of a Snail’s Pace (221) |What obligation does one have to provide for oneself and one’s |On Demand Writing | |How does work define a person? |Olsen I Stand Here Ironing (224) |family? Goodman, â€Å"Company Man† | | |Auden,â€Å"The Unknown Citizen† | | | | |Conversations: Focus on Working Parents (235) | | | | | | |Editorial/ One draft | | | | |Should one parent stay at home to be the primary | | | | |caregiver for children? | |Assign Fitzgerald, The G reat Gatsby | |How do writers employ complex appeals to |Minimum wage |Read newspapers for positions on workplace issues in your |Panel Discussion | |advocate for workers and/or employers? Workplace safety |states. |As a group, identify an American workplace issue. | | |Gender equity |Discuss the role of the government in the workplace. |Describe the range of positions on this issue. | |How do writers define the role of the government|Illegal/Undocumented workers |In your state, how many people are employed by the government? |Should the government intervene? If so, how? If not, | |in the workplace? | | |why not? | | | |Present to the class. | | |Fitzgerald, The Great Gatsby |Discuss class conflict and work as a way to move between and |Multi-draft/ peer edit | |How do writers define social class? |Miller Death of a Salesman |among classes. |Select a literary text that deals with class | |How do writers portray class conflict? | | |conflict. | |Miller Tragedy and the Common Man | |Identify the author’s attitude toward work or social | | | | |class as the defining element of identity. | | |Steinbeck, Winter of Our Discontent | |Support with evidence from the text and context. | | | | | |Quarter Three, Part Two: Becoming an advocate for schools and self |Concept/Skill |Content |Practice |Assignment/Assessment | |How do writers define education and the role of |Shea et al. |Learn what a mission statement is |One Draft | |schools in our society or community? |Emerson, From Education (103) | |Select a school and locate its mission statement. | | Baldwin, A Talk to Teachers (123) |Visit websites |Analyze the language for what it reveals about the | | |Mori, School (130) |The Common Core |attitude of the institution toward its students, | | | |US Dept. of Education |employees, families and community. | | | |MA Dept.Of Education | | | | |Our School Mission | | | | |College Mission Statement | | |How do writers employ complex appeals to |Shea et al. |In your states, identify issues in education. On Demand writing/SBQ | |advocate for stakeholders in school |Conversations: |In particular, look for graduation rates, drop-out rates, |What is the role of the public school in American | |communities–students, families, teachers and |Focus on the American High School (150) |bullying, standardized testing, English Language Learning, |society? | |communities? | | | | | | | |What is the responsibility of a community to its | |How do writers define the role of the government| | |public schools? | |in schools? | | | | | | |What is the future of public education in America? | |How does writing identify one as a candidate |College essays |Visit college websites |Multi-draft | |worthy of admission to college? | |Locate college applications, including the common application. |Write a college essay. |How does one employ rhetorical strategies in a | |Discuss the role of writer as significant to college | | |college essay? | |appl ication. | | | | |Analyze the college essay prompts; what do they have in common? | | |How does a speechwriter use claims and evidence |Presidential speeches on education |Analyze education speeches for claims and evidence |SPEECH REVISION | |to advocate effectively for public education? Commencement addresses |Focus on subject, occasion, audience, purpose and tone |Multi-draft synthesis essay/ teacher conference: | | |Convocation speeches | |Revise speech to make clear claims supported by | | |Convention speeches from professional education | |evidence. | | |conferences | |Identify the connection of your topic to formal or | | |College Board 2010 | |informal education. |Quarter Four, Part One: Presenting an argument personally |Concept/Skill |Content |Practice |Assignment/Assessment | |How does a writer explore and develop an |Shea et al. |Discuss the concerns of the communities to which|Panel discussion | |informed position on issues of local, national |Hedges From The Dest ruction of Culture (922) |you belong. |Form groups based on common community concerns. | |and international importance? Goldsmith National Prejudices (933) |How are they similar to and different from other|Identify the most pressing concerns of that community. | | |Woolf Thoughts on Peace in an Air Raid (935) |communities |State your group’s position on those issues. | | |Picasso Guernica (975) | |Present to the class. | |Assign memoir, blog or collection of personal essays | |How does a writer make and present a proposal |Lunsford et al. Brainstorm proposals for action within the |Multi-draft essay/ teacher conference | |for a community? |Ch. 12 Making a Proposal |school community. |As an individual or group, write a proposal for some aspect of the | | |Previous action research proposals | |school community. | | | |Research what other school communities have done| | | | |to address similar issues. |Develop an action plan. | | | | | | | | |Select or develop a feedback form | |Why does a writer choose the personal essay over|Lives essays, NYT archive |Identify personal essays / memoir as genres. |On Demand Practice | |the expository essay? |In podcast format: |Discuss how memoir can function as argument. |Alexander, M. â€Å"Fault Lines | |How can a writer use personal experience |NPR, This American Life |Analyze the implied argument in individual |Mairs, N. â€Å" On Being a Cripple† | |persuasively? | |experience. | | | |SOAPSTONE | | | | | |Multi-draft essay/self-edit | | | | |Write a Lives Essay or record a segment in the format of This | | | | |American Life | |Assign search for video/transcript of speeches | |How does a writer educate an audience through |Kingston Woman Warrior |Analyze the implied argument in the individual |Multi-draft essay/peer edit | |memoir? |Mathabane Kaffir Boy |experience |Read and analyze a memoir or collection of personal essays. | |How can a reader gain perspective on an issue |Angelou, I Know Why the Caged Bird Sings |Explore issues of immigration, bilingualism, |Respond to the text as an argument, evaluating its claims and taking| |through memoir? |Wiesel Night |feminism, apartheid, poverty, abuse of power |a position on one of its issues. | |Various memoirs such as | | | | |McCourt, Angela’s Ashes | | | | |MacDonald, All Souls | | | | |Beah, A Long Way Home | | | Quarter Four, Part Two: Presenting an argument to the community Concept/Skill |Content |Practice |Assignment/Assessment | |How does a writer prepare for a presentation? |Final Exam Speeches |Discussion of speeches for performance |SPEECH REVISION | | | |strategies |Dress rehearsal for your final speech. | | |Video of famous speeches |Practice use of various visuals: handouts, |Incorporate required visuals. | |(to be determined) |charts, overheads, PowerPoints, props and |Develop a feedback form for your audience. | | | |gestures. |Revise speech by incorporating peer and teacher feedback. | | | |SOAPSTONE | | | | |Review evaluative rubrics for feedback. | | | | |Multiple drafts/self-edit: | | |

Lyndon Johnson’s War Book Review

Book Review Lyndon Johnsons War Review The Vietnam War involved many decisions and outcomes, many of which have latter been reviewed with more uncertainty then confidence. With this Michael Hunt, the author uses both American and Vietnamese resources, some which before the book were never heard from. He uses these sources to try to explain how the United States of America was sucked into involvement with Southeast Asia.The overall conclusion of the book does not bring to many new views on why the United States involved itself with the issues of Vietnam but more confirms already believed views that they began in the conflict with comprehension of Vietnam’s problem other than the issue of the cold war. The preface, Hunt expresses how his early beliefs on Vietnam were molded by books he had read including Lederer and Burdick's The Ugly American, Fall's Street without Joy, and Greene's The Quiet American.He talks of living with his family in Saigon for the summer in the 1960s. His father worked with the U. S. military mission, to revamp the simple idea of Americans as â€Å"innocent moral crusaders†) in which was done outside of and in blindness to the actual Vietnamese history and culture. Hunt begins with an extensive look at the America’s view and movement on to the Cold War. In Chapter One, â€Å"The Cold War World of The Ugly American,† he reviews the United States' indifference to the problems Vietnam while centering on a more international inference.That makes Ho Chi Minh with the seem to be more a communist instead of a patriot and which in turn led initially to help the French colonialism in the area, then to the support of anticommunist leaders, an move that attracted the United States to the issue. Hunt then blames Eisenhower administration's views, which gave a † †¦ simple picture of Asians as either easily educable friends or implacable communist foes† (p. 17). The second Chapter, the author looks at Ho Chi Minh and why he was so well liked among the Vietnamese.Though not forgetting his communist background, Hunt makes the argument that Ho was more of a practical person who would, to better the Vietnamese, use any way possible. Eisenhower’s administration refused to accept this kind of sweeping nationalism which â€Å"†¦ left nationalism starkly at odds with communism and could make no sense of politically engaged intellectuals as ready to rally against American as they had against French domination† (p. 41).Hunt hold back some of his not so found thoughts for the Kennedy administration who aided making Vietnam as a not declared war while the United States started to be more involved in the 1960s. In the chapter â€Å"Learned Academics on the Potomac† he examines people such as Robert McNamara, Dean Rusk, McGeorge Bundy, and John F. Kennedy himself in light of their ongoing outlook and the issues of Southeast Asia coming from the administration beforehand.Hunt s’ main reasoning for the sole responsibility of United States militarily involvement in Vietnam is in the title itself. In the chapter â€Å"That bitch of a war† near the end of in the book, which is quoting Lyndon Johnson, the author blames the true reason for the war to be Johnson’s fault. Though what we learned previously throughout the book helped set the spark of the war, Johnson overlooked many chances to extinguish the problems.Hunt states that Johnson â€Å"imagined a moral landscape† in Vietnam while using drawing from unrelated experiences from his time spent in Congress and the Texas Hill Country create plan of stability in Saigon. An example from the chapter â€Å"How distant Johnson's Vietnam was from the real thing and how close to his own American experience is evident in his constant injunction to his Vietnamese allies to act like proper leaders–by which he meant helping constituents, showering benefits on them, and getting out fo r some serious handshaking† (p. 7). The ending chapter, â€Å"How Heavy the Reckoning,† Hunt looks at the United States' departure from the war and the outcomes of that conflict on the American mind. Hunt takes the U. S. relationship with Vietnam all the way into the early 1990s, when a relationship was planned don being rebuilt by President Clinton. With the American involvement still happening, He uses an analogy by referring to American involvement as â€Å"only a flesh wound† (p. 125).