Argument about animal rights and welfare Essay Example | Topics and Well Written Essays - 500 words

Contention about basic entitlements and government assistance - Essay Example He contended in 1785 that people have duties just toward different people, and that horribleness to creatures is contradicting to keeps an eye on commitment to himself (Thomas A. Mappes, 2002 ). We have the moral commitment to deal with the privileges of creature and need to fill in as much as could be expected under the circumstances, for their government assistance. We have to get some information about what sort of inheritance we would leave for our kids. What effect would it have on our people in the future? Creatures have an equivalent option to live on this planet with us. At the point when we do give our endeavors for the advancement of basic entitlements and government assistance, we are doing our part in their security and preservation(Richard H. Corrigan and Mary E. Farrell (eds.)). Jeremy Bentham, despite the fact that profoundly contradicted to the possibility of normal rights, contended, following Rousseau, that it was the inclination to endure, not the aptitude to reason, that ought to be the standard of how we treat different creatures. In the event that astuteness were the rule, numerous people, including infants and impaired occupants, would likewise must be treated as if they were things. We should be prepared to be the friends in need of creatures, advise and teach individuals about the rights and the government assistance of creatures. The most ideal approach to begin this is by giving talks in instructive foundations, on the local level, on the city level, and on the bigger level, by both going to places by and by, and furthermore by utilizing all the strategies for media and correspondences innovation that we have grown up until this point. We have to prepare individuals and bestow information on basic entitlements and government assistance, to pass on this information about basic entitlements and government assistance, with the goal that individuals know the realities, and can isolate realities from fiction (Orlans, 1998 ). Following the impression of Peter Singer what argues' identity is, predicated on the inclination to endure, and that's it, and once it is perceived that a being has interests, those interests must be given equivalent examination. How much creatures can endure is thus a key

History Of Video Games Essay -- Video Game

A few issues are unraveled over some espresso and some continue for a considerable length of time with no indication of goals. The explanation might be that an answer can not be found or potentially that an excessive number of arrangements are set up. The progressing contention of whether computer games are fortunate or unfortunate for society is a reasonable model. Rivals accept they are a terrible commitment to society while defenders accept they are a fundamental and strong expansion to society. William Higinbotham, who in 1958 made a game called Tennis for Twoâ… (The Beginning), is the one credited for the development of the computer game. At this phase in time, this new advancement didn't start a lot of enthusiasm with general society. PC and computer games themselves didn't turn out to be a piece of the mainstream society until the late 1970's (The Beginning). Passing Race, which turned out in 1976, Â… got one of the principal questionable computer games (Controversy) to come out to the general population. The reason for the game was to run down devils while driving a vehicle. This kind of amusement was new and awkward; it showed unbalanced circumstances and was unreasonably brutal for a ton of the pundits. Now clearly there were two very contrasting points of view toward the most recent innovation to strike the market. Yet, since the greater part of the pundits were against it and not very many for it, including the makers and gamers, more protests were made and t he savage round of Death Race was inevitably expelled from the market. This was unquestionably not the finish of gaming but rather it additionally was not the end analysis. The gaming business complied with the pundit's solicitations and opened into 80's with less illustrative, more child well disposed games, for example, Pac-Man and Donkey-Kong (Controversy). As computer games bec... ... computer games indicated preferable visual abilities over the individuals who didn't (USA Today). Specialists have likewise discovered that the subjects who played computer games were better ready to monitor objects showing up at the same time and handled quick changing visual data all the more effectively (USA Today). Computer games have made it far from when they initially began. A few games really show kids how to peruse, compose, and even tally. Adolescents likewise express that a touch of gaming after school really helps take some worry off from classes and the over-burden of schoolwork. Computer games are a quickly developing type of innovation. This issue must be talked about in light of the two standing up to sides that leave it. In view of the issue computer games need to either keep developing as they are or they must be halted totally or a settlement between the two gatherings must be reached.

Freedom Day 6 Books About Post-Apartheid South Africa

Freedom Day 6 Books About Post-Apartheid South Africa On April 27, 2019, it will be 25 years since South Africa held their first post-apartheid elections where every citizen of voting age and of any race was allowed to vote. Nelson Mandela became the country’s first president elected through a fully democratic process. At Book Riot, we are celebrating Freedom Day 2019 through literature because we know words are power, and words are freedom. This list is obviously not extensive, but hopefully these South African stories (both true and imagined) about life after apartheid will inspire you add some more books to your African reading list! Born a Crime: Stories from a South African Childhood by Trevor Noah Noah shares his coming-of-age story during the end times of apartheid that began with his birth, a criminal act punishable by five years in prison. In 18 personal essays, Noah weaves a moving and funny story of a young man struggling to find himself in a world where he was never supposed to exist. Coconut by Kopano Matlwa Matlwa’s debut novel explores the psychological trauma due to apartheid through the lives of two women. Ofilwe lives a life of privilege and chooses to adopt “white culture” and the accompanying benefits over embracing her African culture. Fikile is a sassy and ambitious go-getter looking to escape poverty and live the sophisticated city life of white people. Dreams, Betrayal and Hope by Mamphela Ramphele The country of South Africa needs hope again, because the dream imagined in 1994 of equality, a thriving economy, and prosperity for all has been betrayed. In this thoughtful analysis, Ramphele argues the “emotional settlement” to heal the trauma of colonialism and apartheid and the “socio-economic settlement” to provide equality for all is missing, and suggests innovations to achieve true reconciliation. Thirteen Cents by K. Sello Duiker Duiker’s debut novel shows the dark side of Cape Town through magical realism and follows the life of Azure, a 13-year-old black street kid with blue eyes. Azure is determined to survive the dangerous world of gangs and the sex trade. Welcome to Our Hillbrow by Phaswane Mpe This novel is about South Africans dealing with xenophobia, suicide, and other post-apartheid trauma in the inner city neighborhood of Johannesburg, Hillbrow. The Woman Next Door by Yewande Omotoso Hortensia and Marion are neighbors and recent widows adjusting to post-apartheid South Africa. One is black, and one is white. Both are sworn enemies. One day, an unforeseen event forces the women together, and their arguing gradually turns into conversation, but is that enough to turn these enemies into friends? Sign up to Unusual Suspects to receive news and recommendations for mystery/thriller readers. Thank you for signing up! Keep an eye on your inbox.

Treatments to Combat Cancer Essay - 1768 Words

CANCER DRUG RESISTANCE Introduction: †¢ Treatment of cancer varies person to person depending on the variety in individual factors because every cancer has specific pathological and molecular characteristics such as location, health and extent of disease. †¢ The main part is to destroy the cancerous cells by least harming the normal tissue. Tumors can be present in the parts of the body where drug cannot easily penetrate or could be protected by the local environments due to increase tissue hydrostatic pressure or altered tumor vasculature. Chemotherapy: †¢ There are several treatments to combat cancers which can work well alone or in combination with sequentially or simultaneously. Of those treatments the most†¦show more content†¦Ã¢â‚¬ ¢ Today we can talk about drug resistance in two classes, target specific and target nonspecific. †¢ In old times termed as acquired drug resistance and intrinsic drug resistance respectively. †¢ Drug resistance in cancer is a term used, which means that a patient having cancer has been resistant to the chemotherapies. †¢ Drug resistance means the decrease in the efficacy of a drug. Drug resistance may develop at once or the drug becomes ineffective overtime. †¢ When cancer becomes resistant to a lot of structurally different and unrelated chemotherapies then it is called multidrug resistant cancer. †¢ It is also known as Antineoplastic resistance and in this the cancerous cells become resistant to drugs by a lot of mechanisms. Intrinsic drug resistance: †¢ This type of resistance means that an organism or cell have a characteristic property which make all the normal members of the specie tolerable towards particular drug or any specific chemical change in its environment. †¢ In that case the feature or property responsible for the resistance is inherent and integral property of the specie which has arisen over the course of evolution. †¢ All the cells whether normal or cancerous exhibit a degree of intrinsic resistance to the compounds they normally encounter. †¢ In mammalian cells the rate of division of the cells is also an important in the case of intrinsic cancer drug resistance. †¢ It is the factShow MoreRelatedInformative Speech On Childhood Cancer1265 Words   |  6 PagesChildhood Cancer Introduction I. Open with Impact: About 15,270 children ages 19 or under will be diagnosed with cancer this year. (National Cancer Institute, 2017) A. With that said, have any of you know someone diagnosed with cancer? 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The Importance Of A Candidate For The Democratic Party

As a nominee for the Democratic party, you must begin to decide which issues will become the center of your campaign. We would like to respectfully ask you to consider making gender equality a major issue in your campaign. Though the women’s movement has made major strides, continuing this work will allow the women of America access to all the opportunities their male counterparts enjoy. In order to have these opportunities, we have identified three issues where women need support. First, Reproductive Rights allow women to make their own healthcare decisions in order to have choices about their bodies and when to have children. However, these rights are being threatened by ever increasing restrictions. We will propose a plan to increase funding and reduce barrier to allow all women who need care access to responsible, comprehensive health care. Next, our current policies surrounding childcare and family leave often make it difficult for women to balance the demands of having a career with being a caregiver in the home. Revising these policies and implementing new ones will allow women more flexibility and compassion as well as the ability to balance their career and home life during difficult times. Finally, allowing women access to education will help open doors to new careers while ensuring their economic equality with working men. Looking over these areas and considering changing existing policies or enacting new ones will allow women more opportunities to grow andShow MoreRelatedThe Roles and Future of Political Parties in America Essay548 Words   |  3 Pageshe warned the nation about political parties fearing they were dangerous to the way government should function. Despite his warning, political parties developed and changed American politics forever. 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The History of Italian Renaissance Free Essays

The Italian Renaissance was driven by a force of great strides in humanity. This was a time for a re-awakening of educated thinking, great artistic endeavors, and an empowering factor of humanism to use free will to govern one’s future rather than allowing the church to dictate the correct path in life. The city of Florence became the center for much of this activity, where artists and scholars were sponsored royally by like-minded families of great wealth and social power. We will write a custom essay sample on The History of Italian Renaissance or any similar topic only for you Order Now More emphasis was put onto education as a means of freedom from ignorance instead of a reason to serve God. There was a shift in power from the church to a general secularization in all areas of life, with the main focus being on the enhancement in the studies of the arts. The arts were looked at in a new way, using humanism as the new religion and the new way to achieve the greatest possible virtue. The actual term Renaissance means â€Å"re-birth†, which is essentially what was taking place overall, in Florence and other Italian states. â€Å"For Burckhardt this period consisted, broadly speaking, of the 15th century in Italy, a time and place in which â€Å"medieval† man became â€Å"modern† man. -Italy-History of, Encyclopaedia Britannica, 2000. (1) This was a re-birth of ideas, learning, communication, artistry and beliefs. All of these factors were culminating together to prepare the world for the dawning of a new age, and a new direction for man to move in. The Italian Renaissance began finding it’s niche among the elite in Florence in 1360, however, this was just the beginning. The Renaissance proved to be more established by the early fifteenth century among the rest of Italy, and eventually the rest of Europe. . The world was changing and ready for a new way of thinking. No longer were individuals prepared to accept the teachings of the church as their guidelines in life. Society wanted more from life than what the church had to offer. Italian culture, most noteably in Florence, was growing wealthier. With this increase of wealth came a need to pursue personal limits in achievement, education, and ability. â€Å"In their society, successful individuals, usually men, clearly were capable of doing more in this world than traditional religious views allowed. † – Modern European History I, 1992. (2) The humanists came forth from this need to learn. They were the intellect behind the Renaissance and brought to light a new view of what should be taught and studied. They embraced the classics; translating many from the ancient Greek and Roman script they were originally created in, and redefining how these works were originally interpreted. They looked upon studies in grammar, rhetorics, poetry, history and moral philosophy as a means of elevating their self-worth, and discovered that man can create his own destiny rather than follow a pre-ordained fate determined by the church. By using education to further themselves in society, the free-willed humanists were setting the standards for educated thinking, that current modern day life adheres to. â€Å"Humanism was the most important single intellectual movement of the Renaissance. † – Eugene F. Rice Jr, 1970. (3) Humanism was not only focused on education; this way of thinking also held power over other aspects of the Renaissance. 2 As much of the educational aspect centered in Florence, so did the growing desire for beauty and culture to be represented in art; another strong factor of humanism. With it’s economic and social standing becoming rapidly elevated, and due to the strong tradition of democracy it held, Florence would prove to have the ideal surroundings for the birth of artistry in the Italian Renaissance movement. At the beginning of the Renaissance, Florence was a well-established, commercial city primarily controlled by the rich merchant class and some of the very wealthy and powerful families that resided there. Families such as the de Medici family, would commission artists to design and build enormous churches, palaces and other monuments to cement the families’ position in Florence. Using this type of backing sponsorship, the growing artistic community was able to flourish and thrive, and produce a mutitude of glorious works, focusing on a new embodiment of their skill. The human body was looked upon and studied with more detail and realism than ever before. This lead to more accurate and life-like art work, both in painting and sculpture. Much of the art moved away from the old themes of portraying the world and humanity as perfectly as possible, and concentrated instead on capturing the actual likeness of the subject matter, no matter how unappealing or distressing it may have been. With enormous financial sponsorship behind them, artists were able to concentrate soley on their craft and expand it into the new, Renaissance style. They met great opposition from the church but were able to continue moving forward with the ongoing support of their benefactors. The infallible teachings of the church combined with the power of the Pope, were constantly challenged by the humanists and those that followed this new style of thought. Citizens were more and more frequently pledging allegiance to the crown rather than to the Vatican, creating a steady decline of power from religion. â€Å"The Christian truth that had been acknowledged as comprehending all phenomena, earthly or heavenly, now had to co-exist with a classical attitude that was overwhelmingly directed toward earthly life. – Humanism, Encyclopaedia Britannica, 2000. (4) Knowledge began to undermine the position of the church. An ever-increasing amount of followers of humanism reaffirmed the fact that humans are individuals and not just souls passing through earth on their way to eternity in heaven or hell. As individuals, every human had the right to discovering his own destiny and potential. These beliefs and views were strongly frowned upon by the church, who tried in vain to reassert their influence on society. Much of the great wealth of the era was also looked at as un-Christian, but the humanists argued that wealth was only a means to achieve greater virtue. Money was needed to fund and support the arts, which provided the tools to further enlightenment in these areas. The church however, could only accept this wealth if it was used for the greater good of society. This was an argument to prevail throughout the Renaissance. From the re-evaluation of education and art, society has derived an opportunity to determine their own destiny, based on the knowledge they choose to empower themselves with. Humanists may have opposed the church and it’s teachings in order 4 to move forward with free will and choice, but without that opposition, life would not hold the amount of wonderment and variation that exists today. The humanistic efforts that began during the Italian Renaissance paved the way for society to become more independent in their thinking, more realistic in their arts, and more educated in subject matter that had been too long denied. The Italian Renaissance shaped and altered the â€Å"modern† world, bringing society out of the â€Å"medieval† times and onto the path that stretched toward the optimistic future. How to cite The History of Italian Renaissance, Papers

Pragmatic ethics

Pragmatic ethics is an emerging field of ethics that perceives ethics as science, which consists of both theory and practice. Proponents of pragmatic ethics argue that, ethical theory and moral practice are integral components of ethics in that, either of them cannot give a satisfactory definition of morality in society.Advertising We will write a custom case study sample on Pragmatic ethics specifically for you for only $16.05 $11/page Learn More From a pragmatist’s point of view, ethics require logical thinking and empirical actions for one to comprehend the nature of ethics fully in a complex society, where actions can hardly fall into two categories viz. right or wrong. Serra (2010) argues that, moral inquiry needs deliberation that involves analysis and weighing up principles, beliefs, and arguments relative to reality (p.101). Therefore, in this light, pragmatic ethics are not conventional, but vary from one society to another or one organiz ation to another due to differing circumstances. Pragmatic ethics manifests itself in habits that influence human, organizational, or societal behaviour; hence, it best elucidates varied ethics that people apply on various circumstances of life. The case study of Mount Isa shows how the government, city council and Xstrata Company are employing pragmatic ethics in their defence against accusations of polluting the environment. Even though several families are suing the government, council and Xstrata for allowing lead dust from Mount Isa mines to pollute their homes, waterways and gardens, which resulted into high levels of lead in blood of their children, they have not put appropriate measures to control pollution. Nyberg (2008) debates that; pragmatic ethics require contextualization of actions coupled with, and linking, the actions to ethics according to circumstances that they occur (p.589). In the case study, Xstrata together with the government and council are treating lead po llution as a unique occurrence that only needs exceptional interventions from within Xstrata. The government, council, and Xstrata are attributing the lead pollution to outcrops of rocks that occur in Mount Isa. Consequently, these bodies advice the community to live safely with lead in spite of the external pressures from Queensland’s Department of Health and Environmental Protection Agency (EPA), which requires regulation of lead pollution because it affects physical and intellectual development of children.Advertising Looking for case study on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Virtue Ethics Virtue ethics focus on exceptional deeds that elevate wellbeing of people in society or an organization. According to virtue theory of ethics, virtuous person will act virtuously to benefit all people because virtue is a motivational force of actions. Since habits form the basis of ethics, virtue ethics depend on day-to-day activities that people do, in that spontaneous decisions spring from attributes of virtues in a person. Nyberg (2008) argues that virtue is innate attribute of a human being that comes spontaneously without application of ethical principles (p.589). Therefore, virtue ethics guide people in their daily activities making them act virtuously for the benefit of others and the entire society. In circumstances where moral rules and virtue conflict, virtue ethics takes precedence because they are flexible and applicable in complex situations. Usually, virtuous people employ virtue ethics when formulating ethical rules that are fundamental to making decisions and regulating actions. From virtue point of view, Mount Isa mining is unfortunate because it poses serious health threat to a large number of individuals of about 23,000. Queensland Department of Health and EPA did protest that lead pollution is occurring because of negligence by concerned authorities. Compelled by virtues, EPA manage r resigned and accused the government of negligence as Sonenshein (2005) contends that, organizational members can effectively criticize their organization after stepping outside (p.478). The government, council, and Xstrata do not care about the effects of mining lead on population, especially children as it causes physical and intellectual impairment. According to Audi (2009), virtue motivates people to aim at the right things by using right means to achieve desired ends (p.9). However, the government and the council have given Xstrata powers to regulate its own pollution making it release a large amount of emissions that tripled the amount recommended under national environmental regulations. Thus, Xstrata did not employ virtue ethics in its mining process relative to health concern of Mount Isa’s residents.Advertising We will write a custom case study sample on Pragmatic ethics specifically for you for only $16.05 $11/page Learn More Egalitar ian Approach Egalitarian approach to ethics requires that people should receive equal treatment in society despite their different social, economic and cultural backgrounds. According to Moss (2009), egalitarianism enhances equality in society by promoting fair procedures of employment, business, and acquisition of resources (p.7). People are continuously struggling in life to improve their economic and social status; thus, egalitarianism seeks to provide a level ground where each person has equal access to opportunities that are essential in improving wellbeing. Therefore, if people require equality to prevail in society in various aspects such as social, health, economic, and political, they should utilize egalitarian ethics. Sonenshein (2005) asserts that, organizational members create moral standards that are applicable across an organization as a way of promoting equality (p.476). Equality is a key factor that determines organizational ethics according to egalitarian perspectiv e. Therefore, it is moral for equality to prevail in society or organization. In the case study, several families have sued the government, council, and Xstrata for neglecting health concerns of Mount Isa’s population because the mining is emitting enormous amount of lead into the environment that pose a serious risk to human health. From the egalitarian perspective, Queensland Department of Health and the EPA are accusing Xstrata of not following international standards of ethics in controlling lead pollution. Study carried out shows that 10% of young children have high levels of lead in their blood, which is above 10mcg/dl, threshold limit recommended by World Health Organization (WHO). The health department and EPA hold that, Mount Isa’s population need equal treatment like other populations across the world because high levels of lead in the blood of children are deleterious to their health. Moss (2009) argues that, people need equal treatment because they have sam e worth and dignity (p.4). Thus, Mount Isa’s population requires similar health concerns as other population across the world. Deontological Approach Deontological ethics holds that morality is an inherent attribute of an action rather than its consequences. Since humans act according to certain principles and rules of life, deontological weigh whether those actions are compliant. Basing on deontological perspective of ethics, actions that strictly follow stipulated principles and rules are ethical while those that do not comply with any principle or rule are unethical.Advertising Looking for case study on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Nyberg (2008), deontological approach to ethics uses moral rules that reflect justice, rights, and duty in the analysis of an ethical nature of actions (p.587). Hence, deontological approach to ethics deals with nature of actions in contrast to consequential approach that examines outcomes of actions. Bowie (1999) asserts that, business that puts money first is immoral because it does not care about its customers (p.34). According to deontological approach to ethics, if a business is acting virtuously to achieve an unimpeachable reputation rather than for the sake of morality, it thus means that it is acting immorally. From deontological perspective, the government, council, and Xstrata are acting immorally in Mount Isa mining because their priority is to obtain money. Since Xstrata generates millions of dollars, the government and council derive vast amounts of revenues and royalties, and they have neglected health concerns at Mount Isa’s population because what matters to them is money. The government has given powers Xstrata to regulate its pollution, thus providing it with too much freedom to continue pollution homes, gardens and waterways with lead as it has tripled its emissions. Abdullah and Valentine (2009) contend that, inconsistency of human actions with rules and principles reflects deviation from ethics (p.5). In the case study, Xstrata did not comply with national environmental regulations because it emitted triple amount of emissions recommended. Moreover, the government has left Xstrata to control its emissions rather than to be under control of EPA. Instead of reducing its emissions, Xstrata advised the population on living safely with lead. Ethics of Duties Ethics of duty focuses on actions that people can do in a given circumstance. Ethics of duty rely on the premise that people who are in power have the moral responsibility of ensuring that, society or organizations perform actions, which are ethical to promote human welf are and growth of businesses. According to Crane and Matten (2010), corporate leaders have the ethical duty to act in promotion of ethics regarding contemporary issues such as globalization, citizenship and sustainability of resources (p.123). Ethics of duties emanate from decisions and orders that leaders issue when they face ethical challenges in the course of their businesses. Since ethical dilemmas are complex to resolve, Solomon (1993) reasons that, leaders need to tailor their decisions to varied circumstances because ethical principles vary from one place to another (p.358). Hence, ethics of duties enable people in leadership positions to act according to rules and principles to promote morality in society. In the case study, the government has failed to act according to its responsibility of ensuring that Mount Isa’s population receives essential protection from lead pollution. Likewise, the city council has neglected health issues associated with Mount Isa mining bec ause, in conjunction with the government and Xstrata, they have conspired to refute claims that lead pollution is responsible for increased levels of lead in blood among children. Solomon (1993) indicates that, negligence is a problem that many organizations are grappling with because it elicits ethical dilemmas that are difficult to handle (p.361). Millions of dollars that Xstrata is generating has blinded the council and government from responding appropriately to lead pollution by ensuring that there is compliance with national environmental regulations, as a way of protecting Isa’s population from lead pollution. The EPA and Queensland Department of Health have taken their responsibilities by showing the nature and extent of lead pollution in Mount Isa’s surroundings. References Abdullah, H., Valentine, B., 2009. Fundamental and Ethics Theories of Corporate Governance. Middle Eastern Finance and Economics, 4, pp.1-9. Audi, R., 2009. Virtue Ethics as a Resource in Business. Society for Business Ethics. pp.1-28. Bowie, N., 1999. Business Ethics: A Kantian Perspective. Oxford: Blackwell Publishers. Crane, A., Matten, D., 2010. Evaluating Business Ethics. Oxford: Oxford University Press. Moss, J., 2009. Egalitarianism and the Value of Equality. Journal of Ethics and Social  Philosophy, 6(4), pp.1-7. Nyberg, D., 2008. The Morality of Everyday Activities: Not the Right, But the Good Thing to Do. Journal of Business Ethics, 81(26), pp.587-598. Serra, J., 2010. What is and What Should Pragmatic Ethics Be? Some Remarks on Recent Scholarship. European Journal of Pragmatism and American Philosophy, 2(2), pp.100-112. Solomon, R., 1993. Business Ethics. In P. Singer (Ed.), A companion to ethics. (pp. 354-365). Oxford: Blackwell. Sonenshein, S., 2005. Business Ethics and Internal Social Criticism. Business Ethics  Quarterly, 15(3), pp.475-498. This case study on Pragmatic ethics was written and submitted by user Jerry Moore to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Quartz Triboluminescence

Quartz Triboluminescence Many minerals and chemical compound display triboluminescence, which is light produced when chemical bonds are broken. Two minerals that exhibit triboluminescence are diamond and quartz. The procedure to produce the light is so simple, you should try it right now! Feel free to use diamonds, but be aware the light is produced when the crystal lattice is damaged. Quartz, on the other hand, is the most abundant mineral in the Earths crust, so you should probably start with that. Quartz Triboluminescence Materials You need any form of quartz, which is crystalline silicon dioxide (SiO2). You dont have to sacrifice perfect quartz crystal points for this project! Most gravel contains quartz. Play sand is mostly quartz. Go outside and find two semitranslucent rocks. Chances are good they are quartz. How to See the Light First, make sure the quartz is dry. The phenomenon occurs when the crystal lattice is torn apart by friction or compression. Wet quartz is slippery, so its presence will compromise your efforts.Gather your materials in a darkened location. It doesnt need to be pitch black, but light levels need to be low. Give your eyes a couple of minutes to adjust to make it easier to see the flashes of light.Method 1: Firmly rub together two pieces of quartz. See the flashes of light?Method 2: Strike one piece of quartz with another. Now, you may also get actual sparks using this method, plus you may chip off splinters of rock. Use eye protection if you go this route.Method 3: Walkthrough dry sand. This works well at a beach or in a sandbox, but the sand must be dry or else the water will cushion the crystals.Method 4: Crush a piece of quartz using pliers or a vise. This method is especially nice if you want to take a video of your project.Method 5: Do what the Uncompahgre  Ute did and fill a tr anslucent rattle with bits of quartz. Shake the rattle to see the glow. The native tribes used rattles made of rawhide, but a plastic bottle works fine, too. How Quartz Triboluminescence Works Triboluminescence sometimes is called cold light because no heat is produced. Material scientists believe the light results from a recombination of electrical charges that become separated when crystals are fractured. When the charges get back together, the air is ionized, producing a flash of light. Usually, materials that display triboluminescence are displayed an asymmetrical structure and are poor conductors. This is not a hard-and-fast rule, however, since other substances display the effect. Its not restricted to inorganic materials, either, since triboluminescence has been observed between vertebral joints, during blood circulation, and even during sexual intercourse. If its true the light results from ionization of air, you might expect all forms of triboluminescence in the air to produce the same color of light. However, many materials contain fluorescent substances that release photons when excited by the energy from triboluminescence. Thus, you can find examples of triboluminescence in just about any color. More Ways to See Triboluminescence Rubbing together diamonds or quartz is not the only easy way to observe triboluminescence. You can view the phenomenon by pulling apart two pieces of duck tape, by crushing wintergreen candies, or by pulling the Scotch tape from its roll (which also produces x-rays). The triboluminescence from the tape and the candies is a blue light, while the light from fracturing quartz is a yellow-orange. Reference Orel, V.E. (1989), Triboluminescence as a biological phenomenon and methods for its investigation, Book: Proceedings of the First International School Biological Luminescence: 131–147.

7 Military Ranks Common in Popular Culture

7 Military Ranks Common in Popular Culture 7 Military Ranks Common in Popular Culture 7 Military Ranks Common in Popular Culture By Mark Nichol 1. Captain This all-purpose title, originally identifying the leader of any band of warriors but later formalized to refer to someone holding a specific military rank, is used in civilian contexts to refer to a sports team’s most prominent member, a successful businessperson (â€Å"captain of industry†), or any leader. The rank originated with land-based forces but was carried over in naval contexts when military leaders took nominal command of ships for naval operations or ferrying of troops from one place to another, though the master of the ship the owner or owner’s representative, who unlike the captain had nautical skills actually supervised the ship’s operations. Now, any boat owner or operator is called a captain, and the commander of a naval vessel is referred to as the captain (or, less formally, the skipper) regardless of actual rank. 2. Colonel Was Colonel Sanders, founder of the fast-food chain KFC, a military veteran? He did serve briefly in the US Army, but as a lowly private. So, where did he get his title? From the Commonwealth of Kentucky, it turns out; the Bluegrass State awards the honorific â€Å"Kentucky colonel† to selected individuals who in some way contribute to the state’s well-being. But why â€Å"Kentucky colonel†? After the Revolutionary War, aristocratic landowners who had been commissioned as colonels in the Continental Army and authorized to form regiments were thereafter referred to as â€Å"Colonel† to honor their participation in that glorious conflict. Because such men were community leaders, by extension, the honorific, and in Kentucky the more specific phrase, was later bestowed on wealthy gentlemen in general, whether they had actually held a colonel’s commission or not. This tradition intensified after the American Civil War, when, as before, it was a point of honor to be able to identify oneself as a veteran especially one who had been a senior officer. The title became a routine honorific for wealthy Southern men, even those born in succeeding generations. Colonel Sanders, though of humble origins, adopted this persona after the governor of Kentucky awarded him the title. (A similar, tongue-in-cheek designation is â€Å"Nebraska admiral† a jocular nod to the fact that the Cornhusker State is landlocked.) 3. Drill Sergeant Noncommissioned officers assigned to train recruits, depending on the particular branch of the military in which they serve, have different designations, but this title, for US Army trainers, is the one most familiar to civilians, and it is often used in nonmilitary contexts to denote a harsh taskmaster. This characterization comes from the formidable personalities drill sergeants and their ilk display, because their job is to break their recruits so that their individuality is subsumed to develop unquestioning obedience and unit cohesion, two necessities for group survival in combat. 4. Ensign Originally, ensign referred to a flag, and sometimes the rank of the junior officer assigned to carry a military unit’s flag in battle was given the same name. By extension, though ensign is no longer a rank in land-based military forces, it became the entry-level officer rank in navies, though that officer’s duties have nothing to do with flags. 5. Lieutenant This term, from the French words meaning â€Å"in place of,† originally referred to the deputy of a military leader and later came to be formalized as a military rank (with variations). Like captain, it was then extended into nonmilitary contexts to refer to any immediate subordinate. A similar word is subaltern, an obsolete junior rank corresponding to a lieutenant; the term, though rare, has the same nonmilitary connotation. 6. Major Why is the leader of a marching band called a drum major? Such ensembles are descended in concept from military marching bands, which evolved from the use of bugles, fifes, and drums to sound signals to military units because shouted orders, hand gestures, signal flags, and other forms of communication might be difficult to hear or see in the noise and confusion of battle. Civilian marching bands, whose uniforms are a carryover from military dress, originally were primarily seen in parades, but performances at sporting events, stand-alone events, and band competitions began to predominate. The title of drum major an appointment, not a rank in the military hierarchy carried over to civilian usage; as with military ensembles, the person in that position, who may serve as a conductor, a marching coordinator, or both, wears a distinctive uniform to be easily recognizable. 7. Marshal This word sometimes used in place of or in addition to general in the military hierarchies of some countries, referring to a very high-ranking officer, has lowly origins: It is from a Germanic term meaning â€Å"stable boy† or â€Å"stable servant.† (The first syllable is a cognate with mare, meaning â€Å"female horse†). In medieval society, the humble stable keeper’s status steadily rose until the title referred to the commander of a feudal lord’s cavalry. Ultimately, the term â€Å"field marshal† referred to the leader of an army or a large division of it. The law enforcement term derived from association with a military marshal’s role in keeping the peace, and the use of â€Å"grand marshal† to designate an honorary parade leader stems from the military officer’s duties in ceremonial traditions. (Similarly, constable, which developed from a Latin term meaning â€Å"count of the stable,† was used throughout history from the later days of the Eastern Roman Empire as a title for various high-ranking officials, but constable now usually refers to a low rank in law enforcement.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Coordinating vs. Subordinating ConjunctionsCapitalization Rules for Names of Historical Periods and MovementsTrooper or Trouper?

Vocabulary Game for English Language Learners (ELL students) Essay

Vocabulary Game for English Language Learners (ELL students) - Essay Example The game in this presentation is one that focuses on the use of prepositions and adjectives. This experience can be related to what I have learned about ELL and how they interact with material as well as the benefits of face to face interaction. It also relates to things like the development of literacy. â€Å"There is a growing concern over the ability of the educational system to meet the needs of the increasingly diverse multiethnic, multilingual classroom. Prominent among these needs is the acquisition of literacy skills. In recent years, researchers have begun to challenge simplistic notions about the development of English as a Second Language (ESL)1 literacy skills† (Geva, 2000). The game is basically a variation of tic-tac-toe. Most students, even those from other countries, are familiar with tic-tac-toe, and if they are not, it does not take long for the teacher to explain it, and for them to catch on during play. The game begins with the teacher using a whiteboard and marker to draw the tic-tac-toe grid. In each square of the grid, a preposition and adjective are placed, with the â€Å"to be† verb added where necessary. For example, in the first round, the grid may be â€Å"be afraid of,† â€Å"vote for,† â€Å"be confident in,† â€Å"be married to,† â€Å"take from,† â€Å"fight for,† â€Å"dream about,† etc., with one phrase in each square. The students then pair into twos. One student is X; the other is O. The students take turns using the preposition and adjective in their own example, to get the square. When the game is over, the winning student can play the next student up, in a round robin, if necessary. If there is no winner in the tic-tac-toe game, the teacher should move on to another group of two students. Overall, this is a more effective game to play in classes of ten or fewer students, because this still

Marijuana should be legalized for medicinal purposes Essay

Marijuana should be legalized for medicinal purposes - Essay Example States and other foreign countries have relaxed policies on prohibition of this plant. A large number of the U.S. population clamors for its legalization because of their need for the medical plant. 3) Economic benefits will be derived by the government in its implementation The use of marijuana was declared illegal under Marijuana Tax Act of 1937. The historical account on â€Å"Why Marijuana is illegal† showed the reasons to be â€Å"racism, fear, and protection of corporate profits, yellow journalism, ignorant, incompetent, and/or corrupt legislators, personal career advancement and greed†.(Pete Warrant) Mathre, Marlyn who completed a study on the medicinal value of marijuana, referred to same reasons for 1937 Act. The events that took place are told below. Nothing has been mentioned that marijuana was illegal because of some dangerous effects found by the medical science and prohibition was made to protect the citizens. The plant was considered an important crop during 1600s because it was used as rope, food, incense, cloth and for other economic uses. Planting of the crop was encouraged at that time. Racism was the primary reason it was prohibited in California when in 1900s, Black Americans and traveling Mormons were found using it for smoke. Other states just followed this prohibition. Ignorance could also be stated as one of the reasons here that even without proper justification, a Senator made a generalized statement saying â€Å"that all Mexicans are crazy because of smoking marijuana†. Another ground was â€Å"Yellow Journalism† that spread exaggerated and fearful stories on Black Americans using the stuff to benefit readership of their newspapers; like saying that marijuana was linked to brutal behavior of users . William Randolf Hearst, the owner of the newspapers just hated Mexicans which was due to racism, plus the fact that he saw the hemp as a fierce competition to his timber plantation. Personal career and advancement were also the

Study sources E and F and the site at Quarry bank mill. :: essays research papers

I am studying how useful sources E and F are in arriving at an accurate explanation of how apprentices were treated at Quarry Bank Mill in the early 1840s. Source E was written by Robert Hyde Greg in 1843, 7 years after the incident happened. Robert H. Greg was the son of Samuel Greg, he was the original owner of Quarry Bank Mill. By 1836, which was when the Esther Price ran away, Robert H. Greg had inherited the mill. Source F was written in 1838, by a man called John Doherty. He was a campaigner for reducing children?s hours of employment in cotton mills. Doherty had also been in prison for organising pickets. The magistrate was a close friend of Samuel Greg, because of this John Doherty campaigned many times to close down and taint the reputation of Quarry Bank Mill. Both sources E and F are accounts of Esther Price?s escape from Quarry Bank Mill to Liverpool at end of August 1836 with her friend Lucy Garner. Esther Price had asked to go to Liverpool during Wakes week, a holiday week when the factory was shut, but she was refused. She had two reasons for running away, she had heard that her father was ill and wanted to visit him. The other reason was to collect her birth certificate to prove that she was actually older than her indenture said so that she could get a paid job earlier as apprentices were not paid. An indenture was the contract that an apprentice signed to say that the child would work for Mr. Greg for a set amount of years, normally seven, and that if they broke any of the rules of that contract the boss had permission to punish them. In source E it says that Esther price and her friend Lucy Garner ran away from the apprentice house on Saturday night. Lucy came back 5 days later on Thursday and Esther came back 5 days after that on Tuesday. When the girls came back, they were each put into solitary confinement. Lucy Garner did not have her windows boarded up. However Esther Prices did, Robert H. Greg said it was also ?partly to prevent her escape.? It says in source E Robert H. Greg wanted to punish them by cutting off the girls? hair, but his sister sally Greg and Mrs Shawcross, the former superintendent argued against this.

Writing and Assignment Learning Journal

English 101: Critical Thinking and Writing TTH 9:30am to 10:50 am Laurence E. Musgrove Office Hours: 11am to noon and by appointment Office: N416 Office Telephone: 773 298-3241 Office E-mail: [email  protected] edu General Course Description English 101: Critical Thinking and Writing (3) Application of the principles of clear thinking and effective writing to expository and argumentative essays. Must be passed with a grade of C or better. English 101 Learning Objectives . Understanding the values of reading, writing, and critical thinking in the University community Students should recognize the role reading, writing, and thinking play in the University, as well as the significance of such intellectual virtues as humility, courage, honesty, perseverance, hopefulness, consideration, and civility. 2. Understanding rhetoric Students should be introduced to rhetoric and understand the dramatic and situational nature of communication.Understood as the art of discovering, evaluating, and communicating knowledge in response to the ideas of others, rhetoric reminds us that writing is the means, not the end of communication, the evidence of a writer’s desire to affect a particular audience through crafted prose for a specific purpose. 3. Reading actively, critically, and responsibly Students should learn to analyze the writing of others, noting focus, arrangement, logical development, vocabulary, and style. Students should learn the difference between reading information and reading literary art.Students should also learn to acknowledge how their experiences and attitudes limit, enable, and determine their responses to texts. 4. Understanding writing as a process Students should learn writing as a process of various problem-solving tasks, including planning, discovering, drafting, revising, and editing. Students should also learn that this process is situational: different purposes and audiences for writing demand distinct writing processes and presentation for mats. . Writing clearly and effectively Students should learn to see writing as an act of communication rather than solely an act of private expression. They should learn about the issues and responsibilities entailed in composing concise, vivid, and coherent prose for a general readership and specific audiences. 6. Thinking critically Students should learn critical thinking as an active, purposeful, and organized process that we use to make sense of the world.They should learn to evaluate the quality of their ideas as well as the ideas of others. 7. Understanding the formal conventions of various essay genres, paragraphs, sentences, and word usage Students should learn the basic textual conventions of academic writing, including the personal essay, expository writing, analysis, and argument, as well as understand the need to fulfill readers’ expectations about focus, organization, development, and voice in each. Students should learn the conventional forms and functions of p aragraphs.Students should also develop the ability to use various sentence patterns and to edit for correctness, variety, and correct usage. 8. Developing an awareness of language Students should learn how language is a value-laden tool for discovering and communicating ideas. Students should recognize how a language-user is always a language-chooser who promotes or inhibits (consciously or not) further thinking, communication, and action. Required Texts The Bluest Eye, Toni Morrison The Hunger of Memory, Richard RodriguezThe Situe Stories, Frances Khirallah Noble Siddhartha, Herman Hesse The 17 Essential Qualities of a Team Player, John Maxwell Mini-Lessons Packet for English 101, Laurence Musgrove Poem of the Day Packet for English 101 Required Supplies 1 ? or 2 inch three-ring presentation binder with at least 9 section dividers to separate and organize portfolio ingredients. Other supplies should include a three-hole punch, stapler, computer paper, and manila folders for essay s ubmissions. Section |Portfolio Ingredient | |1 |Resume | |1 |Initial Learning Achievements and Goals | |2 |Learning Journal Reading Responses | |3 |Essay 1 | |4 |Essay 2 | |5 |Essay 3 | |6 |Essay 4 | |7 |Midterm Exam, Self-Evaluation, and Learning Achievements and Goals | |8 |Final Exam, Self-Evaluation, and Learning Achievements and Goals | |9 |Packets and other handouts |Conferences: Several times during the term, I will cancel class meetings and schedule individual conferences so that we can discuss drafts of your essays. These conferences should last no longer than 20 minutes, and they are required. A missed conference will be equivalent to two absences. I would also encourage you to use the extra time made available by the cancelled class meetings to catch up on your reading and writing assignments. Student Athletes and Absences: Student athletes should provide instructor with schedule of classes that will be missed due to University-sanctioned events. Academic Honesty: All work composed for this class must be written exclusively for this class and be your original work.You may of course receive assistance on your writing, but submitting someone else’s work as your own or failing to acknowledge sources appropriately will be grounds for plagiarism. Violations of academic honesty will result in failure. See your Student Handbook for more on Academic Honesty. Essay Grades Essays will be graded according to the essay evaluation criteria attached. Students may revise essays once after receiving the first evaluation on their third drafts. An essay’s final grade will be an average of the last two grades it receives. For example, if an essay received a C on the third draft and an A on the fourth, the final grade for that essay would be a B. Other Effects on Final Grade Five absences will result in failure.If you must miss a class, contact a classmate to get the homework assignment for you or to turn in your work. Late work will not be accepte d under any circumstances. All assignments must be submitted to receive a passing grade. No incompletes will be given. Extra Credit Options During the term, I will provide you with a number of extra credit opportunities related to attending events on and off campus that in some way relate to our course. In addition, students may earn up to 500 extra credit points for sharing with the class a song, article, or poem that relates to any course topic. Students may earn this second type of extra credit no more than four times or a limit of 2000 extra credit points. Academic Support Services for StudentsPersonal Counseling: Counseling and Career Services offers individual counseling for a variety of issues that impact on students’ motivation to remain and succeed in college. If you are having problems keeping up with your school work because of personal issues, these free services may be able to help you. Self-Disclosure of Disability: Services for students with disabilities are co ordinated through Learning Assistance Services. Students seeking academic accommodations should contact that office to self-disclose their disability, provide appropriate and current documentation, and request accommodations. The Learning Assistance Services will forward confirmation of disability to faculty with recommended accommodations.Writing Tutors in Learning Assistance Center. The Learning Assistance Center offers tutoring in writing at no cost. Tutors will not write or edit your papers, but they will help you develop the skills you need to plan, draft, and revise your work. Computer Labs: Verify availability of all University computer labs on campus and in the dormitories. Schedules should be posted at each lab. Final Portfolio: Your grade for the course will be based entirely upon the ingredients in your portfolio. You must save all of your graded work throughout the semester and submit it in a manila file folder at the end of the term. These ingredients and their point va lues are listed below. INGREDIENT |POINTS POSSIBLE |POINTS EARNED |FACTOR |FACTOR |TOTAL | | | | | |TOTAL | | |Resume |100 | |X 10 |1000 | | |Learning Goals and Achievements |100 | |X 10 |1000 | | |Average of 15 Best Learning Journal |100 | |X 50 |5000 | | |Responses | | | | | | |Essay 1 |100 | |X 50 |5000 | | |Essay 2 100 | |X 50 |5000 | | |Essay 3 |100 | |X 80 |8000 | | |Essay 4 |100 | |X 80 |8000 | | |Midterm Exam |100 | |X 100 |10000 | | |Midterm Self-Evaluation |100 | |X 20 |2000 | | |Midterm Learning Achievements and |100 | |X 10 |1000 | | |Goals | | | | | | |Final Exam |100 | |X 100 |10000 | | |Final Self-Evaluation |100 | |X 20 |2000 | | |Final Learning Goals and Achievements|100 | |X 10 |1000 | | |EXTRA CREDIT | | | | | | |Total | | | |59000 | | |Divide Total by 590 | | | | | | |=Final Grade | | | | | | GRADE EQUIVALENCIES |Letter Grade |Numerical Equivalent |Grade Ranges | |A |100 |93-100 | |B |88 |84-92 | |C |78 |74-83 | |D |68 |64-73 | |F |58 |0-63 | Tentative Schedule E nglish 101, TTH 9:30 am Musgrove Week |Tuesday |Thursday | |Week One | |8/21 | |Poem of the Day | |To Be of Use | |Class Topics | |Introductions | |Week Two |8/26 |8/28 | |Poem of the Day |Fear |I Give You Back | |Class Topics |Questions about the class; |What Happens When We Read | | |Critical thinking/writing | | | |What Happens When We Read survey | | |Mini-Lesson |Basic Vocabulary of Sentences |Eight Basic Sentence Strategies | |Reading Assignment |Hesse 3-11 |Hesse 13-23 | |Writing Assignment |Academic Performance Agreement due |Resume & Learning achievements and goals due | |Week Three |9/2 |9/4 | |Poem of the Day |Curiosity |A Ritual to Read to Each Other | |Class Topics |Rhetoric, Rhetorical sensitivity, Critical |Writing as a process, | | |reading The Bundle of Sticks | | |What the Reader Brings |What the Reader Brings | | |Attitude |Knowledge | |Mini-Lesson |Simple Sentences; |Compound Sentences; | | |Creating Titles; |Compound Sentences with Semi-Colons | | |Conventions f or Quoting and Citing Sources | | |Reading Assignment |Hesse 25-56 |Hesse 57-88 | | |Maxwell, Introduction |Maxwell, Adaptable | |Writing Assignment |Learning journal 1 due |Learning journal 2 due | | |Essay 1 Assigned | | |Week Four |9/9 |9/11 | |Poem of the Day |Drouth |When Death Comes | |Class Topics |What the Reader Brings |The World of the Text | | |Experience |Author | |Mini-Lesson |Complex Sentences; |Sentence-Combining Exercises 2 and 3 | | |Sentence-Combining Exercise 1 | | |Reading Assignment |Hesse 89-132 |Mazwell, Committed | | |Maxwell, Collaborative | | |Writing Assignment |Learning journal 3 due |Learning journal 4 due | | | |Essay 1. Due | |Week Five |9/16 |9/18 | |Poem of the Day | | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | | |Distribute MBTI Surveys |Distribute MBTI Surveys | |Mini-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 1. 2 Due |Essay 1. 2 Due | Week Six |9/23 |9/25 | |Poem of the Day |The Su mmer Day |Forgiving Our Fathers; | | | |Those Winter Sundays | |Class Topics |Personality Type; |Personality Strengths; | | |The World of the Text; |The World of the Text | | |Topic |Form | |Mini-Lesson |Compound-Complex Sentences; |Sentence Unscrambling Exercises 1 and 2 | | |Sentence-Combining Exercise 4 | | |Reading Assignment |Noble, Situe; Albert and Esne |Noble, Genevieve, The War | | |Mazwell, Communicative |Maxwell, Competent | |Writing Assignment |Learning Journal 5 due |Learning journal 6 due | | |Essay 1. due; | | | |Essay 2 assigned | | |Week Seven |9/30 |10/2 | |Poem of the Day |Washing Rice |Blackberry Eating | |Class Topics |The World of the Text |Options for Response | | |Audience |Personal, Biographical, and Creative | |Mini-Lesson |Effective Intentional Fragment; |Editing Unpunctuated Paragraph 2; | | |Editing Unpunctuated Paragraph 1 |Review of Basic Sentence Strategies | |Reading Assignment |Noble, The Table; The American Way |Noble, The Hike to Heart Rock; Suste nance | | |Maxwell, Dependable |Maxwell, Disciplined | |Writing Assignment |Learning journal 7 due |Learning journal 8 due | | | |Essay 2. 1 due | | | |Midterm Self-Evaluation Assigned | | | |Essay 3 Assigned | |Week Eight |10/7 |10/9 | |Poem of the Day | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | |Mini-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 1. 4 due |Essay 1. 4 due | | |Essay 2. 2 due |Essay 2. due | |Week Nine |10/14 |10/16 | |Poem of the Day | |Learning by Doing | |Class Topics |TBA |Options for Response | | | |Formal and Audience Analysis | |Mini-Lesson | |Relative Clauses | | | |Sentence-Combining Exercise 5 | |Reading Assignment |Noble, Dry Goods; Kahlil Gibran |Noble, The Honor of Her Presennce | | | |Maxwell, Enlarging | |Writing Assignment |Learning journal 9 due |Learning journal 10 due | | |Midterm Exam |Midterm Self-Evaluation and Learning Goals and | | |Essay 2. 3 due |Achievements due | Week Ten |10/21 |10/23 | |Poem of the Day |How to Like It |Early Snow | |Class Topics |Options for Response | | | |Topical, Interpretive, and Ethical | | |Mini-Lesson |Analogies |Chiasmus; | | | |Subject and Pronoun Agreement | |Reading Assignment |Morrison, 1-32 |Morrison, 33-58 | | |Maxwell, Enthusiastic |Maxwell, Intentional | |Writing Assignment |Learning journal 11 due |Learning journal 12 due | | | |Essay 3. due | |Week Eleven |10/28 |10/30 | |Poem of the Day | | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | |Mini-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 2. 4 due |Essay 2. 4 due | | |Essay 3. 2 due |Essay 3. 2 due | |Week Twelve 11/4 |11/6 | |Poem of the Day |Here |Letter Home | |Class Topics | | | |Mini-Lesson |Four Basic Modifying Phrase Strategies |Appositive Phrases | |Reading Assignment |Morrison, 59-93 |Morrison, 95-131 | | |Maxwell, Mission Conscious |Maxwell, Prepared | |Writing Assignment |Learning journal 13 due |Learni ng journal 14 due | | |Essay 3. due | | | |Essay 4 assigned | | |Week Thirteen |11/11 |11/13 | |Poem of the Day |Art; One Art |This is Just to Say | |Class Topics |Taking Responsibility |Taking Responsibility | | |Checking with Other Resources |Checking with Ourselves | |Mini-Lesson |Participial Phrases |Absolute Phrases | |Reading Assignment |Morrison, 132-183 |Morrison, 184-216 | | |Maxwell, Relational |Maxwell, Self-Improving | |Writing Assignment |Learning journal 15 due |Learning journal 16 due | | | |Essay 4. 1 due | |Week Fourteen |11/18 11/20 | |Poem of the Day | | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | |Mini-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 3. 4 due |Essay 3. 4 due | | |Essay 4. 2 due |Essay 4. 2 due | Week Fifteen |11/25 |11/27 | |Poem of the Day |By Heart |Advice to Writers | |Class Topics |Taking Responsibility |Taking Responsibility | | |Checking with the Text |Checking with Others | |Mini-Les son |Adjectives Out-of-Order |Editing Unpunctuated Paragraph 3 | |Reading Assignment |Rodriguez, Middle Class Pastoral; Aria |Rodriguez, The Achievement of Desire | | |Maxwell, Selfless |Maxwell, Solution Oriented | |Writing Assignment |Learning journal 17 due |Learning journal 18 due | | |Essay 4. 3 due | | | |Final Self-Evaluation Assigned | |Week Sixteen |12/02 |12/04 | |Poem of the Day |Thesaurus |Eating Together | |Class Topics | | | |Mini-Lesson |Review of Basic Modifying Phrase Strategies |Review of Basic Sentence and Phrase Strategies | |Reading Assignment |Rodriguez, Credo |Rodriguez, Complexion | | |Maxwell, Tenacious |Maxwell, Conclusion | |Writing Assignment |Learning journal 19 due |Learning journal 20 due | |Week Seventeen |12/09 |12/11 | |FINALS WEEK | |Final Exam | | | |Final Portfolio with Final Self-Evaluation and | | | |Learning Achievements and Goals due | RESUME Name Address Telephone Email Present Educational Objective In this section, you should describe your main purpose for attending college. I plan on receiving a college degree in a health-related field so that I can go to medical school I plan on getting an MBA. I am taking a range of courses that will help me eventually choose my major. I am planning on a degree in elementary education. Highlights of Qualifications and accomplishments In this section, you should list your most significant qualifications, relevant experiences, accomplishments, and strengths that would contribute to your educational objective.During high school, I served as a volunteer at a local hospital. I was captain of our volleyball team. I was student council president in high school. I graduated with academic honors. I was an active member of the speech and drama clubs in high school. Last summer, I traveled to Europe. Employment In this section, you should list your employment history. Education In this section, you should list the high schools and colleges you’ve previously attended accompanied by the dates of attendance. Other General Interests In this section, you should list other activities of personal interest. Student Name Professor Musgrove English 101 Date Learning Achievements and Goals 1.I feel confident about my writing in the following ways for the reasons given. (a sample response: I feel confident about writing research essays because I had plenty of practice during my senior year. ) 2. I feel confident about my reading ability in the following ways for the reasons given. 3. I feel confident about my critical thinking abilities in the following ways for the reasons given. 4. I would like to improve my writing ability in the following ways for the reasons given. (a sample response: I would like to learn how to use commas correctly because my last teacher always marked my papers for commas. ) 5. I would like to improve my reading ability in the following ways for the reasons given. 6.I would like to improve my critical thinking abilities in the following ways for the reasons given. 7. I can see how these improvements would relate to my academic work and career plans in the following ways. Student’s Last Name # Student’s Name Professor Musgrove English 101 Date Version Number or Description Standard Essay Format Following Modern Language Association guidelines, this page demonstrates the standard format for essays and learning journal responses. Left, right, top, and bottom margins are set at one inch, and a header with the writer’s last name and page number is set at one-half inch from the top of every page and right-justified.The standard heading at the top left is left-justified and single-spaced. For the purposes of this course, I’ve added an extra line in the heading so that a writer can more easily keep track of the version of the essay submitted or the description of the learning journal response. After the heading, the title of the essay is centered above the body of the essay. This title does not require quota tion marks or underlining, nor does it need to be bold. All of the other text is left-justified, double-spaced, and set in Arial, Times New Roman, or Courier New font no larger than size 12. The first line of each paragraph begins with a one-half inch tab, and there should be no extra spaces between paragraphs.For more information on formatting essays and research projects, see A Guide to MLA Documentation. Guidelines for Learning Journal Reading Responses In this class, your learning journal reading responses are one of the main ways you will use writing to engage, respond to, and learn from the course reading assignments. Each learning journal entry should be at the minimum three short paragraphs, one page, and typed. In these three paragraphs, you should complete the following. 1. Briefly summarize the assigned reading. This is not a detailed account of the events or argument presented, but a short overview of the story or essay. 2. Describe how you might relate your experience, someone you know, or some previous knowledge to the reading.In some cases, you may be able to easily relate some experience or another individual or prior knowledge to the reading. In other cases, this may be more difficult; if this is the case, challenge yourself to make the connection. 3. Ask one or two questions about what you’ve read. These questions will reveal your interest in the characters, events, topics, and craft of the assigned reading. These questions will also serve to guide our daily class discussions. To write â€Å"I don’t have any questions. † would not be an appropriate response. In addition, you should include at least one in-text citation from the reading assignment. This should be a direct quotation and include a parenthetical page reference that corresponds to the cited information.See â€Å"Conventions for Quoting and Citing Sources† on page 39 in your mini-lessons packet on how to cite and reference direct quotations correctly. As the term progresses, I will also ask you to incorporate a variety of sentence and phrase strategies in your learning journals. These reading responses are a very important contribution to your learning in this class as well because they will be the main source material for your midterm and final self-evaluation essays. They will also serve as practice for your midterm and final exams. In addition, you may submit up to four alternative responses that in some way creatively represent the main concepts or arguments in the assigned reading(s).In other words, rather than follow the guidelines above, you may submit an original poem, song lyric, PowerPoint slide, or two-dimensional drawing, painting, or collage that represents your response to the assigned reading(s). These alternative responses should also be submitted on regular 8 ? X 11 paper. These alternative responses should include the passage from the reading with corresponding page number that relates to or inspired in some way y our alternative response. Writing Project #1 Narrative Essay The first major essay we will work on together in class will be a narrative essay. The other three will include an expository essay, an analysis essay, and an argumentative essay.These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside school and beyond the classroom walls. Narrative essays are distinct from other forms of writing because they generally focus on a dramatic situation that the writer has personally encountered and wishes to share with someone else for a specific reason. Along the way, the writer must narrate in detail the elements of the story, including the setting (where and when the action took place), the characters (who did what to whom), and the action (what took place).The writer must also provide the reader with sensual detail (sights, sounds, smells, tastes, and other sen sations) as well as the emotions, attitudes, and thoughts of the main characters, including the narrator. In other words, the writer is obligated to make the story come to life in as many ways as possible, so that the reader can see and understand what the writer experienced. Thus, for your first assignment, compose at least a three page narrative essay in response to one of the prompts below. 1. Purpose: Tell about an event that helped you understand your cultural identity. Audience: A friend, a member of your family, an important person in your cultural community, or readers of the school newspaper.What conclusions would you want your audience to draw? What response would you want them to have to your story? 2. Purpose: Tell about an event that helped you learn how to value your parent(s) or a friend. Audience: Your family, your friends, or the readers of the school newspaper. 3. Purpose: Tell about an event in the last two or three weeks that caused you to change your preconcepti ons about college life. What did you believe about college before this time? What do you now believe? What event and people contributed to that change? Audience: Your friends, family, seniors in high school who are planning to come to school, or readers of the school newspaper. Narrative StructureNarrative essays are similar to stories, except that the setting, characters, and events are true. Narrative essays are also similar to stories because they follow the same structure; that is, narrative essays have a chronological structure that 1. begins with an introduction of the setting and the main characters, 2. moves from one event to the next, 3. includes a conflict or climactic moment, 4. and then reaches a resolution of the conflict. Traditionally, a narrative plot or story line is represented as follows: Narrative Openings Opening 1: Give reader detailed description of the scene where the first event in story takes place. The cool autumn breeze jostled the leaves in the maple hig h above the dew-covered lawn.As I walked out into the yellow dawn light, a squirrel scampered across the sidewalk and wound himself up the maple. I bent to pick up the daily news, and he chattered his complaints at me. I must have interrupted his morning rounds. Suddenly, I heard the telephone ring from the house. Who could be calling so early? Opening 2: Start in media res with dialogue. Let reader hear significant dialogue from significant encounter in story. Then begin the story. â€Å"I just can’t believe this is happening to me,† Dan said. He was obviously upset. His voice sounded hoarse and strained. â€Å"What do you want me to do? I could drive over and be there in a couple of hours,† I offered. â€Å"Yes, why don’t I drive over. It won’t take me long. † â€Å"Well, uh. I don’t know. †Then there was a long silence at his end of the line. I tried to imagine what he was feeling, but I couldn’t. I hadn’t seen him or talked to him in three years. â€Å"Dan? † â€Å"Yeah, come on. I think I’ll need your help. How soon can you be here? † â€Å"Two hours. I’m on my way. I’ll leave here now. † I guess it wasn’t so odd that he called me. We were the closest friends not that long ago. Opening 3: Start in media res with description of scene. Give reader detailed description of the scene of significant event, briefly hint at event, and then begin the story. The traffic was snarled, and the air thickened with brown blowing dust and gray exhaust.The blinding sun sunk just ahead, and I dropped my visor so that I could focus on the string of red brake lights in front of me. Stop and go, stop and go. Somewhere in the distance, twisted metal, broken glass, and snapped necks stalled this three-lane, rush hour torture. I was late to meet Dan and wondered if he was feeling snarled, twisted, broken, snapped, stalled, and tortured as well. Opening 4: Relate your specific story to a familiar story. Unfortunately, we’re all too familiar with the trouble men have with women and women with men. Boy meets girl. Boy woos girl. Boy gets girl. Boy loses girl. Boy calls best friend. Same with girls. Girl meets boy. Girl woos boy.And so forth. TV sitcoms are filled with such stuff. First attractions, eventual breakups, and best friends consoling one another. Seems like we would have learned how to get out of this mess by now. But no. Writing Project #2 Expository Essay The second major essay we will work on together in class will be an expository essay. The first was a narrative essay, and the next two will include an analysis essay and an argumentative essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond.Expository essays are distinct from other forms of writing because the y generally focus on explaining a concept or process through definition, analysis, classification, or comparison/contrast. In other words, expository essays are intended to clarify a concept or process through explanation. Thus, for your second assignment, compose a three-page, typed expository essay in response to one of the prompts below. 1. Purpose: Think about a process or procedure that you know very well and perform successfully. Perhaps you are an expert in this process and could teach it in detail to someone you know. Explain this process so that someone else could perform it following your instructions. Audience: Someone who would benefit from learning this process. 2.Purpose: Taking a humorous approach, explain in a how to successfully fail at something. For example, you might describe the procedures for failing at friendship, or at studying, or at writing a college essay, or at being a dorm roommate, or being a teammate, or being a son or daughter. There may be other â₠¬Å"procedures† you wish to explain. Audience: Readers of the school newspaper. 3. Purpose: Describe someone you know who has helped you understand how to be successful in some aspect of your life. Who is this person and what have they taught you? Audience: Readers of the school newspaper. 4. Purpose: How would you define the characteristics of â€Å"a successful person†?In other words, complete this sentence: â€Å"I believe a successful person demonstrates the qualities of †¦Ã¢â‚¬ ¦.. † Also provide examples that clarify your definition. How do these examples fit the characteristics in your definition? Audience: Readers of the school newspaper. 5. Purpose: Contrast two definitions of success. In our culture, many definitions for success compete for our attention. What do you take to be the best definition? Why is this the best? What do you take to be a flawed definition for success? Why is it flawed? Audience: Readers of the school newspaper. Organizational Strategies for Expository Essays In expository essays, writers bring clarity and detail to procedures and concepts.They usually begin by introducing a general process or idea. They then proceed paragraph by paragraph by providing specific examples and evidence to help their readers better understand the steps or qualities of these procedures and concepts. Explaining a Process Introduction Identify the process, your expertise, and why audience would benefit from learning this process Step 1 Step 2 Step 3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Conclusion Describing an Influential Person Introduction Name the person, describe their relationship to you, and their general influence Description of Person First influential lesson Second influential lesson Third influential lesson †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Conclusion Defining a ConceptIntroduction General claim about concept, and your specific definition Characteristic 1 Characteristic 2 Characteristic 3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Conclusion Contrasting Two Ideas Introduction General claim about two ideas and the obvious differences First idea Second idea First contrasting feature of two ideas Second contrasting feature of two ideas Third contrasting feature of two ideas †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Conclusion Writing Project #3 Analysis Essay The third major essay we will work on together in class will be an analysis essay. The first essay was a narrative essay, the second was an expository essay, and the fourth essay will be an argumentative essay.These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond. Analysis essays are distinct from other forms of writing because they generally focus on explaining the relationship s between the whole and its parts. In the case of analysis, the writer of the essay explains how another author uses his or her craft to promote his or her larger purpose, whether it be a story, political speech, editorial, or advertisement. Instead of telling a story (as in a narrative) or explaining a process that the writer already knows (as in an expository essay), the writer in the case of an analysis focuses on examining something new.In other words, instead of focusing on knowledge â€Å"inside† the writer, the writer must focus on knowledge â€Å"outside† or beyond the writer’s previous experiences. Thus, for your third assignment, compose a four-page, typed essay in response to one of the two prompts below. 1. Purpose: Analyze Herman Hesse’s Siddhartha by providing your reader a brief biographical description of Hesse, summarizing the main action of the novel, detailing some of the main topics of the novel, describing Hesse’s use of litera ry form, and concluding with a discussion of what kind of reader(s) might best appreciate the novel. Audience: Someone who has not read the novel and would find value in it. 2.Purpose: Select and analyze two stories by Frances Khirallah Noble by providing your reader a brief biographical description of Noble, summarizing the main action of the stories, detailing some of the main topics of the stories, describing Nobel’s use of literary form, and concluding with a discussion of what kind of reader(s) might best appreciate the stories. Audience: Someone who has not read the stories and would find value in them. In either case, you should provide evidence from the novel or stories to support your analysis. See information on quoting and citing sources in the mini-lesson packet. Recommended Organizational Strategy for Analysis Essay 1. Introduction: a creative introduction that draws reader’s attention 2.Brief biography of author 3. Summary of main action 4. Main topics 5. Literary form 6. Conclusion: remarks on what kind of reader(s) might best appreciate novel or stories Writing Project #4 Argumentative or Persuasive Essay The fourth and final major essay we will work on together in class will be an argumentative or persuasive essay. The first essay was a narrative essay, the second was an expository essay, and the third essay was an analysis essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond.Argumentative or persuasive essays are distinct from other forms of writing because writers generally focus on an issue or problem that they share with their readers and attempt to provide a specific point-of-view or solution. We might also think of this kind of essay as a problem-solving essay. Thus, for your fourth assignment, compose a three-page, typed essay in response to the prompt below. Purpose: Select a specific problem related to your experience at Saint Xavier this year. This problem may have to do with student life, housing, registration, parking, scheduling of classes, course offerings, school activities, sporting events, or student resources like the library or computer labs, but it must be a problem that you know other students have encountered as well.Audience: Compose an editorial for the student newspaper or a letter to the President of the University in which you describe the problem in detail and offer a specific solution. Recommended Organizational Strategy for Persuasive Essay 1. Introduction: discussion of values and concerns University already promotes 2. Description of problem and who it affects 3. Real and possible consequences of problem 4. Possible solutions to problem 5. Best solution to problem and why it’s best 6. Conclusion: discussion of how best solution supports values and concerns University holds Student Name____________________ ______________________________ Essay # ______ Version # ______ Evaluation Criteria |A |a clear aim, a strong introduction, and a houghtful conclusion | |an excellent essay |strong supporting details | | |logically developed and very well organized | | |a tone appropriate to the aim of the essay | | |stylistic maturity and confident facility with language as demonstrated by sentence variety and appropriate | | |word choice | | |virtually free of surface and usage errors | |B |a clear aim and a strong introduction and conclusion | |a good essay |good supporting details | | |logically developed and well organized | | |a tone appropriate to the aim of the essay | | |lacks the stylistic maturity and facility with language of an A essay | | |largely free of surface and usage errors | |C |a clear aim, an introduction, and a conclusion | |an acceptable essay |adequate supporting details | | |competence in logical development and organization, although it may exhibit occasional orga nizational and | | |developmental weakness | | |a tone appropriate to the aim of the essay | | |basic competence in sentence variety and word choice | |a pattern of surface and usage errors | |D |lack of a clear aim, focus, or conclusion | |a poor essay |lack of sufficient support | | |supporting details may be trivial, inappropriate, logically flawed | | |flaws in organization/development | | |inappropriate tone | | |stylistic flaws characterized by lack of sentence variety and by evidence of limited vocabulary | | |frequent usage or surface errors | |F |focus may be too general or too specific | |an unacceptable essay |lack of support | | |lack of organization | | |inappropriate tone | | |serious stylistic flaws | | |serious usage or surface errors | |No evaluation |Essays receiving no grade will | | |fail to address the topic or assignment, | | |fail to fulfill other requirements of the assignment, | | |show evidence of plagiarism, | | |or fail to be accompanied by prev ious drafts. | Recommendations for Revision |Recommendations for Editing | | | | | | | | | | | | | | | | | | | | | | | | | | | | Academic Performance Agreement English 101 Musgrove In order to make the requirements of this class and your responsibilities as a student as clear as possible, I’ve created this document titled â€Å"Academic Performance Agreement. † Please read this information carefully because it outlines the kinds of behaviors, study habits, and attitudes necessary for success in this class, as well as in the University writing community at large.If you agree to the terms and conditions set forth below, please sign your name on one of the two copies I’ve provided you. By signing and returning this agreement to me, you commit yourself to the standards of conduct and academic performance listed below. If you do not accept these standards, you should see your advisor about withdrawing from this course. 1. I understand that attendance is a re quirement of the class and that 5 absences of any sort (excused or unexcused) will result in automatic failure. I also understand that if I miss class that I should contact another student, rather than the professor of the class, to discover what I’ve missed. A missed conference will be equivalent to two absences. 2.I understand that arriving late to class is inappropriate because it disrupts the class agenda and interferes with teaching and learning. I understand that the instructor will shut the door to the classroom when the class starts and that I will not attempt to enter the class after the door has been closed. 3. I understand that cell phones must be turned off before entering class. I understand if my cell phone rings during class I will be asked to leave the class. 4. I understand that this class has substantial reading and writing requirements. These requirements will demand that I manage my time carefully and schedule at least 6 hours of study time per week or 2 h ours of study time for every one hour of scheduled class time. 5.I understand that purchasing the course texts and bringing the texts to class to support my discussion of the assigned readings is a requirement of the course. 6. I understand that I should be prepared each day to share my learning journal responses to the reading assignments in class. I will share these learning journals responses with other students in the class. I also understand I may not turn these journals in late. 7. I understand that I will be required to contribute to class discussions and small group work in class. In other words, I will be required to speak in class, share my ideas, and respect the ideas of others. 8. I understand that I will be composing learning journal responses, four major essays, and two self-evaluations.I also understand that any writing I submit must be my own and written exclusively for this class. 9. I understand that my writing assignments should be composed and saved on a word-pro cessor or personal computer. I also understand that I should schedule my time and supplies carefully so that I know when I have access to a word-processor or computer and that I have adequate paper and printing supplies. 10. I understand that I will benefit from discussing my ideas and writing with my family, friends, and other students. I also understand that I can get help with my ideas