Surrealism And Unrealism In Reronne Magrittes Golconda

In Rene Magritte’s Golconda, a painting made in 1953, which is now on display at the Menil collection in Houston, Texas, the artist uses surrealism to capture the boring routine life of the suburban environment. Magritte is famously known for his use of bowler hats, possibly to depict a working man of importance and class, here, he reduces the businessman to a mere pattern alongside many others. This brings forward alienation and the emotion of isolation-both of which are described by Marxist and existential philosophy. Renà © Franà §ois Ghislain Magritte was a Belgian surrealist artist who liked to challenge viewer’s preconditioned perceptions of reality. Surrealism developed its popularity around the turn of the last century. It consisted†¦show more content†¦This image is thought to be a source of many of Magritte’s paintings. One of his most famous paintings, Golconda, is a good example of his perception between ordinary and mystery. This art piece was named by his friend, after the city of Golkonda. It is famous for once being a very rich city for mining some of the world’s most famous gems. It is possible that it was named this as a play on wealth in suburbs and how boring it has become. Rich business men living in expensive suburbs wearing suits and bowler hats could not produce something as beautiful as the diamonds produced in Golkonda. As tribute for naming the work of art Magritte placed his friend in the foreground of the painting near the chimney on the right. The painting depicts a suburban environment, one similar to to where he lived, with a partly cloudy sky. Men dressed in dark coats and bowler hats, which were common clothes of bankers and businessmen, are shown throughout the painting from left to right and top to bottom. They are present in the foreground, middleground, and backgro und spread out and evenly distributed becoming more anonymous as they subside into the distance. No one can tell if they are either rising or falling because there is no sense of motion. So it can only be assumed that the men are hovering ambiguously in space. The clear blue sky acts as proof that they are not â€Å"raining† down. The men also

David A. Thomas and Robin J. Elys Three Paradigms of...

1. David A. Thomas and Robin J. Elys three paradigms of diversity focuses on: (1) discrimination and fairness, (2) access and legitimacy, and (3) learning and effectiveness paradigm as shown. Most people assume that workplace diversity is about increasing racial, national, gender, or class representation - in other words, recruiting and retaining more people from traditionally underrepresented identity group. [1] This is true for both discrimination and fairness and access and legitimacy paradigms. Although these two paradigms are the most common way that companies approach diversity, they are not the most effective way for companies to manage diversity. Discrimination and fairness paradigm focuses on hiring women and people of†¦show more content†¦It is important to hear the employees opinions, acknowledge their concerns, and give them feedback. Additionally, companies gain organizational effectiveness in managing diversity when they restructure its mission, culture, and practices. This will allow them to connect diversity to the company’s goals. This style is exactly why the establishment I worked for was effective with managing diversity. Organizational effectiveness for managing diversity was in full effect when I became employed with my former company. I have heard stories of how it was before then; the Executive Director was white, all department heads were males, people were hired to match the community, and women were mostly support staff. This all changed when a Latino male succeeded the current Executive Director. When I started working there, diversity was never an issue. We were located in the heart of the South Bronx, but yet all walks of life worked there. Women were top managers, there was never a known gap in gender, age, ethnicity, or group, skills and qualifications were the determinants of hire and not how the person looked, etc. The company was more like a family type atmosphere than a working institution. The staff was involved in mostly all decision making process because our opinions mattered and they let us know that we had a voice. Our meetings were

Night Creature Blue Moon Chapter 5 Free Essays

He raised a brow. â€Å"Miss me?† I pushed past him into the room, but he was alone. â€Å"What did you do with Dr. We will write a custom essay sample on Night Creature: Blue Moon Chapter 5 or any similar topic only for you Order Now Cadotte?† His earring swayed when he tilted his head. â€Å"Do?† He was also wearing glasses. No wonder I hadn’t recognized him. Not that the small, round wire frames could detract from the sheer beauty of his face or the intensity of his eyes, but they made him appear†¦older, wiser, scholarly. And sexier than he’d been while standing naked in the moonlight. I scowled at the unusual direction of my thoughts. Well, unusual for me anyway. I rarely thought about the sexual nature of anyone, specifically a stranger. Though I could be excused in this case, since I’d seen more of this man than almost any other of my acquaintance. I recovered my sanity enough to hear what he’d said. â€Å"Are you Dr. Cadotte?† â€Å"No.† My glance around the area was rhetorical. No one could hide in this joke of an office. I raised a brow. â€Å"I’m William Cadotte, but I’m not a doctor. Yet. There’s that pesky matter of a thesis, which I haven’t been able to finish.† He moved into the room. â€Å"Can I help you?† His voice captured me again as it had last night. Not loud, yet still powerful, the ebb and flow just different enough to make me listen more closely to everything he said. I’m not sure if he meant to crowd me or not, but the place was small and he was big. His heat brushed my face. Or perhaps I was just blushing again – something I seemed to do a lot of around him. â€Å"No,† I blurted. â€Å"I mean yes. Hell.† I was blabbering like a teenager. How could he seem taller, broader, more intimidating with his clothes on? â€Å"Which is it? Yes, no, or hell?† I could smell him, that same scent from last night – wind, trees, a certain wildness. He stared at me intently, as if I fascinated him, and that couldn’t be true. A man who looked like he did would not stare at a woman like Jessie McQuade unless he – My thoughts tumbled into an abyss. Unless he what? There was no reason for him to stare. None. So why was he? â€Å"I wanted to talk to William Cadotte. I didn’t know he was you.† â€Å"I see.† He pulled off his glasses and slipped them into the pocket of his blue work shirt, then patted the pocket gently. â€Å"Or actually I don’t see very well up close without these. Age and too many books.† I made a noncommittal murmur. He didn’t appear much older than me. However, appearances were deceiving. Like a host of other things. â€Å"What did you want to talk about? I assume you don’t plan to arrest me for indecent exposure, since you didn’t know who I was.† â€Å"If you don’t mind, I’d like to forget all about that.† â€Å"Would you?† No. â€Å"Yes.† He gave a knowing smirk, which I did my best to ignore. â€Å"Did you catch your wolf?† † ‘ Fraid not.† His eyes said, / told you so, but to his credit he didn’t voice the words. â€Å"Did your bite victim get her shots?† â€Å"Nope. She’s a little too dead for them to help.† His mouth opened, shut. He tried to run his fingers through his hair, found nothing there to run them through, and let his hand drop back to his side. â€Å"Isn’t that a bit quick, even for rabies?† I shrugged but didn’t elaborate. Clyde wanted to keep things quiet, and I’d already said enough. â€Å"What can I do for you?† He glanced at my T-shirt. â€Å"Are you here as an officer or a private citizen?† His gaze lingered on my breasts, something that happened to me a lot. Guys might not be interested in me, but since I’d hit a 38 D cup in the eighth grade – much to my dismay and mortification – they had been interested in what I stored inside my T-shirt. â€Å"I’m on my own time, following up with the case.† His eyes met mine; they didn’t stray south again. â€Å"I have a question, and I was told you were the expert.† â€Å"In what? I have several and varied interests.† His lips twitched. I ignored the implication. I’d never been any good at flirting. What a surprise. Instead, I dug the totem out of my pocket, then held out my hand, palm up. The tiny wolf lay in the center. Before I could ask a single question he snatched the stone and hurried around the side of his desk, turning on the lamp as he went. â€Å"Hey! That’s evidence, Slick.† His answer was a grunt. He tilted the lamp so the glare was square on the totem, squinted, muttered, and pulled out his glasses. â€Å"What is it?† â€Å"Shh!† So much for the charming flirt. Cadotte now ignored me as he peered at the carved wolf, mumbled, and scribbled notes on a scrap of paper he’d torn randomly from what looked to be a student essay. I settled into the only chair not piled with books and waited. As I waited, I also watched. I couldn’t help myself. He wasn’t dressed like any professor I’d ever had. But then I’d gone to technical school in Madison. While the city had a reputation – at least in Wisconsin – for being a hotbed of anarchy, my police science instructors had been nothing if not staid. None of them would ever have worn a faded cotton shirt and even more faded jeans. An earring was out of the question. Of course the sight of his jeans only made me wonder if he was wearing anything beneath them. Just because he hadn’t bothered with underwear under his cutoffs didn’t mean he didn’t wear it to work. I considered what it would be like to sit in his class, listen to him lecture, knowing he was naked inside the denim. I shifted in my chair and forced my thoughts away from last night. Perhaps fifteen minutes passed before he glanced up, blinked as if he’d forgotten I was there, tried to rub his eyes, smacked his knuckles into his glasses, and removed them. Why did I find his absentminded professor behavior so appealing? â€Å"Well?† I demanded. â€Å"Where did you get this?† â€Å"I thought I was asking the questions?† â€Å"I can’t answer yours until you answer a few of mine.† â€Å"Fine. Center line of Highway One-ninety-nine.† He frowned. â€Å"I don’t understand.† â€Å"You and me both. The accident last night – â€Å" â€Å"With the wolf?† His gaze was as sharp as his voice. â€Å"That’s the one.† His eyes shifted from keen to distracted in the space of an instant. Figuring he was deep in thought, I let him stay there as long as I could. Of course that wasn’t very long. I never said I was patient. â€Å"Professor Cadotte?† My voice brought him back from wherever it was that he’d gone. â€Å"Mmm?† â€Å"Can you tell me what this is? Who might have dropped the thing? Any clues as to why it was lying in the middle of the highway?† â€Å"Yes. Maybe. And none at all.† Well, that was what I got for asking too many nonspecific questions. I tried again. â€Å"What is it?† â€Å"Totem. Or dodaim in Ojibwe.† â€Å"That much I knew. But it’s different from the ones I’ve seen in town.† â€Å"The figures they sell two for a dollar at the T-shirt shop?† I nodded and he made a face. â€Å"A waste of bad plastic. What you have here is an Ojibwe wolf clan totem. Whoever lost this is probably frantic to get it back.† â€Å"Why?† â€Å"Family protection, spiritual power, magic.† â€Å"Woo-woo,† I muttered. I hated woo-woo. His glance was quick and probing. â€Å"You say that as if you don’t believe.† â€Å"In magic stones and wolf spirits? You got it.† â€Å"I suppose you only believe in what you can see, hear, and touch.† â€Å"What else is there?† â€Å"What we know is true but can’t prove.† â€Å"Bullshit?† â€Å"Faith, Officer.† I gave a snort so unladylike my mother would have fainted if she’d heard it. William Cadotte merely smiled. For some reason he found me amusing. Like a pet or a child, maybe an imbecile. â€Å"Faith is for fools who don’t know their own mind,† I snapped. As a kid I’d spent countless hours praying for my daddy to come home. He hadn’t. I’d spent equal time praying to be like everyone else. I wasn’t. So I’d given up praying long ago. â€Å"I’d rather be a fool,† he said quietly, â€Å"than believe in nothing at all.† I did believe in something – facts – but I found no reason to tell him that. Living in the middle of woo-woo land had taught me quite quickly that arguing with someone who believed the unbelievable was like smacking your head against a brick wall. Maybe someday you’d move the brick, but you were more likely to be dead first. 1 changed the subject. â€Å"Any idea who might belong to that totem?† He turned away and I frowned. Up until now he’d looked me in the eye when he spoke to me. Why the sudden change? Unless he couldn’t lie to my face. â€Å"Professor? You said you might know.† â€Å"I’m familiar with a few of the wolf clan in the area.† â€Å"How’s that?† â€Å"Because I’m one, too.† â€Å"It’s a fraternity or something?† â€Å"No.† He faced me again, and any amusement I might have seen once was gone. Had I offended him? I wasn’t sure how, but then, I rarely understood how I’d pissed someone off. Queen of the social gaffe? Me? â€Å"In Ojibwe tradition each person belongs to a clan, the descent of which comes through the father. Legend has it that we are the ancestors of the animal our clan is named for. So even if you were of the Lac du Flambeau band and I was Grand Portage, which I am, if we were wolf clan, we were blood. We couldn’t marry.† â€Å"Double damn,† I said dryly. His lips quirked. Maybe I hadn’t offended him after all. â€Å"In other words, your people believed that wolf clan members descended from the wolves – â€Å" â€Å"And bear clan from the bear, crane from the crane. Exactly.† â€Å"Interesting.† And weird. â€Å"It’s a legend. Not too many of us keep up with to-temic clan lore these days.† â€Å"Except for you.† He shrugged. â€Å"It’s my job, even if I didn’t believe we should keep the old ways alive.† â€Å"Do you know who might belong to this totem?† â€Å"Maybe.† He picked up the tiny black herald, rolled the stone between his fingers. The thought of him using those fingers on me in much the same way made me forget for an instant what I was doing here. â€Å"This isn’t a common wolf clan totem,† he continued, and I yanked my mind from fantasy to reality. â€Å"I’d like to keep this to study some more. I’ve never seen one like it.† â€Å"What’s so different?† â€Å"The wolf is†¦ odd, and there are markings that disturb me. Something is not quite right.† Disturb? Odd? Not right? â€Å"What are you getting at?† â€Å"Ever heard of a manitou?† â€Å"What?† His quick change in topic left me floundering to catch up. â€Å"You mean a spirit?† â€Å"Kind of. Manitou means ‘ mystery,† godlike,† essence.’An all-encompassing spirit. Legend has it that Kitchi-Manitou, the great mystery, created all.† The great mystery. Despite my skepticism of all things woo-woo, I liked that. The great mystery was a good phrase for God and everything in that realm. â€Å"Everyone has manitoulike attributes,† Cadotte went on. â€Å"We each have our special talent. Yours must be sarcasm.† â€Å"Ha-ha.† He quirked a brow. â€Å"Or maybe something hidden, which I’ll uncover later.† â€Å"Don’t count on it, Slick. What’s your special attribute?† â€Å"Besides my great big – † I caught my breath. â€Å"Brain?† The air hissed out through my teeth, making a derisive sound. â€Å"Yeah, besides that.† â€Å"Maybe you’ll give me a chance to show you my special talent sometime.† â€Å"I repeat, don’t count on it.† He smiled. â€Å"Getting back to my story. Most of the manitous are helpful. They’re guardians over us poor humans.† â€Å"And the ones that aren’t helpful?† â€Å"Two. Both are man-hunting manitous. Weendigos, or the Great Cannibals, and the Matchi-auwishuk.† â€Å"Translation?† His smile faded. â€Å"The Evil Ones.† Even though I believed none of this, the hair on my forearms tingled. â€Å"I don’t like the sound of either one,† I admitted. â€Å"But what do they have to do with our totem?† â€Å"The markings on this wolf remind me of certain drawings I’ve studied of Matchi-auwishuk.† â€Å"What does that mean?† â€Å"I’m not sure.† â€Å"Swell.† Silence fell between us. â€Å"Why are you so interested in this?† he asked. Good question. The totem could be anyone’s, dropped at the scene of the accident for any number of reasons. It might not have anything to do with Miss Larson at all. But I found it a tad too coincidental to discover a wolf clan totem at the scene of an accident involving a wolf. That, combined with the information on manitous and evil ones, as well as the violent death of the victim within twenty-four hours†¦ Well, call me silly, but my nerve endings were doing the tango. I might not believe in woo-woo, or anything I couldn’t verify by fact, but I’d had enough hunches turn out true that I’d learned long ago not to ignore the steady hum in my head that said something was rotten in Min-iwa. How to cite Night Creature: Blue Moon Chapter 5, Essay examples

Scc Fall 2012 Syllabus English 101 Essay Example

Scc Fall 2012 Syllabus English 101 Essay Welcome to English 101! This course is designed to help you attain the critical thinking, reading, and writing skills that are necessary for both academic and professional success. Course Purpose: The five general purposes of this course include teaching: 1. rhetorical and logical principles related to development of significant expository content in intelligently organized essays, paragraphs, and sentences;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2. critical reading; 3. acceptable diction and sentence mechanics;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   4. the writing process with a focus on prewriting and revision strategies;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   5. se of librarys research tools and the techniques of the documented paper. Student Learning Outcomes: 1. Use the writing process to compose essays—including research papers in the MLA format—that contain unity, coherence, development, logic, gra mmatical precision, and selection of appropriate sources and their correct use. 2. Analyze written and visual texts for content, structure, rhetorical strategies, visual and written techniques, and grammatical precision. Required Texts: * Cohen, Samuel. 50 Essays: A Portable Anthology. 3rd ed. * Silverman, Jay, Elaine Hughes, and Diana Wienbroer. Customized Version of Rules of Thumb: A Guide for Writers for Santiago Canyon College. 8th ed. * Various essays and short stories that are available online and must be printed Required Materials: Internet and printing access Homework: Your homework assignments (required reading and other) are listed on the course outline. If you miss class however, email a classmate to be sure the homework has not been revised. Whether or not you did your homework will be checked through class discussions, quick writes, and pop quizzes. Homework points are factored into your participation grade. Concept Exams: There will be 4 exams in this course. The content will vary but it will always address concepts we’ve gone over in class and the reading assignments. Each exam is worth 25 points. Essays: There are four essays required in this course. Each essay must follow standard MLA guidelines which require the following format: * Your paper must be typed and double-spaced with one-inch margins on each side. * On the first page, you must write your name, my name, course title and date in the top left hand corner. * Your title must be centered. Capitalize principle words. Do not underline, bold-face, italicize, or do anything else to it. You can only use 12-point Calibri. * Your last name and page number must appear on the top right hand corner (header) on each page except the first one. You can refer to the MLA links provided online to find examples of MLA format. Further essay requirements will be elaborated on in class. Each essay is worth 100 points. Essay Revision Policy: You may revis e and improve the grade of Essay 1 and Essay 2. However, in order to submit a revision for a better grade, you must do the following: 1) Enroll in Eng N91 and discuss your rough draft with your Writing Center instructor before you submit the essay to me. Provide proof that you have discussed your rough draft with WC instructor. ) 2) Submit your essay on time. No exceptions. 3) After you receive your grade, discuss graded essay with me before or after class so we can discuss your revision plan. 4) Submit the revised essay to me before the revision due date. **Note: If you do not meet all of the above-mentioned criteria, I will not accept your revision. You are responsible to meet all of the criteria and know all relevant due dates (see Course Outline); I will not remind you. Late Policy for Essays: Please submit your essays on time. We will write a custom essay sample on Scc Fall 2012 Syllabus English 101 specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Scc Fall 2012 Syllabus English 101 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Scc Fall 2012 Syllabus English 101 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer All of our essays will be submitted online. Be aware that unwanted computer/internet/electronic issues arise and you should allow yourself enough time to deal with such issues should they occur. Critical Thinking Paragraphs: Nearly each class session you will be given 5-10 minutes to write a paragraph in response to various prompts. Please save all your critical thinking paragraphs. At the end of the semester, I will collect them. These are worth 100 points total. Attendance Policy: You have four excused absences. After that, your grade will be deducted by 25 points. There are no exceptions to this policy. I suggest you reserve your excused absences for emergency situations. Please note that although the first four times you miss class it is â€Å"excused† and no points will be deducted just for being absent, you will not be allowed to make up any points that are earned the day you have missed. (For example, if we take a pop quiz that day for 10 points, you will not be able to make up those points. ) Also, if you are absent, you are responsible to get any material or information you have missed from a classmate or from me during office hours. Do not email me for the material/information. Also, you do not need to email me to let me know you will be absent. And please do not explain to me (via email or in person) why you were absent as you will have 4 excused absences and be penalized thereafter no matter what the circumstance. Tardy Policy: If you are not in class when class begins, you will be considered tardy. If you are more than 20 minutes late you will be considered absent. You will be excused from being tardy thrice; you will be deducted 15 points for each time you are tardy after that. The same policy applies to leaving before the nd of class. Please do not email me to let me know you will be tardy and please do not explain to me why you were late. However, if you have to leave early, I would appreciate you letting me know before class so I do not worry about you when you get up and leave. Make Up Policy: Although your absence may be excused, any exams you need to make up will be deducted by 50%. Participation: Part icipation is worth 100 points. Your participation grade is based on how much you are contributing to class discussions and if you are contributing to a positive and edifying atmosphere. Every student begins with a 75% (out of 100) in participation. It is up to you to bring that grade up or down throughout the semester. Points are added by behavior such as contributing a relevant comment during the discussion of the reading; points are subtracted by behavior such as playing on your phone during class. Homework points will also be factored into participation. You will see a 75% on your grade in the beginning of the semester and it will not be updated until the end of the semester. If you are unsure about how I perceive your participation in class, you may ask me. Because participation is worth a large amount of points, I encourage you to reflect on your participation. If you do not participate very often, challenge yourself to contribute to class discussions; if you feel that you do more talking than anyone else in the class, allow room for your classmates to contribute. Please turn your cell phones and other devices to SILENT. If you are caught using your phone in class, 5 points will be deducted from participation grade. If your cell phone rings in class, you must dance in front of class or bring snacks. Or you may choose to have 10 points deducted from your final grade. ) Almost no electronic device use is allowed in class. Participation points will be deducted if you are playing on your laptop, tablet, phone, iPod, or other electronic device in class. The only time using such devices is allowed is when you write your critical thinking paragraphs or when you are copying notes from the white board. Every other time I will assume you are doi ng things that are not conducive to learning. You are not permitted to take photos or record me, any of your classmates, or my course material without consent. This includes voice and visual recordings, and any other form of privacy or intellectual infringement. Please be open-minded, yet truthful, in your participation in class. I do not mind if you do not like a work I have assigned or if your point of view is different from the majority of the class; I simply ask that you share your insight in an intellectual and respectful manner. Email: Check your email. Throughout the semester I will email Eng 101 updates and reminders and it’s your responsibility to check your email for this information. When emailing me please be efficient, clear and respectful as I will be to you. Also please be considerate of how many students email me daily; if you have a question or comment that can be discussed in/before/after class, please wait till then to ask me; if you don’t get a quick reply from me, please be patient and/or consider whether or not your question is already answered in your syllabus or online or has been repeated several times in class. (Note: if you miss class it is not my responsibility to go over everything you missed via email. Contact a classmate or visit me during office hours. Grading Matrix: Exams: 100 pts Critical Thinking Paragraphs: 100 pts Essays: 400 pts Participation: 100 pts Pop Quizzes: 0-50 pts Your final points will be converted to a percentage. Your grades will be measured on the simple letter grade system. 100%-89. 5% is an A, 89. 4%-79. 5% is a B, 79. 4%-70% is a C, 69%-60% is a D, and 59% and below is an F. In order to meet the G. E. requirement , you will need to achieve a minimum grade of a â€Å"C† to pass this course. Plagiarism Plagiarism is the unacknowledged and inappropriate use of the ideas or wording of another writer. Because plagiarism corrupts values in which the university community is fundamentally committed – the pursuit of knowledge, intellectual honesty – plagiarism is considered a grave violation of academic integrity and the sanctions against it are correspondingly severe. Plagiarism can be characterized as academic theft. If I discover that you have in fact plagiarized, then you will immediately receive a failing grade for the assignment and possibly for the course. For your writing assignments, you will submit your essays to the anti-plagiarism program called Turnitin. com. To avoid plagiarism, just be certain that everything that you borrow—words or ideas—has been properly documented, using standard MLA form. For more information on Academic Integrity, please visit: http://www. sccollege. edu/Library/Pages/plagiarism. aspx Special Needs Santiago Canyon College is committed to providing reasonable accommodations for students with verifiable disabilities when requested by the student. If you require special services, it is your responsibility to alert your instructors and the Disabled Students Programs and Service (DSPS) as early as possible in the semester, so please let me know if you need assistance. To arrange for services at Santiago Canyon College, contact DSPS by phone: 714. 628. 4860; 714. 639. 9742 (TTY/TDD- for students who are deaf) or stop by the DSPS Center in room E-105. Emergency Response Please take note of the safety features in and close to our classroom as well as study the posted evacuation route. To report serious crimes or emergencies on campus, please contact the campus safety and Security Office at 714. 628. 4730, located in U-100. Syllabus This syllabus is subject to change. You will always be given a proper announcement and reasonable time to adjust to any changes. The information and policies provided in this syllabus is your course contract. Being registered in this course acknowledges that you accept the terms and conditions listed in the syllabus. Course Outline The course outline includes of list of readings that will be discussed that day (therefore you must read the essay beforehand) and any exams that will be taken or essays that will be due. Because I want to ensure that every assignment is done at an appropriate time, I may (and probably will) adjust the schedule throughout the semester. It is your responsibility to account for the changes that I announce in class. Also, as college students, it is your responsibility to be aware of when exams and other assignments take place. I may not (and probably won’t) remind you. Course Outline (Subject to Change) Week 1 8/27: Introduction to English 101 8/29: Bring textbook to class Week 2 9/3: Labor Day-No Class 9/5: Discuss â€Å"The Value of Science† (available online); Discuss â€Å"The Ways We Lie† Week 3 9/10: Discuss â€Å"How to Tame a Wild Tongue† 9/12: Discuss â€Å"End of the World,† Bring Thesis to Class Week 4 /17: Essay 1 Rough Draft Due (bring print copy) 9/19: Exam 1 Week 5 9/24: Essay 1 Due; Introduction to Argumentative Unit; Discuss â€Å"Why Don’t We Complain† 9/26: Discuss â€Å"Letters from a Birmingham Jail† Week 6 10/1: Working on Essay 2 in class 10/3: Discuss â€Å"No Name Woman† Week 7 10/8: Discuss â€Å"Games† 10/10: Discuss †Å"On Morality,† Bring Thesis to Class Week 8 10/15: Rough Draft of Essay 2 Due 10/17: Exam 2 Week 9 10/22: Essay 2 Due; Introduction to Literary Analysis; Discuss â€Å"Looking for Work† available online 10/24: Discuss â€Å"Salvation† Week 10 0/29: Discuss â€Å"Shape of the Sword† available online 10/31: Discuss excerpt from Decoded available online Week 11 11/5: Bring outline and thesis to class 11/7: Rough Draft of Essay 3 Due; Exam 3 Week 12 11/12: 11/14: Essay 3 Due; Practice Presentations Week 13 11/19: Essay 3 Class Presentations 11/21: Essay 3 Class Presentations Week 14 11/26: Introduction to Final Unit; Discuss â€Å"Allegory of the Cave† 11/28: In class work and readings Week 15 12/3: In class work and readings 12/5: In class work and readings Week 16 12/10: Exam 4 12/12: Essay 4 Due; Informal presentations of Essay 4

Free Essays on Comparison Between Restaurants

This is a comparison between two similar restaurants in Houston: One is Mi Luna, Spanish restaurant and the second one is Solero, Tapas restaurant and bar. For this report I have chosen 4 criteria to compare both places in order of importance and service operations. Comparison criteria Mi Luna 1) Services offered a) Restaurant Monday through Friday, Mi Luna offers restaurant service from 11:00 am to 11:00 pm with some weekly specials such are happy hour, Giant Paella night and Brunch service. b) Bar- Night club On Thursday night Mi Luna hosts the LATIN PARTY NIGHT from 11:00 pm to 2:00 am. And the whole restaurant becomes a big dance floor. 2) Operations and Service plan In this restaurant you find good service but slow seating perhaps its quick table rotation, you may have to wait in long lines that is why they recommend to make reservations; Mi Luna is not a good place for kids but is very good for groups of people because of its fast serving to tables. Type of service is American style where food is cooked and portioned in the place’s kitchen and carried to the tables by waiters but also they use French style for paella because it is cooked tableside in front of the guest’s eyes. This French style has some advantages like elegant, personalized service; is entertaining and fun; and high average check. Disadvantages that are highly trained staff required; more dining room space is needed to provide for the wide aisles required to move preparation cars or gueridon to tables; table turnover lower, high menu prices; higher capital costs incurred because of extensive amount of service and preparation equipment required. 3) Menu Selection and variety Mi Luna emphasizes a wide variety of traditional Spanish cuisine. The tapas they offer are both cold and hot. They also offer Spanish paella, as well as regional specialty dishes accompanied with a wide variety of wines. The menu extension is about 100 items ... Free Essays on Comparison Between Restaurants Free Essays on Comparison Between Restaurants This is a comparison between two similar restaurants in Houston: One is Mi Luna, Spanish restaurant and the second one is Solero, Tapas restaurant and bar. For this report I have chosen 4 criteria to compare both places in order of importance and service operations. Comparison criteria Mi Luna 1) Services offered a) Restaurant Monday through Friday, Mi Luna offers restaurant service from 11:00 am to 11:00 pm with some weekly specials such are happy hour, Giant Paella night and Brunch service. b) Bar- Night club On Thursday night Mi Luna hosts the LATIN PARTY NIGHT from 11:00 pm to 2:00 am. And the whole restaurant becomes a big dance floor. 2) Operations and Service plan In this restaurant you find good service but slow seating perhaps its quick table rotation, you may have to wait in long lines that is why they recommend to make reservations; Mi Luna is not a good place for kids but is very good for groups of people because of its fast serving to tables. Type of service is American style where food is cooked and portioned in the place’s kitchen and carried to the tables by waiters but also they use French style for paella because it is cooked tableside in front of the guest’s eyes. This French style has some advantages like elegant, personalized service; is entertaining and fun; and high average check. Disadvantages that are highly trained staff required; more dining room space is needed to provide for the wide aisles required to move preparation cars or gueridon to tables; table turnover lower, high menu prices; higher capital costs incurred because of extensive amount of service and preparation equipment required. 3) Menu Selection and variety Mi Luna emphasizes a wide variety of traditional Spanish cuisine. The tapas they offer are both cold and hot. They also offer Spanish paella, as well as regional specialty dishes accompanied with a wide variety of wines. The menu extension is about 100 items ...

Latin Adjectives 1st and 2nd Declension

Latin Adjectives 1st and 2nd Declension In Latin, adjectives must agree with the nouns they modify in case and number, as well as gender. This means that like nouns, Latin adjectives must be declined.* Latin 1st and 2nd declension adjectives are declined like nouns in the 1st and 2nd declensions. It so happens that like nouns, there are also 3rd declension adjectives, but there are no 4th or 5th declension adjectives. So, since there are more declensions for nouns than adjectives, the number of the declension of the noun cannot possibly have to match the number of the declension of the adjective. Its even misleading to think of adjectives as belonging to the 1st OR the 2nd declension. They belong to both but look different depending on gender. For this reason, its better to refer to such adjectives as 1st AND 2nd declension adjectives. The Latin from which we get our word republic comes from a 5th declension feminine noun ( res) and a feminine adjective ( publica). If the 5th declension noun were masculine ( e.g., meridies midday), the adjective would take the masculine form publicus. As stated above, Adjectives need to match only the gender, number, and case of the noun they modify. A 1st and 2nd declension adjective can modify any noun. The 1st and 2nd declension adjective used here as a model is bonus, -a, -um, the Latin word for good, showing the full masculine form first, followed by the ending of the feminine next, and finally the ending for the neuter. nominative bona puellagenitive bonae puellaedative bonae puellaeaccusative bonam puellamablative bona puella The word girl is puella in Latin, a 1st declension noun, and like most 1st declension nouns, its feminine. The adjectival form corresponding with puella- a noun in the nominative singular- is bona. Declension of Bona Puella (Good Girl) in Latin Singular Plural: nominative bonae puellaegenitive bonarum puellarumdative bonis puellisaccusative bonas puellasablative bonis puellisnominative bonus puergenitive boni pueridative bono pueroaccusative bonum puerumablative bono puero The word for boy in Latin is puer. This is the nominative singular of a 2nd declension masculine noun. The form of the model adjective were using, that corresponds with puer- that is, the form of the adjective that agrees in number, case, and gender- is bonus. Declension of Bonus Puer (Good Boy) in Latin Singular Plural: nominative boni puerigenitive bonorum puerorumdative bonis puerisaccusative bonos puerosablative bonis puerisnominative bonum verbumgenitive boni verbidative bono verboaccusative bonum verbumablative bono verbo The English word word is verbum in Latin. This is a 2nd declension neuter noun. The form of the model adjective good that corresponds with verbum is bonum. Note that since this is a neuter, we can not say whether bonum verbum is nominative or accusative, although it is clearly singular. Declension of Bonum Verbum (Good Word) in Latin Singular Plural: nominative bona verbagenitive bonorum verborumdative bonis verbisaccusative bona verbaablative bonis verbis The paradigm form you will usually see for a 1st and 2nd declension adjective is: bonus -a -umboni -ae -ibono -ae -obonum -am -umbono -a -oboni -ae -abonorum -arum -orumbonis -is -isbonos -as -abonis -is -is *Note: You may run into indeclinable adjectives, which, obviously, are not declined.

Western Australian Economy. Legal and Political Environment Essay

Western Australian Economy. Legal and Political Environment - Essay Example The industrial and commercial sectors have been the leading presentations used to offer the needed ventures to achieve stability in income generation and present stable resource acquisition. Developed societies have excelled in presenting stable economies with a larger share in GDP and proper application of the resources available. With the competition in the business industry to maximize on the available resources, opportunity generation is elevated. The other stable presentation has been in the government provision to offer the needed resources and opportunities to stabilize the economy. Western Australian economy has been the example of the dominant GDPs in the global sector with an elevating sector that is boosted by stable supply in the resources. The economy has been developed based on the principles required in developing stable economies capable of presenting support to the existing population. The economy has grown since 2010 by 3.5% with a stable supply of mineral reserve a nd energy to drive the industries (Government of WA, 2002). With globalization, the existing sanctions and limited operations within borders have been opened to promise free participation of foreign members in exploiting the resources available within the country. The globalization aspect has been noticed to play a significant role in developing the stable economy of Western Australia with resources and energy sources benefiting from the modernization process. Legal and Political Environment The political sector within the Western Australian economy sector has been classified to be advanced into providing the needed platform to conduct business activities. With the economy supported by stronger policies and a stable mining economy, the developments have been subjected towards maintaining the level of income within the industrial sector. The global Financial Crisis (GFC) had been avoided due to the strength of the policies subjected towards developing the available resources and allo wing the needed platform to conduct foreign business (WACAR, 2010). The resources have developed the ideology in the government and legal framework and offer stable employment opportunities and utility of the resources (Scott, 2012). Western Australia covers the region of an estimated one-third within the whole Australia with the majority of the labor supplied by the interstate and international workforce. The other contribution by the WA government has been extended in the provision to offer a $30 billion budget to be supported to development sector (WACAR, 2010). The state has supported the needed initiatives to be invested in development projects to favor the increasing market sector with the labor department encouraging foreign policies to add to the population. With the increasing population, the budget has also been developed to support modern urban housing projects to the increasing population within the economy. The population with the incentive that is given to development projects and the business community prefers the current elected government. The government realizes the need to offer stability within the WA economy by presenting the needed funds to develop the health sector, education and infrastructure. The legal framework is supportive of the reforms to support health facilities and offer strict regulations against the parties that exploit the oil resources. The state government laws support the stable urban system and the by-laws that offer security to the development platform noticed within the region. Financial Climate The economy is greatly supported by the export of minerals in gold and natural gas and boasts of a dominant facility to support the industries within the econom