Fiction Analysis of a&P and the Lesson Essay

The theme of desire has been portrayed in many novels and stories. Perhaps the most well-known depiction of desire can be found in the Bible. In the Book of Genesis, a snake tempts Adam and Eve to eat the forbidden fruit of the Tree of Knowledge after he convinces them that they will gain God’s knowledge of good and evil and be protected from death. Despite God’s word to not eat of the fruit, Adam and Eve did so anyway. Surely, this story portrays temptation; however, beyond the theme of temptation lays the theme of desire. Knowing it was wrong, Adam and Eve ate the fruit because they had the desire for what the snake promised them. Similarly, Toni Cade Bambara and John Updike also display the theme of desire in their short stories. In â€Å"The Lesson† by Bambara and â€Å"A&P† by Updike, character, setting, and point of view are utilized to project the theme of desire. Though â€Å"The Lesson† and â€Å"A&P† take place in vastly different environments, a ghetto in New York and a quaint New England sea-side town, respectively, little separates the symbolic meaning of the setting. The protagonists of both short stories really have no yearn to be in their current surroundings. Sylvia in â€Å"The Lesson† describes her neighborhood as foul smelling. It was so bad â€Å"you couldn’t halfway play hide-and-seek without a goddamn gas mask† (Bambara 1). Likewise, Sammy in â€Å"A&P† compares the costumer at his checkout lane to a witch. Within the first few paragraphs of both stories, one can tell that both Sylvia’s and Sammy’s atmospheres are not what they wish. Both the ghetto in which Sylvia lives and the grocery store in which Sammy works symbolize misery. Through the tone of the characters, one can gather that neither is happy and they wish for something greater. Without these particular settings that Bambara and Updike chose, the stories would have no meaning. For instance, if Bambara set Sylvia in a prestigious and wealthy neighborhood, there would be no narrative. â€Å"The Lesson† then would be a useless tale of a girl’s trip to a toy store. No underlying themes or symbols would be present. The setting is very important in both stories in that it defines not only the plot, but the characters themselves. Sylvia and Sammy are products of their environments. Being in an unpleasant environment would definitely put any individual on edge. Because both characters are unhappy with their surroundings, both are quite cynical. Aside from comparing one customer to a witch, Sammy also refers to others as â€Å"sheep† and points out â€Å"house-slaves in pin curlers† (Updike 3). Sylvia is also cynical in the way she talks of Miss Moore. At a point, Sylvia states that she is a â€Å"nappy-head[ed] bitch†, which in no means is a proper way for anyone, let alone a child, to speak (Bambara 1). Despite being so cynical, the reader finds that both characters have another side as well. When faced with desire, Sylvia’s and Sammy’s mannerism changes. The reader sees Sylvia in a whole new way when she sets eyes on the fiberglass sailboat. In fact, Sylvia’s entire persona changes. Not only is she dumbfounded by the price of the sailboat, but she is awestruck by its greatness. She grows quite mad about the price; nonetheless, this is the beginning of the change of her character and train of thought. This is where she realizes the economic imbalance of the world. Similarly to how Sylvia was taken by the sailboat, Sammy is captivated by the girls’ physical appearance, especially Queenie. This is made evident by the imagery of the text from his physical description of them. Bambara and Updike especially, quite effectively use the characters’ point of view to further engage the reader to explore for theme. In â€Å"A&P† and â€Å"The Lesson†, both protagonists narrate the story in first person. This is especially important because the reader better connects with the character. One can better relate when they feel as if they are part of the plot. With Updike’s combination of first person point of view and powerful imagery, one not only feels like they are there, but they can picture it as well. The reader can visualize the girls walking through the maze of isles in the store. Every detail Updike sketches is important, even the â€Å"two smoothest scoops of vanilla† Sammy sees in Queenie’s top-piece (Updike 6). This tells the reader that Sammy is not an experienced lover. He is running wild with his thoughts and can barely control himself. Sammy is enthralled by Queenie and the other girls. So much, in fact, that he quits his job after Lengel, the manager, ridicules the girls about wearing proper attire when entering a grocery store. This particular event shows the true desire Sammy has for these girls and their attention. Likewise, Sylvia has a true desire to change her ascribed status. The reader sees this when Sylvia states â€Å"ain’t nobody gonna beat me at nuthin† at the end of the story (Bambara 6). Sylvia becomes a dynamic character with this statement. Influenced by her desire for the Fifth Avenue world, like purchasing the sailboat, Sylvia makes a vow that she is going to change. She has the desire to leave the ghetto, to be something greater than the ghetto. She is going to strive for the rewards of Fifth Avenue she so much desires. Although the central theme of â€Å"The Lesson† and â€Å"A&P† may be something more than desire, Updike and Bambara definitely portray it through setting, character, and point of view. Perhaps even more interesting are the characters themselves. They seem almost life-like because of their relatability. It is conceivable that the protagonists in these stories by Updike and Bambara are the authors themselves. Toni Cade Bambara grew up in Harlem, a setting very close to that found in â€Å"The Lesson† (Schirack) and John Updike lived in a seaside-town in Massachusetts, eerily similar to the setting of â€Å"A&P† (Moyer). It is very possible that these short stories contain characters based off the authors. It is also quite possible that these stories are actual life events that occurred while the two were still living. It is certainly very interesting to think about the fact that the characters could be linked to the authors in some way and what other influences life events may have had on other pieces by the authors. Works Cited Bambara, Toni Cade. â€Å"The Lesson. † Blackboard. ed. ENG 102-329. Ed. Gina Yanuzzi. Mount Laurel: BCC, Spring 2013. 1-6. Electronic. Moyer, Steve. â€Å"John Updike Biography. † Neh. gov. N. p. , n. d. Web. 07 Mar. 2013. Schirack, Maureen. â€Å"Toni Cade Bambara. † Voices From the Gaps, University of Minnesota. Ed. Lauren Curtright. N. p. , 11 Aug. 2004. Web. 07 Mar. 2013. Updike, John. â€Å"A&P. † Blackboard. ed. ENG 102-329. Ed. Gina Yanuzzi. Mount Laurel: BCC, Spring 2013. 1-8. Electronic.

Green IT at City University †City Green Monitor

Abstract One of the main initiatives which have been employed by the City University within the Information Technology (IT) department is that of the Green Monitor, where a computing room has been set up by a group of students aimed at recording data from an environmental perspective (Green Dragons, 2014). This initiative is both effective now and in the long run, with wider possible uses in the future. This initiative is currently in its infancy, with the wider use under analysis here, as to how it can foster Green IT, going forward. The aim of this research is to develop this resource further and to create both policies and technology that will allow the IT department to support the Green Initiative across the City University, as well as across other institutions. Introduction The first issue which needs to be determined in this proposal is what precisely is meant by Green IT and what the impact of Green IT initiatives can be on an organisation or wider groups of organisations. In accordance with the guide produced by the Chartered Institute for IT, BCS (O,Neill, 2010) states that: â€Å"Green IT is a collection of strategic and tactical initiatives that directly reduces the carbon footprint of an organisation’s computing operation†¦ However, Green IT is not just focused on reducing the impact of the ICT industry. It is also focused on using the services of ICT to help reduce the organisation’s overall carbon footprint† This basic definition presents some interesting points of discussion, before going on to look at the precise nature of the work being undertaken here. Firstly, the issue of Green IT is thought to be linked to the workings of organisations and not to individuals themselves. This raises an important question from the outset: focussing on an organisation may be a false approach due to the fact that so many devices are now used by individuals and not as part of an organisation at all. Secondly, there is the notion that strategic and tactical initiatives may refer to a different approach to the strategies that may be seen as relevant for Green organisations, such as Greenpeace, thus creating a disparity in the overall objectives to be pursued. Finally, it is also noted in this definition that IT itself can be seen as a positive step towards environmental management, with factors such as the ability to work from home reducing travel emissions. This potential benefit of IT is not to be igno red and should be considered alongside the environmental costs. Moreover, O’Neill then goes on to argue that it is also necessary to look at the whole process of IT, including the manufacturing, transportation and disposal, not simply at the emissions and consumption when the item is operative. For the purposes of this research and in looking at the areas of Green IT projects within the City University, it is important to consider how the success or otherwise of the initiative may be judged. Bearing in mind the aforementioned discrepancy between strategy and tactical initiatives that may be pursued by the Chartered Institute of IT and the approach taken by environmental groups there is an immediate difficulty in producing a coherent plan for providing Green IT. In accordance with the BCS and the work by O’Neill, Green IT should be focussing on some key areas. Firstly, he argues that the area of Green IT should look at changing the ethos and culture within an organisation, so as to make sure that the corporate agenda of a company or organisation is reflective of the Green IT aim. As part of this, there should be initiatives in place to ensure that teams and individuals are able to enact Green IT initiatives that are established by the wider group. In addition, Green IT practices should be built into the wider organisational goals and processes, so that the infrastructure is purchased with Green IT in mind. By contrast, Greenpeace looks at Green IT as a means of pulling together energy efficiency and renewable energy, which is a somewhat different approach from that taken by the organisational strategy. In reality, and for the purposes of this analysis, a combined definition is to be pursued, with the suggested definition of Green IT being a set of realistic and practical measures which can ensure that IT is developed in such a way that is sustainable, energy efficient and friendly to the environment. It is this definition that will be considered for the purposes of the project being undertaken here. 1.1The Project at City University Monitoring devices created as part of this initiative are used in order to calculate the CO? emissions within the room itself. Using this information, energy consumption can then be ascertained. The aim of this initiative is to ensure that the students and staff across the University understand the impact that each computing hour has on the environment. This is, therefore, an initiative aimed at improving the environmental position in relation to the IT function and understanding how simple actions such as shutting down the PC at the end of the day or turning down the brightness on a monitor can have an impact on the CO? emissions (Curry et al., 2012). Bearing in mind the previous analysis of what precisely is meant by Green IT, it can be seen that the initiative as it currently stands within the City University deals with a minimal area of Green IT initiatives and requirements. The broader Green IT initiate needs to consider more than just the monitoring of the CO? emissions of the IT department. That said, this starting point provides the information that is necessary in order to be able to further the initiative into a working and sustainable policy, in the future. This initiative is an information gathering initiative which allows the University and then wider organisations to monitor the impact of their behaviours, in such a way that may influence behaviours, in the future. This paper will look at the strategy and concepts associated with power management in Green IT, before then going on to consider the likely behaviours and changes that are going to ensue, as a result of this Green IT initiative and then to draw conclusions on the impact of the initiative as the final section of the report. Power Management Concept within Green IT The notion of Green IT was established substantially by Murugesan, in 2008, stating that Green IT involves a wide range of activities, including designing, using and manufacturing not only the use of the computers, but also any systems associated with the renewal or purchase of such items, so that there is a minimal impact on the environment (Murugesan, 2008). Taking this on board alongside the earlier recognised area of Green IT, it can be argued that the issue of power management is a part of the overall objective which needs to be dealt with fully, before other aspects can be achieved. Without the knowledge that this type of monitoring produces, a wider IT strategy will equally not be possible. For example, if the research indicates that a certain type of screen is substantially better for the environment, then the next stage could be to roll out the provision of these screens across all departments within the University. There is a suggested indication from this perspective, that a monitoring initiative such as the one under discussion here is a suitable area for Green IT and arguably the crucial first step, as it is impossible to put in place improvements without understanding the changes and impacts, in the first place. A key strategy within this area of Green IT is to put in place approaches and processes that offer greater sustainability. For example, in this case, the use of remote monitors within the IT department could then be rolled out to usage in any other department which uses IT, or any other item that could be used more effectively to improve sustainability. Information is the lifeblood of any future initiatives that can be established. It is further noted that, in any modern IT system, there is a mixture of technology, people, hardware and networks. Therefore, any area of Green IT needs to consider all of these factors; for example, user behaviours and the broader impact on networks and hardware also need to be brought into the equation. Consider, for instance, the Advanced Configuration and Power Interface (ACPI) which is a standard used across the entire industry to allow the operation systems to change and control the way in which the power-saving aspects operate, so that the system to a certain extent manages itself (Therien, 2011). This can be done in an entirely automated way, or can allow users to set tolerated levels, for example, how long until a monitor goes onto â€Å"energy saver†. These strategies and approaches are critical to the monitoring area, as this is ultimately the aim of monitoring, so that changes can be put in place to improve overall sustainability.Possible Uses and Recommendations Having put in place monitoring through remote sensors, the IT department is now able to provide information to the next stage of the network, in order to develop mechanisms that will allow the IT itself to manage and improve the environmental impact that computers have. For example, it is shown that CRT monitors use more power than slimmer LCD monitors and having an understanding of a link such as this allows the University (and other organisations) to make decisions at the purchasing stage that will impact on what happens in the longer run. Similarly, it is noted that LCD monitors will use a cold cathode fluorescent bulb as a general source of light, with some of the newer displays using different technologies, such as LEDs, to ensure that less electricity is used (Infoworld, 2009). Fundamentally, the aim of monitoring in this way is to ensure that there is a greater understanding obtained of the usage of electricity by simple activities, so that this can then be used firstly to influence user behaviours and secondly can then be used to develop technologies which will create automatic controls within the technology items themselves. The first element of this research policy is to understand what information has been gathered, before then formulating it in such a way that can produce clear policy guidelines for the University to then import into the wider policies and strategies which it is required to undertake, over a longer period of time. Continuous data gathering and monitoring then allows for the company or organisation to establish and improve its policies, as and when required, and as part of continuous improvement. Conclusion In conclusion, this report indicates that one relatively simple initiative of monitoring the electricity usage within an Information Systems laboratory can lead to information which is then vitally important across a wide range of departments. For example, understanding that a change in the technology of a monitor can reduce electricity usage and improve sustainability will then allow companies and organisations to change their choice of monitors, over a period of time, and to train users to amend their use of the monitors by reducing brightness, all of which will come together to improve Green IT across the campus. Future research in this area could then look at using the information gathered as a means of then developing a policy for the future BASED on the information rather than simply having the gathering of information as an agenda in its own right. References Curry, E., Guyon, B., Sheridan, C. and Donnellan, B. (2012) â€Å"Developing a Sustainable IT Capability: Lessons From Intel’s Journey†. MIS Quarterly Executive. 11(2). pp. 61–74. Green Dragons (2014) City Green Monitor, Available at: http://www.green-dragons.co.uk/projects/citygreenmonitor/ [Accessed 01/12/2014]. InfoWorld (2009) Green IT. Available at: http://www.infoworld.com/d/green-it/used-pc-strategy-passes-toxic-buck-300?_kip_ipx=1053322433-1267784052&_pxn=0 Murugesan, S. (2008) â€Å"Harnessing Green IT: Principles and Practices,† IEEE IT Professional, January–February, pp 24-33. O’Neill, M. (2010) Green IT For Sustainable Business Practice, The Chartered Institute for IT. Therien, G (2011) â€Å"ACPI 2.0 Specification Technical Review, Intel Developer Forum† (ppt). Intel Corporation. Green IT at City University – City Green Monitor Abstract One of the main initiatives that have been employed by the City University within the Information Technology (IT) department is that of the Green Monitor where a computing room has been set up by a group of students aimed at recording data from an environmental perspective (Green Dragons, 2014). This initiative is both effective now and in the long run with wider possible uses in the future. This initiative is currently in its infancy with the wider use under analysis here as to how it can foster green IT going forward. Introduction Monitoring devices created as part of this initiative are used in order to calculate the CO2 emissions within the room itself, and then, using this information, energy consumption can then be ascertained. The aim of this initiative is to ensure that the students and staff across the University understand the impact that each computing hour has on the environment. This is therefore an initiative aimed at improving the environmental position in relation to the IT function and understanding how simple actions such as shutting down the PC at the end of the day or turning down the brightness on a monitor can have an impact on the CO2 emission (Curry et al 2012). This initiative is an information gathering initiative that allows the University and then wider organisations to monitor the impact of their behaviours in such a way that may influence behaviours in the future. This paper will look at the strategy and concepts associated with power management in green IT before then going on to look at the likely behaviours and changes that are going to ensue as a result of this green IT initiative and then to draw conclusions on the impact of the initiative as the final section of the report. Power Management Concept within Green IT The notion of Green IT was established substantially by Murugesan in 2008 stating that Green IT involves a wide range of activities including designing, using and manufacturing not only the use of the computers but also any systems associated with the renewal or purchase of such items so that there is a minimal impact on the environment (Murugesan 2008). There is a suggested indication from this notion therefore that a monitoring initiative such as the one in discussion here is a suitable area of Green IT and arguably the crucial first step as it is impossible to put in place improvements without understanding the changes and impacts in the first place. A key strategy within this area of Green IT is to put in place approaches and processes that offer greater sustainability.. For example in this case the use of remote monitors within the IT department could then be rolled out to usage in any other department that uses IT or any other item that could be used more effectively to improve sustainability. It is further noted that in a modern IT system there is a mixture of technology, people, hardware and networks. Therefore any area of Green IT needs to consider all of these factors, for example user behaviours the broader impact on networks and hardware need to also be considered. Consider for example the Advanced Configuration and Power Interface (ACPI) which is a standard used across the entire industry to allow the operation systems to change and control the way in which the power-saving aspects operate, so that the system to a certain extent manages itself (Therien, 2011). This can be done in an entirely automated way or can allow users to set tolerated levels for example how long until a monitor goes onto ‘energy saver’. These strategies and approaches are critical to the monitoring area as this is ultimately the aim of monitoring so that changes can be put in place to improve overall sustainability. Possible Uses and Recommendations Having put in place monitoring through remote sensors the IT department is now able to provide information to the next stage of the network to develop mechanisms that will allow the IT itself to manage and improve the environmental impact that computers have. For example it is shown that CRT monitors use more power than slimmer LCD monitors and having an understanding of links such as this allows the University (and other organisations) to make decisions at the purchasing stage that will impact on what happens in the longer run. Similarly it is noted that LCD monitors will use a cold cathode fluorescent bulb as a general source of light with some of the newer displays using different technologies such as LEDs to ensure that less electricity is used (Infoworld 2009). Fundamentally the aim of monitoring in this way is to ensure that there is a greater understanding obtained of the usage of electricity by simple activities so that this can then be used to firstly influence user behaviours and secondly can then be used to develop technologies that will create automatic controls within the technology items itself. Conclusion In summary this report indicates that one relatively simple initiative of monitoring the electricity usage within an Information Systems laboratory can lead to information which is then vitally important across a wide range of departments. For example understanding that a change in the technology of a monitor can reduce electricity usage and improve sustainability will then allow companies and organisations to change their choice of monitor over a period of time and to train users to amend their use of the monitors by reducing brightness, all of which will come together to improve Green IT across the campus. References Curry, E., Guyon, B, Sheridan, C and Donnellan, B (2012) â€Å"Developing a Sustainable IT Capability: Lessons From Intel’s Journey,† MIS Quarterly Executive, vol. 11, no. 2, pp. 61–74. Green Dragons (2014) City Green Monitor, Available at: http://www.green-dragons.co.uk/projects/citygreenmonitor/ InfoWorld (2009) Green IT. Available at: http://www.infoworld.com/d/green-it/used-pc-strategy-passes-toxic-buck-300?_kip_ipx=1053322433-1267784052&_pxn=0 Murugesan, S (2008) â€Å"Harnessing Green IT: Principles and Practices,† IEEE IT Professional, January–February, pp 24-33 Therien, G (2011) â€Å"ACPI 2.0 Specification Technical Review, Intel Developer Forum† (ppt). Intel Corporation.

Ethnic Literature Essay

The term â€Å"ethnic† when in conjunction with the word â€Å"literature† in the academic discourse community of students, often brings out mixed feelings of excitement and dread. On the one hand, students understand that they will be getting away from the canonical American literature – which can equal boring in their eyes; on the other hand, students interpret the term â€Å"ethnic literature† to mean distinctive – which can equal confusing or ambiguous – and perhaps at times not relatable because it is outside their scope of experiences. Perhaps before jumping into why it matters, the term â€Å"ethnic literature† should be defined first and because I am still learning how to interpret this term myself, I searched for a suitable one I could agree with. I found one in an article entitled â€Å"Assessing Teachers’ Knowledge of Multi-Ethnic Literature†, and the article actually used another source themselves to come up with a workable, layman’s definition. Ethnic literature as defined by D. E. Norton (as the article’s source) is, â€Å"Literature about racial or ethnic minority groups that are culturally and socially different from the white Anglo-Saxon majority in the United States, whose largely middle-class values and customs are most represented in American literature† (qtd. in Hager & Thompson 22). I think this definition works well to define what ethnic literature is on a surface level, but the more I dig in, I feel that this idea goes much deeper. I asked myself, who can write about ethnic literature? Can anyone just pick up a pen so to speak and tell a story about a young Japanese boy, or a Hispanic family? Can an African-American writer write about Hispanic or Chinese people and claim it is ethnic literature? And the answer to myself is no. Why? Because unless that African-American has been submersed in the Hispanic or Japanese culture from the time of childhood, how are they going to capture the very essence of being, thinking, and living day-to-day in that culture? And even if that African-American had, they would still most likely have a different perspective from the average Hispanic or Chinese person because of being different themselves (i. e black) and perhaps are treated different by the community at large which corrupts the â€Å"normal† cultural thinking. At this deeper level I am trying to get at, I find John M. Reilly’s article â€Å"Criticism of Ethnic Literature: Seeing the Whole Story† helpful in acquiring this. He states that, â€Å"the assertion of ethnicity in literature can be made only through a procedure by which the writer resolves formal problems†¦ what moves from recognition of identity to creation of a strategy for handling reality still is not literature until the individual author sustains her or his ethnic identity through a sequence of formal choices† (4). I am interpreting this to mean that as a reader of this literature, I should see and feel throughout the story (perhaps subtlety) that in some way, the characters mindset (and perhaps actions) in the story differ from my own specifically because of the culture they have grown up in in, which has shaped that character’s thinking. There are thoughts and feelings – ideas, I don’t understand without further explanation from the author, which is sometimes provided, and sometimes not. An example of this is in Brando Skyhorse’s novel The Madonnas of Echo Park, I find myself wondering what the significance of the jacaranda trees mentioned in different parts of the book. Looking up what they are, it becomes apparent to me as jacaranda trees are native to Central America – roots back to their homeland. The blossoms from the trees fall and are scattered everywhere. Felicia in chapter 2 states that â€Å"there’s no way getting away from them† (25). Basically meaning, you cannot escape who you are and where you come from. I would not have understood this had I not explored the history of that tree to uncover the significance in the book. Another example is in Seventeen Syllables in the story â€Å"Seventeen Syllables†. The story about a Japanese family is easy to read, but is hard to connect with as I don’t share the same philosophies about a woman’s place in the Japanese culture. A specific instance in the story was when Mrs. Hayashi, Rosie’s mother received her the first place prize for her stellar Haiku. When the man from the newspaper presented her with a package, Mrs. Hayashi, stating she knew it was unorthodox, asked if she might open it because she was very curious. (Yamamoto 17). At this point, I am thinking to myself, â€Å"I don’t get it – why wouldn’t she open it? † but upon reflection, I considered the patriarchal society that is dominant in this culture, and perhaps it is the wife’s obligation to consult or have the husband open the gift, even if it is not specifically for him. Yet another example is in Oscar Wao by Junot Diaz. To come specifically to the point, I do not understand this idea of why it is understood that Dominican men are supposed to be these â€Å"manly men† that women flock to and fall on their knees for. That the sexual appetite along with innate sense of charisma from Dominican men is expected, and when it’s lacking, it doesn’t go unnoticed. â€Å"Anywhere else his triple-zero batting average with the ladies might have passed without comment, but this is a Dominican kid we’re talking about, in a Dominican family: dude was supposed to have Atomic Level G, was supposed to be pulling in the bitches with both hands† (24). Why is this idea so indoctrinated in this culture according to the book? This is perhaps something I will never understand, except that it is a part of their culture. All of these examples are all good and well, but the important question is why is ethnic literature important? What can be gained from reading it? From a most basic viewpoint, it is a highly effective vehicle for helping people understand themselves and the world around them. Thompson and Hager in their article state that, â€Å"multi-ethnic literature mirrors and validates the experiences for minority groups and juxtaposes the familiar with the less familiar for mainstream children† (22). In other words, through reading ethnic literature, readers can find ways to connect with others around them that are different. The article also states that when readers are exposed to divergent thoughts, language patterns, value systems, and different ways of living, that it can open up awareness about others and create compassion and understanding towards them that might not have happened without the literary exposure (23). To sum it all up, I will never argue against the instruction of ethnic literature in the school setting. In fact, I think teaching it should begin right from the beginning in kindergarten, and perhaps one day we won’t need the designated term â€Å"ethnic literature† – perhaps one day it can just be â€Å"American Literature† and part of the regular American canon of literature. Works Cited Diaz, Junot. The Brief and Wondrous Life of Oscar Wao. New York: Penguin, 2007. Print. Reilly, John. M. â€Å"Criticism of Ethnic Literature: Seeing the Whole Story†. Critical Approaches to Ethnic Literature. 5. 1 (1978): 2-13. Web. 21 Apr. 2012. Skyhorse, Brando. The Madonnas of Echo Park. New York: Free Press, 2010. Print. Thompson, Deborah L. and Jane Meeks Hager. â€Å"Assessing Teachers’ Knowledge of Multi-Ethnic Literature†. Yearbook of the American Reading Forum. 1990. 21-29. Web. 21 Apr. 2012. Yamamoto, Hisaye. Seventeen Syllables. New Brunswick, NJ: Rutgers University Press, 2001. Print.

TORTS CD 1 Research Paper Example | Topics and Well Written Essays - 250 words

TORTS CD 1 - Research Paper Example Should the teacher want to file a defamation claim, she should make sure she has enough proof for the defamation claim to be successful. The settled common law, requires that for a plaintiff to come up with a prima facie of defamation he or she has to show that the statements made against her are false, two she has to show proof of how the statement caused her harm and thirdly, she has to show proof that the statement was given without enough research into whether it was true. If she also thinking of bringing suit, she should be aware that there are potential pitfalls that she could encounter. For one, she should be aware that courtroom trials are costly and bearing in mind that she does not have a job; it would prove very expensive for her. In addition to this, it is also time consuming as the amount of time needed is time consuming. The lawsuit is also known to challenge the defendant and plaintiffs patience (Mesriani Law Group, 2011). In my opinion, a law suit is not the best approach since for one she might not have enough money to follow up with the suit till the end. Secondly, other that wastage of time which could be extremely frustrating, she should go through the facts of her case thoroughly because she may find that the standing of her case may not be as good as it may

Case study K-12 Education common core standards

K-12 Education common core standards - Case Study Example The common core standard system will establish objectives that the education sector should achieve within a certain timeframe. After the period of execution, they will provide a reference point for performance evaluation. In essence, the common core standards system will have provided a framework for performance evaluation in the education system. Performance evaluation is imperative in any sector since it reveals to the different stakeholders the impacts of the existing strategies. Despite having all the right intentions, the common core standards system may be counterproductive if undertaken unilaterally (Oros, 2007, p. 297). The process of establishing standards should be all-inclusive to ensure that educators and school administrators also contribute to the creation of the educational standards. In addition, the implementation should also involve the educators and administrator who are well versed with the challenges of implementing any education policy. The common core standards system will establish a mentality that the stakeholders have to keep improving if they are to remain relevant in the education system, which will be beneficial to the students, and the education system. Overall, the common core standards system is a noble educational system whose success will depend on the implementation and acceptance in the learning

This is an individual assignment in two parts (1 and 2). Part 1 - 1

This is an individual in two parts (1 and 2). Part 1 focuses on a critical review of a published academic article on - Assignment Example There are many ways on how students can effectively evaluate the validity and credibility of each article published online. Aside from examining the rationale behind the needs to conduct a research study, it is necessary to critically analyze the main argument presented in the paper and originality of the research study (Colorado State University 2011). In line with this, whether or not the author has a bias conclusion can be noted by considering not only the personal background and credibility of the author but also the research evidences presented in the appendixes. With regards to the validity of the information gathered in the research study, it is best to check the date of each article, books, or website listed in the bibliography or reference page. Likewise, students should take note that reading materials gathered more than 10 years ago is often considered out-dated not unless the author is pertaining to information that happened in the past. Other than critically analyzing th e valid literature, charts and graphs that strongly supports the argument presented in the study, the credibility of the author in terms of his/her expertise in the field of study should also be considered (Colorado State University 2011). About the Author Wei Song is currently working as assistant professor at the School of Business Economics at Thompson Rivers University in Canada. Her educational background includes: PhD in Management at the University of Edinburgh in UK, MSc in Management Science by Research at the University of Edinburgh in UK, MBA at Frostburg State University in US, and BA at East China Normal University in Shanghai China (Thompson Rivers University 2011). As an assistant professor, she is teaching MBA courses related to strategic management, financial management, marketing management, strategic marketing, advanced marketing management, directed research project, project management, organizational behaviour, international business and research design among ot her subjects offered in BBA courses (Colorado State University 2011). Aside from having written a long-list of publications, she is also affiliated with the International Journal of Management and Business as editorial board and honorary advisory board member, the American Collegiate Retailing Association (ACRA), International Academy of Management and Business, and Journal of Academy of Business and Economics as a member of review board (ibid). This increases the author’s credibility in writing the article being examined in this paper. Critic on Published Article Title and Publication Date of the Article There is no problem with regards to the publication date of the article being examined. Since the article will be published on February 2011, this article is up-to-date. With regards to the article’s title, it is aligned with the research topic and purpose of the study. Thus, it gives a clear direction about what the readers would expect in the study. Abstract The abs tract is clear and specific in terms of discussing the purpose of the study, the research method, the sample population and the site where the primary research was conducted. The abstract also provided the readers with a clear overview with regards to the significance of the research findings to future research studies. Since the research abstract was written in 175 words, this section did not discuss the research findings and conclusion. The abstract also failed to mention the implications, limitations and future direction of the

One Item of Either Hindu or Buddhist Teaching that is Most in Conflict Assignment

One Item of Either Hindu or Buddhist Teaching that is Most in Conflict with your Own Convictions - Assignment Example This way, after the soul has experienced many lives that affect the next ones in series which the soul eventually proceeds to manage with higher wisdom, the ultimate state of perfection is then achieved. On the other hand the Bible, or the Holy Scriptures, affirms that each man is identified with a single soul which does not take any other form, but belongs to the same man alone even after death or the Day of Judgment in which his soul is assessed with respect to this mans account of living, whether good or bad. Instead of karma, by Christian faith, I believe that human efforts of striving to be good would be futile without the grace of God. Because of the Creators love of His creation, every human being is permitted to act according to free will while still on earth since God does not demand obligatorily for faith to be devoted Him by those who do not discern His nature by heart completely. He is rather pleased that men, beyond their reverence toward His divinity, find the essence in establishing a more profound sense of connection with Him so that it becomes spontaneous to act with righteousness. It turns out that for Hinduists, it is only possible to attain spirituality after the complex undertaking during reincarnation. Apparently, the higher significance is placed on depending upon individual efforts at seeking to be good in the Hindu tradition whereas Christians recognize the truth in human weakness and Gods forgiveness that redeems man from wages of sin once they are humble enough to repent and restore fellowship and communication with God as stated in the Bible. Christian teaching designates one man for every soul and the principle of  God's plan of salvation that renders any other means void of effect at obtaining divine fulfillment necessitates not for a soul to take any other form, signifying how God intended for every one of us to be special.