Category: Essays

Instructions: Choose ONE of the passages below and analyze it in terms of the narrator.
• First: Locate your chosen passage in your own text; read it several times closely and think about
it in terms of the narrator (e.g., voice, stance, personality, motivation, reliability, control, etc.).
• Next: Develop a specific, unified thesis that addresses the narrator as presented in this passage,
but also nods to the narrator’s effect throughout the narrative. As with Essay 1, do not waste your
words on a lengthy or generalized introduction. Get right into it!
• Then: Construct a series of body paragraphs offering specific textual evidence supporting your thesis.
• Finally: Offer a brief conclusion paragraph that revisits (and potentially expands) your thesis.

This is the passage:As he sat there, living over his life with her and evoking alternately the two images in which he
now conceived her, he realised that she was dead, that she had ceased to exist, that she had become a
memory. He began to feel ill at ease. He asked himself what else he could have done. He could not
have carried on a comedy of deception with her; he could not have lived with her openly. He had
done what seemed to him best. How was he to blame? Now that she was gone he understood how
lonely her life must have been, sitting night after night alone in that room. His life would be lonely
too until he, too, died, ceased to exist, became a memory — if anyone remembered him.
It was after nine o’clock when he left the shop. The night was cold and gloomy. He entered the
Park by the first gate and walked along under the gaunt trees. He walked through the bleak alleys where
they had walked four years before. She seemed to be near him in the darkness. At moments he seemed
to feel her voice touch his ear, her hand touch his. He stood still to listen. Why had he withheld life
from her? Why had he sentenced her to death? He felt his moral nature falling to pieces.
When he gained the crest of the Magazine Hill he halted and looked along the river towards
Dublin, the lights of which burned redly and hospitably in the cold night. He looked down the slope
and, at the base, in the shadow of the wall of the Park, he saw some human figures lying. Those
venal and furtive loves filled him with despair. He gnawed the rectitude of his life; he felt that he had
been outcast from life’s feast. One human being had seemed to love him and he had denied her life
and happiness: he had sentenced her to ignominy, a death of shame.
—Joyce, “A Painful Case”

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our teacher asked us to do this: (the book we are using in this class is Troyka, Lynn Q. and Doug Hesse. Simon & Schuster Handbook for Writers (9th Edition)).

This would be on only 200 words. And then I should respond to two students in the class that I will copy and paste at end of this message, about 100 words each.

In your Unit 3 readings, you had the opportunity to read American author John Steinbeck’s short story, "The Chrysanthemums." You also read through two handouts: "Revision checklist for literature papers" and "Poetry Analysis Handout." In addition you must use quotes from the reading to back up your opinions. Use MLA in text citations https://owl.english.purdue.edu/owl/resource/747/02/

Utilizing both handouts discuss critically 2 of the following questions:

1. Read the first two paragraphs carefully. In what way does the setting of the story foreshadow what follows?

2. Describe Elisa as a character. What kind of person is she?

3. We see Elisa talk to Henry at the beginning and again at the end of the story. What kind of relationship does she have with Henry? What is his view of her? Why is he so confused when she protests at being called "strong"?

4. Why does Steinbeck spend so much time describing Elisa’s clothes? How does her clothing change as the story progresses?

5. In what ways is the tinker a contrast to Elisa? What might he represent for her? Is he sincere, or is he just a con man? Are there any ways in which they are alike? (Note: Study their conversation carefully for clues.)

6. What is the purpose of including the dogs in the story?

7. What do the chrysanthemums symbolize in this story? Would you say that they are a universal symbol or a contextual symbol? What do they mean to Elisa? Are there other symbolic elements?

8. What are "planting hands"? Does the tinker understand her explanationof them?

9. After the tinker leaves, what does Elisa do, and why? Why do her actions and speeches confuse Henry?

10. Why does Elisa want to see a fight at the end of the story? Why does she begin to cry?"

One student say:
"3. We see Elisa talk to Henry at the beginning and again at the end of the story. What kind of relationship does she have with Henry? What is his view of her? Why is he so confused when she protests at being called “strong"?

Henry is the provider for the two of them. Although Elisa could handle herself in business deals and personal affairs, she does not because of her gender. Henry loves his wife, but views her as a traditional female. He does not understand that she does not embrace that gender role fully.. He does not realize that she has higher goals for herself than just being a housewife who tends to the garden, and actually has potential to do much more. She wants to so badly break the mold her life has, and explore beyond it. Henry does not know that she does not want to be considered “strong” like a man, but respected as a woman for her skill and intelligence while still remaining feminine and beautiful.

8. What are "planting hands"? Does the tinker understand her explanation of them?

Elisa has “planting hands”, which means that she has a natural gift for gardening. Not only is she knowledgeable about gardening, but she is able to connect with nature. For others, gardening might be difficult, but for her it flows naturally. I believe that the tinker understands her explanation, but does not care. He only wants to talk to her long enough, so that he can acquire work. The tinker’s approach with Elisa is similar to the sales pitch of a used car salesman. "

Another student said:
"#4. Why does Steinbeck spend so much time describing Elisa’s clothes? How does her clothing change as the story progresses?

In Steinbeck’s short story, "The Chrysanthemums," he uses Elisa’s clothes to represents how society viewed women in the 1930’s. Steinbeck’s over all description of what she was wearing as a gardening costume, because women weren’t taken seriously. First and foremost was the way the hat was covering Elisa’s eyes to blind her from any possible way for her to advance in society. Elisa also wears clod-hoppers, which are big, over sized boots that make clunky noises on the floor when walking. They are symbols of how man held women down and slowed them from being treated equally. The apron was a symbol of her position in life. It was merely to work and serve men and keep her tools close to her. The gloves only strengthen the belief that women were weak and needed extra protection to survive. Towards the end of the story, Elisa removes her soiled clothing and changes into her newest underclothing, stocking, and dress. All these items symbolize that men only wanted to view women as pretty and sexy. The coat is a crucial representation of the continued abuse women still endure today. Many women can only cover themselves while they cry helplessly as Elisa did till the end.

#5. Why does Elisa want to see a fight at the end of the story? Why does she begin to cry?

Elisa represents many women from all times in history. By wanting to see the fights, she symbolizes the desire women have to see what lies beyond their potential, yet won’t do anything about it. Elisa would love to fight her way past the suppressions, but she shies away for fear and lack of support. Elisa then cries because she realizes that it’s a tough world out there. Men literally bust their hands and faces at work. Some women aren’t ready to compete in such a market, but when she saw the chrysanthemums lying on the middle of the road, she knew she was taken for a fool. She wanted to look away but couldn’t. Then, she became angered and felt motivated to face the battles. She almost built enough courage but at the end, felt helpless once more."

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I need the following items in my proposal:
1) The history of the problem.
2) Operational Definitions
3) Statement of the Problem
4) Review of the Literature
5) Research Hypothesis
6) Methods of Study Information
7) Methods & Research Design
8) Methods Data Collection
9) Data Analysis
10) Results of Data Collected
11) Summary of the Findings
12) * A chart or graph if feasible
13) Conclusion and Implications
14) Reconmendations
15) References
COURSE REQUIREMENTS:
1. Students will be able select a timely and useful topic
(in consultation with the professor).
2. Students will be able to conduct a literature review using ERIC, CIJE, dissertation abstracts, as well as the Internet and other sources.
3. Students will present the results of their literature review.
4. Students will be able to write an APA manuscript based upon their literature review.
5. Students will present the proposed implementation plan.
Advanced Research in Education I & II
3 Credit Hours.
TEXT: Publication Manual of the American Psychological Association, American Psychological Association
Writing for Professional Publication: Keys to Academic and Business Success, Henson, Kenneth T.
Writing the Winning Thesis or Dissertation, Joyner R.L., Rouse, W.A., & Glatthorn, A.A.
RATIONALE: This course is designed to prepare teachers, administrators
and support personnel to be creative decision-makers who engage in practical problem solving in relation to schools and school systems. This course should be the last courses taken in the Ed. S. program.
COURSE OBJECTIVES:
Problems I Objectives and Standards:
Standard
Assignment
Learning Outcome 1
Theory and Research
Teachers think systematically about their practice and learn from experience.
Final PowerPoint of action research plan
Learning Outcome 2
Content Pedagogy
Teachers know the subjects they teach and how to teach those subjects to students.
Description of strategies the student will use in the intervention planned for their capstone project
1. Students will be will be able to identify and clarify problems. (LO 1 and NBPTS 4)
2. Students will be able to determine how people and areas are impacted and will be altered by proposed changes. (LO 1 and NBPTS 4)
3. Students will be able to select a representative group
to address the issue or problem. (LO 1 and NBPTS 4)
4. Students will be able to establish parameters for
decision-making in terms of consensus or other means. (LO 1 and NBPTS 4)
5. Students will be able to gather information and establish criteria against which to measure the effect of solutions. (LO 1 and NBPTS 4)
6. Students will be able to generate solutions supported by research and practices. (LO 2 and NBPTS 2)
7. Students will be able to solicit feedback to solutions from people who will be impacted by it. (LO 1 and NBPTS 4)

Problems II Objectives:
8. Students will be able to make and articulate decisions.
9. Students will be able to implement the decision or discuss the level of implementation.
10. Students will be able to evaluate the implementation.
11. Students will be able to modify or adapt the implementation as needed.
Detailed Instructions for Objectives Completion: Adv. Research in Ed. I
1. Students will be able to identify and clarify problems. Students will write basic overview of the problem(s) and then add bullet-type set of phrases for specific examples of the problem. This is not a manuscript format and does not require sentences. It is designed for later PowerPoint presentation and not for publication. Next, list the solution(s) in similar format. Be as practical and specific as possible. You and your professor will refine this section many times to be more specific and to address logistical issues.
2. Students will be able to determine how people and areas are impacted and will be altered by proposed changes. Students will list the sets or categories of people who are being impacted by the problem and will be impacted by the solution. This typically may include other students, teachers, administrators, parents, and support personnel depending upon your problem and solution.
3. Students will be able to select a representative group
to address the issue or problem. Students will typically select an individual for each example listed in Objective 2. Usually the individual selected is one who is likely to be supportive or helpful. List the category and specific name. This will make up a task force of which the student is either chair or co-chair.
4. Students will be able to establish parameters for
decision-making in terms of consensus or other
means. Students will describe how the task force will/did meet and then what will be/has been done to achieve consensus.
5. Students will be able to gather information and establish criteria against which to measure the effect of solutions. Students will develop a set of measures to address all aspects of the project such as student improvement, consumer satisfaction, and other issues related to the project.

6. Students will be able to generate solutions supported by research and practices. Students will relate the project to literature found in the literature review and other sources that were used to develop the project.
7. Students will be able to solicit feedback to solutions from people who will be impacted by it. Students will present how colleagues, faculty, and the task force and its suggestions were a part of the project in terms of specific suggestions and general ideas.
Adv. Research in Ed. II Objectives:
8. Students will be able to make and articulate decisions. Students will present how they made the decisions relating to the problem and solution. Problems II presentations include objectives 1-7 presented in the past tense.
9. Students will be able to implement the decision or discuss the level of implementation. Students present about the actual implementation
10. Students will be able to evaluate the implementation. Students present the data collected from Objective 5 measures as well as other relevant information about the project.
11. Students will be able to modify or adapt the implementation as needed. Students discuss how changes and modifications were required and made. Students also discuss what they learned and what they would do differently if they were to do the project again.

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This is the book for the review (Wendy Cuthbertson. Labour Goes to War: The CIO and the Construction of a New Social
Order, 1939-45 UBC Press.,
) also i have a summary i have written about this book, i want you to use it for this review. and i will upload it later.
My instructions for this assignment are the following :
? Cover page optional // at start of paper (TOP first page) – Include (as title) :
i) Author(s)’ name(s) ii) Full title iii) city of publication / publisher / year/
ISBN [single space]
? eight [8] pages/ double spaced / regular font / margins – Please use “Times New
Roman” 12 font ; “Arial” 12 font or the equivalent (overly large font will be
penalized.) For margins – 1 inch/2.5 cm all around (sides/top/bottom) is
appropriate. Leave only a double space between paragraphs, not a major gap. (Short
papers will be penalized).
? number your pages // use regular spacing between paragraphs
? one issue per paragraph
? indent paragraph beginnings 5 spaces [hit “tab’]
? underline or italicize book titles, ships’ names, magazine or newspaper titles
? write out numerals to eleven; then use numeral
? use Block format for Long quotes [single spaced / indented 5 spaces both sides, no
quotation marks]
? avoid contractions, slang — it is an academic paper
? no need for “headers” in such a short paper
? to cite from the book being reviewed, you need only provide the page number
immediately thereafter in brackets — for example — (123) [obviously, any materials
from other sources requires a full citation — I will accept any standard citation
technique]No need for a bibliography unless you have used other works
? NO plastic or other covers on the paper – just a staple left top corner

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Assignment 1: Advocacy, Lobbying, and Social Movement
This module explored the importance of politics in the development of standards that govern human services practices. While many individuals might believe that politics and human services should not exist together, you cannot ignore the fact that political activities influence the way agencies are sustained. This became clearer when funding of human services programs moved from primarily private donations to largely public resource streams. To date, politics at all levels are expected in the everyday practices of human services administrators and service workers. In this assignment, you will further explore and reflect on this concept.
Tasks:
Using your textbook, the Argosy University online library resources, and the Internet, address the following:
?Discuss the concepts of advocacy, lobbying, and social movement organizations in terms of their effects on service delivery. Specifically, focus on who engages in advocacy, what types of lobbying directly results in public funding, and how social movement organizations function in their efforts to influence policy.
Submission Details:
?By Sunday, March 9, 2014, post your responses to this Discussion Area in a minimum of 200 words. Your response should rely upon at least two sources from professional literature. This may include the University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA format); and use accurate spelling, grammar, and punctuation.

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1. Compose a 5-8 page paper on the film A Cry for help: The Tracey Thurman Story (1989) (domestic violence). Identify one character (the victim of domestic violence) who will be the focus of the paper and provide a plot synopsis, impact of domestic violence, theoretical explanation of domestic violence, Intervention/treatment.
2 references to be used:
A Cry for Help: The Tracey Thurman Story (1989) and Heavy Hands: An Introduction to the Crimes of Intimate and Family Violence, Fifth Edition, Gosselin, Denise K. (2014), Pearson IDSN 9780133010671

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Films and Literatures Analysis

Comparing two novels and films from Pride and Prejudice and Breakfast at Tiffany’s by carefully read Why Love Hurts by Eva Illouz. The goal of your paper should be to analyze the novels and films utilizing the concepts and arguments developed by Illouz. You may choose to analyze how these stories present marriage markets, sexual capital, commitment phobia, the contemporary romantic self, or fantasies of romance. Please demonstrate to me that you carefully have read two of the above novels and carefully watched two of their screen adaptations and can think about both the process of adapting a novel into a film with reference to specific passages in the books and scenes in the films. What are the advantages and drawbacks accompanying the development individualism described by Illouz?

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Choose one of the following ontology topics on which to write a 750?
1000 word essay. Be sure to answer any question or questions found
in the topic you choose. Review How to Write a Good Response Paper
and Writing Guidelines and Grading Rubric, both on the Course Home
page, before writing your essay.
What is the problem of self-identity? Which is the correct solution to the problem of self identity? (Be sure that you solve the ?Lexus problem? with your answer, even if your solution is to allow Smith not to pay for it. Also, it would be helpful for you to define identity in your answer.)

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Need to "Craft a Brief Message ( via email) See "Your Task" Below.
Course Book is " Excellence in Communication" , Eight Edition by John V. Thill and Courtland L Bovee, Chapter 6 & 7
Message needs to be based on the following.
12. Your work does matter: Encouraging an unhappy colleague
You certainly appreciate your company?s ?virtual team? policy of
letting employees live wherever they want while using technology
to communicate and collaborate. The company is headquartered
in a large urban area, but you get to live in the mountains, only a
step or two away from some of the best fly fishing in the world.
Most of the time, this approach to work couldn?t get any better.
However, the lack of face-to-face contact with your col-leagues definitely has its disadvantages. For example, when a
teammate seems to be upset about something, you wish you
could go for a walk with the person and talk it out, rather than re-lying on phone calls, e-mail, or IM. In the past couple of weeks,
Chris Grogan, the graphic designer working with you on a new
e-commerce website project, seems to be complaining about
everything. His negative attitude is starting to wear down the
team?s enthusiasm at a critical point in the project. In particular,
he has complained several times that no one on the team seems
to care about his design work. It is rarely mentioned in team tele-conferences, and no one asks him about it. That part is true, ac-tually, but the reason is that there is nothing wrong with his
work?some critical technical issues unrelated to the graphic de-sign are consuming everyone?s attention.
Your task:After a couple of unsuccessful attempts at encouraging
Grogan over the phone, you decide to write a brief e-mail message
to assure him of the importance of his work on this project and
the quality of his efforts. Let him know that graphic design is a
critical part of the project?s success and that as soon as those tech-nical issues are resolved and the project is completed, everyone
will have a chance to appreciate his contribution to the project.***

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Experience the arts in your local community by attending a performance, or visiting an art museum or gallery. If you go to an art museum or gallery, choose an exhibition or one artwork to discuss for this assignment.
Write a review of your arts experience that includes a defense of the arts. Include the following:
Write a description of the elements of composition?line, color, shape, or movement, theme, rhythm, tone, and so forth that were incorporated into the performance or artwork.
What was the overall emotional and intellectual effect the performance or artwork had on you? What emotions did you feel? What did the experience make you think of?
Write a summary of how you would like to see the arts made more a part of your community. Is there anything you can do to make this happen? How will you support the arts in the future?
Include a defense of the arts that describes how the arts add value to life. How might creative expression be helpful to people?
Submit your assignment in one of the following formats:

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