Satire of the Knight in the Prologue and Knights Tale of...

Satire. Satire is a biting literary tool, one that Geoffery Chaucer used liberally when he wrote his Canterbury Tales. Websters New World Dictionary says that satire is the use of ridicule, sarcasm, etc. to attack vices, follies, etc. Using that definition, I think that all of the pilgrims in the Canterbury Tales are satirized to some extent; some of the satirizations are more subtle than others. The Knight is one of the pilgrims that is more subtly satirized. Chaucer satirizes knights and chivalry in two different ways: in the prologue and in the Knights Tale. The first way in the prologue is with the pilgrim Knights character. Chaucer wanted to present a realistic knight, but he also wanted to give the Knight some very†¦show more content†¦Hodges, featured in April 1995 edition of The Chaucer Review, Hodges examines the reasons behind Chaucers decisions on the clothing of his Knight. After examining the introduction of the Knights character in the General Prologue of the Canterbury Tales, Ms. Hodges said that Chaucer intended his Knight to be the one true to life portrait of a knight of the 14th century-an every knight of sorts. She also concluded that Chaucer wanted to go against the normal chivalric ideal of a knight by presenting a knight as he really might have been: a basically good person, but with imperfections. I disagree with Hodges about Chaucers intentions when characterizing the knight. I dont think the knight was meant to be a true to life portrait of the every knight. I think that the reason Hodges and I disagree has to do with the scope of our examination. Hodges was mostly examining the Knights clothing, with only references to the rest of the Knights description in the prologue, and only briefly mentions the Knights Tale. I am looking at the Knight in a more general sense, and looking at clues in the entire description and the tale. One of the generalizations Hodges makes is that Chaucers Knight is not romantically ideal. On this point, we definitely agree. There havent been many changes in peoples conceptions of the ideal knight since the 14th century. The ideal knight is the oneShow MoreRelatedCharacter Satire in Chaucers Canterbury Tales2302 Words   |  10 PagesSatire of the Knight in Prologue and Knights Tale Satire. Satire is a biting literary tool, one that Geoffery Chaucer used liberally when he wrote his Canterbury Tales. Websters New World Dictionary says that satire is the use of ridicule, sarcasm, etc. to attack vices, follies, etc. Using that definition, I think that all of the pilgrims in the Canterbury Tales are satirized to some extent; some of the satirizations are more subtle than others. The Knight is one of the pilgrimsRead MoreGeoffrey Chaucers Use of Characterization Essay1308 Words   |  6 Pagesbecause it used many forms of characterization to present the characters to the reader. 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As far as literary tone goes, it is basically the same as the tone used when verbally speaking. Chaucer balanced the serious and deathly tales with the tales set for comedy. In the General Prologue, the portrayals of the Knight, the Parson, and the Plowman show a solemnRead MoreJest and Earnest in Chaucers Work2364 Words   |  10 Pages`The Canterbury Tales. Two years later, Chaucers appointments in King Edwards court culminated with his position as clerk of the Kings works. As a result of these elevated positions in society, Chaucer gained a variety of viewpoints of social hierarchy as he met people from all levels of the ladder. It is this idea, Chaucers knowledge of society as a whole, as well as what we know of Chaucers good education, that is reflected in his work, and in particular in the `Canterbury Tales. TheRead MoreWife of Bath Vs The Prioress1222 Words   |  5 PagesCanterbury Tales is a story about a group of thirty people, including the Host, that are traveling to the shrine of the martyr St. Thomas a Becket in Canterbury. The diverse group is a concoction of contradicting personalities that are intricately described by Chaucer. Among these twenty-nine excursionists are two women. One of them is the coquettish Prioress while the other one is the partially deaf Wife at Bath. Although both women possess discernable similarities, both possess divergent personalitiesRead MoreThe Canterbury Tales By Geoffrey Chaucer Essay1990 Words   |  8 Pagesacclaimed literary work being The Canterbury Tales. With Chaucer starting composition between 1386 and 1389, The Canterbury Tales was originally envisioned by him to be an anthology of four stories from each of the twenty-nine characters that are introduced in the General Prologue of the book. 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Yet one writer dared to speak againstRead MoreThe Inconsistancies of Life in In The Canterbury Tales and The Knights Tale, by Geoffrey Chaucer1707 Words   |  7 PagesIn The Canterbury Tales, composed by Geoffrey Chaucer, the fundamental topic of the tales is the inconsistency of human life — satisfaction and suffering are never far separated from one another, and no one is truly safe from experiencing a tragedy. When an individuals fortunes are up, other individuals are down. This issue is expressed by the pattern o f the narrative, in which depictions of favorable luck are immediately followed by disasters, and characters are subject to memorable inversions

A Brief Note On Hydro Quebec And The Largest Electricity...

What is Hydro-Quebec? Hydro-Quebec is the biggest electricity company in Quebec, it is one of the biggest electricity company in North America and it is one of the leading companies of hydropower in the world. Hydropower is one of sustainable energy resources and it plays a very important role to protect our environment.The company was founded in April 14, 1994. After more than seventy years’ development, about 99 percent of electricity that Hydro-Quebec generated is by Hydropower. Hydro-Quebec’s research institute (IREQ) which is in charge of technological innovation advantages Hydro-Quebec compare with other electricity company. Why Energy consumption is Important? Energy consumption is bound tightly with our daily life especially when we try to maintain our high quality of life (Panwar, Kaushik, Kothary, 2011). For example, energy consumption is required when people try to light a lightbulb in the night; cars need energy to move. People in the world need to consume an enormous quantity of energy every day to support daily life (see picture 1). Countries’ development is also rely on energy consumption. A research find out that real GDP will be increase by 0.12%-0.39% percent when increase 1% energy consuming. (Narayan, Smyth, 2008). Types of energy and What are the sources? All energy people using can be classified into two types. The first type is sustainable energy and the second type is unsustainable energy. Sustainable energy is renewable whileShow MoreRelatedThe Future Of Renewable Energy2226 Words   |  9 Pagesparticularly hydropower and nuclear. In 2011, it was the sixth largest wind power producer worldwide. In Ontario, there are numerous photovoltaic plants of power. A tidal plant is located in Annapolis found in Nova Scotia, and it utilizes the tides generated by the Fundy Bay. Canada has over twenty hydro power stations majority of these located in Saskatchewan, British Columbia, Alberta, Quebec and Labrador (Islam, Fartaj Ting, 2013). A brief look at the sources of Renewable energy in Canada It is quiteRead MoreProject Managment Case Studies214937 Words   |  860 Pagesstudies. I. Title. Printed in the United States of America Contents Preface xi 1 PROJECT MANAGEMENT METHODOLOGIES 1 Lakes Automotive 3 Fems Healthcare, Inc. Clark Faucet Company 2 5 7 11 IMPLEMENTATION OF PROJECT MANAGEMENT Kombs Engineering 13 Williams Machine Tool Company 15 Wynn Computer Equipment (WCE) 17 The Reluctant Workers 20 Hyten Corporation 22 Macon, Inc. 35 Continental Computer Corporation 37 Goshe Corporation 43 Acorn Industries 49 MIS Project ManagementRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesthe three years preceding World War I than had come to the entire Spanish Empire during three centuries of colonial rule. And in Asia, the nearly 2 million Chinese who arrived in Singapore from 1925 to 1930 (when it was the largest immigrant port in the world—and second largest after New York over the entire period from 1840 to 1940) equaled or exceeded the total number of Chinese who migrated to mainland Southeast Asia over the entire three centuries before 1820. While many of the most dramatic

Topic the United States Home Front During World War Ii Free Essays

string(220) " barred from employment in industries engaged in defense production solely because of considerations of race, creed, color, or national origin, to the detriment workers’ morale and of national unity: Now, therefore, \." Topic: The United States Home Front During World War II Essential Question: â€Å"How important was the home front to the United States’ victory in World War II? National Standard for United States History: Era 8, Standard 3 The origins and course of World War II, the character of the war at home and abroad, and its reshaping of the United States role on world affairs. Instructional Objectives: Students will be able to: 1. Explain and evaluate extensive economic and military mobilization on the home front by the United States during World War II and its impact of the success of the war effort. We will write a custom essay sample on Topic: the United States Home Front During World War Ii or any similar topic only for you Order Now 2. Explain how the whole country, across all economic and social levels, was involved in a unified effort to produce the goods of war and of the common sacrifice made by every citizen through rationing, victory gardens, bond drives, etc. 3. Analyze and assess the effects of World War II on culture, family, gender roles, and technology in American society. Background Description/Historical Significance: Although there were no military battles fought on the mainland of the United States, World War II had a profound effect on the nation as the Federal government mobilized its economic, financial, and human resources to defeat Axis aggression. This war returned the nation to economic prosperity after a decade of dismal depression, promoted the growth of big business, and enhanced a close relationship between industry and the military. Politically, the power of the presidency and influence of the Federal government increased, and socially and economically, the war, through common sacrifice made by all, became a vehicle for improving the status of Americans. In short, the war became a catalyst for significant economic and social change whose impact extended well-beyond its duration. For example, before the war women had traditionally played a secondary role in the job market and men had dominated the industrial job sector. However, with millions of men being drafted or joining the military, women were needed to man the factories and supply centers producing goods for the war. (Over 400,000 women also served in the military during World War II. ) They also had traditionally faced job discrimination and lower pay levels, but some of these inequities began to fade as they took on more and more responsibility in factories and production centers. Posters extolling â€Å"Rosie the Riveter† were printed, recognizing the need and importance of recruiting women for the work force. Between 1941 and 1944, the number of women working outside the home rose by 5,000,000. By 1944, 72% of the female workforce were married women and their average age was over thirty-five. The war could not have been won without them. The war also began to create a more level playing field for minorities who had traditionally faced discrimination. All Americans were needed in the war effort and so black American, Hispanic Americans, and Japanese Americans (where in California whole families had been sent to military detention camps), were being drafted and joining the military. In the case of African and Japanese Americans, separate and segregated military units were created†¦ yet, they fought on the same battlefields with their fellow citizens. Changes also occurred on the home front. Factory workers were needed in the industrial north, and a migration of black workers to northern factories began and would continue until many years after the war had ended. What happened in the country during this time was really remarkable. America’s entry into the war had brought the Nation together, united in a common and just cause, like at no other time in its history. The sacrifice being made by families and citizens was equally and fully shared. At the same time, social change was occurring which would carry over into the post-war years and ultimately result in more equal rights for everyone. What was happening on war front was linked to the home front. The combination would result at war’s end with America emerging as the world’s pre-eminent economic super power. Instructional Activities and Primary Source/Document Excerpts: The following document excerpts, photographs, and posters can be selected, read, discussed, analyzed, and assessed by students, either individually for subsequent general class discussion, in a pair-and-share format, or in small groups with a cooperative learning activity. At the discretion of the teacher, document excerpts, photographs, and posters could grouped at designated â€Å"stations† in the classroom, and small groups of students could rotate from station to station during the instructional period. As the groups of students examine, explain, and evaluate the pictures and texts of the following selected documents, they will begin to ascertain and assess the pivotal role that the American home front played in the Allied victory in World War II. The teacher can select (as a menu) which of the following photographs, posters, and document excerpts are most appropriate for the instructional needs of their students on this historical topic. Following these photographs, posters, and document excerpts there is a menu of thought-provoking questions to stimulate student discussion and interaction. As a discussion prompt for either small group or whole class discussion, the teacher can present the following adage to the students: â€Å"If ‘every picture tells a story,’ describe what story about the American home front in World War II is being told by the following photographs and posters. † The photographs and posters of women and African Americans during World War II have been selected from the following websites:www. womenshistory. about. com and www. archives. gov/research/african-americans/ww2 [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] Document â€Å"A†: Whereas it is the policy of the United States to encourage full participation in the national defense program by all citizens of the United States, regardless of race, creed, color, or national origin, in the firm belief that the democratic way of life within the Nation can be defended successfully only with the help and support of all groups within its borders, and Whereas there is evidence that available and needed workers have been barred from employment in industries engaged in defense production solely because of considerations of race, creed, color, or national origin, to the detriment workers’ morale and of national unity: Now, therefore, . You read "Topic: the United States Home Front During World War Ii" in category "Essay examples" . . I do hereby reaffirm the policy of the United States that there shall be no discrimination in the employment of workers in defense industries or government because of race, creed, color, or national origin, and I do hereby declare that it is the duty of employers and of labor organizations . . . to provide for the full and equitable participation of all workers in defense industries, without discrimination because of race, creed, color, or national origin. . . . All contracting agencies of the Government of the United States shall include in all defense contracts hereafter negotiated by them a provision obligating the contractor not to discriminate against any worker because of race, creed, color, or national origin. † —– Executive Order 8802, June 25, 1941 by President Franklin Roosevelt Document â€Å"B†: It is the policy of the Government of the United States to encourage full participation in the National Defense program by all citizens, regardless of r ace, creed, color, or national origin in the firm belief that the democratic way of life within the nation can be defended successfully only with the help and support of all groups within its borders. The policy was stated in my Executive Order signed on June 25, 1941. The order instructed all parties making contracts with the Government of the United States to include in all defense contracts thereafter a provision obligating the contractor not to discriminate against any worker because of race, creed, color, or national origin. Questions of race, creed, and color have no place in determining who are to man our ships. The sole qualification for a worker in the maritime industry, as well as any other industry, should be his loyalty and his professional or technical ability and training. † —– Letter from President Franklin Roosevelt to Mr. Joseph Curran, President of the National Maritime Union, January 14, 1942 Document â€Å"C†: â€Å"I welded . . . lying on the floor while another welder spattered sparks from the ceiling and chippers like giant woodpeckers shattered our eardrums. I . . . have sat at a bench welding flat and vertical plates. . . I did overhead welding, horizontal, flat, vertical. . . I made some good welds. . . I had a good taste of summer today, and I am convinced that it is going to take backbone for welders to stick to their jobs through the summer months. It is harder on them than on any other of the workers—their leathers are so hot and heavy, they get more of the fumes, and their hoods become instruments of torture. There were times today when I’d have to stop in the middle of a tack and push my hood back just to get a breath of fresh air. It grows unbearably hot under the hood, my glasses fog and blur my vision, and the only thing to do is to stop. . . . Yet, the job confirmed my strong conviction. . . [that] what exhausts the woman welder is not the work, nor the heat, nor the demands upon physical strength. It is the apprehension that arises from inadequate skill and consequent lack of confidence, and this can be overcome by the right kind of training. I’ve mastered tacking now, so that doesn’t bother me. I know that I can do it if my machine is correctly set, and I have learned enough of the [ways] of machines to be able to set them. And so, in spite of the discomforts of climbing, heavy equipment, and heat, I enjoyed the work today because I could do it. † —– Augusta Clawson, a female welder in a shipyard, quoted from Augusta Clawson, Ship Diary of a Woman Welder (New York: Penguin, 1944). Document â€Å"D†: In the figure below the development of the United States labor force by gender during the war years. |Year |Total labor force (*1000) |of which Male (*1000) |of which Female (*1000) |Female share of total (%) | |1940 |56,100 |41,940 |14,160 |25. | |1941 |57,720 |43,070 |14,650 |25. 4 | |1942 |60,330 |44,200 |16,120 |26. 7 | |1943 |64,780 |45,950 |18,830 |29. 1 | |1944 |66,320 |46,930 |19,390 |29. 2 | |1945 |66,210 |46,910 |19,304 |29. | |1946 |60,520 |43,690 |16,840 |27. 8 | Source: Bureau of the Census, Historical Statistics of the United States (1976 ), Chapter D, Labor Series D 29-41. Document â€Å"E†: â€Å"It is nearly five months since we were attacked at Pearl Harbor. . . . Since then we have dispatched strong forces of our Army and Navy, several hundred thousand of them, to bases and battlefronts thousands of miles from home. We have stepped up our war production on a scale that is testing our industrial power, and our engineering genius and our economic structure to the utmost. . . . This is a tough job—and a long one. . . To build the factories, to buy the materials, to pay the labor, to provide the transportation, to equip and feed and house the soldiers, sailors and marines, and to do all the thousands of things necessary in a war—all cost a lot of money, more money than has ever been spent by any nation at any time in the long history of the world. We are now spending, solely for war purposes the sum of about one hundred million dollars every day in the week. . . . All of this money has to be sp ent. . . if we are to produce within the time now available the enormous quantities of weapons of war which we need. . . . All of us are used to spending money for things that we want, things which are not absolutely essential. We will all have to forego that kind of spending. Because we must put every dime and every dollar we can possibly spare out of our earnings into War Bonds and Stamps. Because the demands of the war effort require the rationing of goods of which there is not enough to go around. Because the stopping of purchases of non-essentials will release thousands of workers who are needed in the war effort. . . . I know the American farmer, the American workman, and the American businessman. I know that they will gladly embrace the economy and equality of sacrifice, satisfied that it is necessary for the most vial and compelling motive in all their lives—winning through to victory. . . As we here at home contemplate our own duties, our own responsibilities, let us think. . . hard of the example which is being set by our fighting men. . . . They are the United States of America. That is why they fight. We too are the United States of America. That is why we must work and sacrifice. It is f or them. It is for us. It is for victory. † —– President Franklin Roosevelt, Fireside Radio Chat, April 28, 1942 Document F â€Å"In late May 1940, with the fall of France imminent, [President] Roosevelt requested huge funds for the development of military and naval requirements. On December 20, 1940, he established the Office of Production Management with industrial leader William S. Knudsen as Director†¦. On December 29, 1940, in a fireside chat on the radio, he called for a national production effort that would make the United States the world’s â€Å"arsenal of democracy†. [After the attack on Pearl Harbor on December 7, 1941,] at the beginning of 1942 Roosevelt announced a compulsory production program: ‘Let no one say that this cannot be done, and we are committed to doing it. ’ He issued a clarion call for 60,000 planes, 45,000 tanks, 20,000 antiaircraft guns, 500,000 machine guns, and 8 million tons of merchant shipping in one year†¦. The entire world was amazed by the pace of American production. By 1943, the production schedule was increased to 125,000 planes, 75,000 tanks, 35,000 antiaircraft guns, and 10 million tons of merchant shipping†¦. During the course of the war the productive capacity of the United States gave the allied coalition more than half its armaments, 35% of those used against Nazi Germany, and 86% of those employed against Japan. While providing the United Kingdom, the British Commonwealth, the Soviet Union, and Nationalist China with arms and loans, the United States at the same time doubled its industrial output. † Louis L. Snyder’s Historical Guide to World War II Greenwood Press: Westport, Conn: Louis Snyder: 1982 Sample Thought-provoking Questions To Develop Student Group or Whole-Class Discussion: 1. If the adage, â€Å"Every picture tells a story,† is applied to each of the above-listed photographs and posters, how did World War II affect the lives of women and African Americans? † 2. How did World War II affect American family life? 3. Explain the meaning of President Roosevelt’s Executive Order 8802, and how did this Executive Order affect African Americans? 4. To what extent did Executive Order 8802 lay the foundation for the upcoming civil rights movement in the years after World War II? 5. Describe the experiences of women who worked in factors during World War II. (Example: female welders). Why was it important for woman to work in factories during World War II? 6. How did the contributions of women on the home front contribute to the American victory in World War II? 7. How did World War II serve as a catalyst for social change in American society? Prior to discussing Question 8 provide a brief overview and background as to the role of A. Philip Randolph, the most important African American labor leader of the time, and how he threatened to organize a March on Washington if the Defense Industries were not desegregated. 8. Explain the meaning and sign ificance of the following quotation and slogan of A. Philip Randolph, President of the Brotherhood of Sleeping Car Porters, in 1941, in proposing a massive March on Washington: â€Å"WE LOYAL NEGRO AMERICAN CITIZENS DEMAND THE RIGHT TO WORK AND FIGHT FOR OUR COUNTRY. † Why did Randolph cancel the march after President Roosevelt issued Executive Order 8802? Do you think that Randolph made the right decision? Explain your viewpoint. 9. How did World War II end the Great Depression and return the United States to economic prosperity? 10. Why did President Roosevelt describe the United States as an â€Å"arsenal of democracy? † Summary: The teacher can refer the students back to the â€Å"essential question† which was posed at the start of the lesson: â€Å"How important was the home front to the United States’ victory in World War II? † The students are directed to respond and take a position (develop a viewpoint) on this historical issue concerning the pivotal role that the home front played in the victory of the United State in World War II. At the teacher’s discretion, the pupils’ responses can be presented orally as closure to small group and/or whole-class discussion, or in written form, such as a response to an essay prompt or a journal entry into a â€Å"learning log† to bring effective closure to the lesson. Thus, as a circular approach to teaching and learning, the lesson was â€Å"opened† with a thought-provoking â€Å"essential question† as its primary learning objective at the start of the instructional period, developed through an examination, explanation, and evaluation of primary source document excerpts through group work, cooperative learning, pair-and-share, etc. , and closed with a critical assessment through the lens of the lesson’s evaluative â€Å"essential question. † Application (â€Å"Transfer Task†): Students can compare the pivotal role and significant impact of the American home front to military victory in World War II to the role and impact of the American home front today as the as the United States fights wars against terrorism and to promote democracy in Iraq and Afghanistan. Students can also compare the roles of women and African Americans in the armed services today with the roles and opportunities that were presented to them during World War II. World War II at the Memorial: [pic] 1. Study the images of sculptor Ray Kaskey’s bas-relief panel that depict the following: †¢ Lend-Lease/War Declared †¢ News of Pearl Harbor Men and Women at Work/Aircraft Construction †¢ Agriculture †¢ West Coast Shipbuilding †¢ War bond Parade 2. How does Kaskey’s relief panel capture the essence of the heroism of the men and women who worked on the home front in factories and on farms to secure Allied victory? Do you think Kaskey’s panels reflects what you learned in this lesson? If, so explain how. 3. Study images of the two types of ornamental wreaths used around the memorial on the fifty six pillars. The oak leaves represent American industrial strength and the wheat sheaves represent America’s agricultural ability to feed the world. Why do you think Kaskey chose these particular metaphors for the home front? 4. Examine the image of the pillars of states and territories. Notice that they are all connected by ropes. What does this tell you about the memorial’s design based on what you have learned in this lesson? What does this design tell you about the nation and the American people from 1941-1945. 5. Read the memorial inscription by Colonel Oveta Culp Hobby. (marker stone on northeast side of the plaza, south face). How is what you have learned in this lesson reflected in Hobby’s quote? [pic] 6. Read the memorial inscription by President Franklin Roosevelt (marker stone on northeast side of the plaza, west face). How is what you have learned in this lesson reflected in Roosevelt’s quote? [pic] Image 1: Pacific Victory Arch and State and Territory Pillars [pic] Image 2: Atlantic Victory Arch and State and Territory Pillars [pic] Image 3: Bas-relief panel â€Å"Lend-Lease/War Declared† [pic] Image 4: Bas-relief Panel â€Å"News of Pearl Harbor† [pic] Image 5: Bas-relief panel, â€Å"Men and Women at Work/Aircraft Construction† [pic] Image 6: Agriculture [pic] Image 7: Bas-relief panel â€Å"West Coast Shipbuilding† [pic] Image 8: Bas-relief panel â€Å"War Bond Parade† [pic] The Friends of the National World War II Memorial would like to thank the generous support of the ATT Foundation, General  Motors Foundation and USAA as major sponsors of our education program who helped make these lesson plans possible. How to cite Topic: the United States Home Front During World War Ii, Essay examples

Utilization of IMC for Cadbury Dairy Milk and Coca Cola Company

Question: Discuss about the Utilization of IMC for Cadbury and Coca Cola. Answer: Introduction Integrated Marketing Communications is the creation of a promotion that maximizes the influence on consumers with less cost by combining all the tools and sources of marketing communication from within an organization (Percy, 2014). The marketing mix consists of the following components: advertising, public relations, direct marketing, sales promotion and personal selling. There are seven levels of integration which include horizontal integration, vertical objectives integration, marketing mix integration, communication mix integration, creative design integration, internal/external integration and lastly, financial integration. This paper will discuss the utilization of IMC in two Australian based organizations: Cadbury Dairy Milk Company and Coca Cola Company. It will also discuss the significant role played by IMC in the overall marketing and business strategy. Analysis of Coca-Cola Amatil IMC Coca Cola Amatil is one of the five major Coca-Cola bottlers globally. It is located in six countries namely Australia, Indonesia, New Zealand, Fiji, Papua Guinea and Samoa. The headquarters of Coca-Cola Amatil is found in Coca-Cola place North Sydney, New South Wales, Australia. Coca-Cola Amatil deals in the following diversified range of products: carbonated soft drinks, fruit juices, spring water, energy drinks and sports drinks, flavored milk, iced tea, tea, coffee and SPC Ardmona and Goulburn Valley packaged ready-to-eat products. Coca-Cola Amatil uses mass media methodology as its integrated component which involves television advertising, banner advertisements and print media. This method used a marketing mix of advertising web based interactive, direct marketing, sales promotion and social media marketing. Coca-Cola Amatil advertising has been one of the most productive advertising in history. The different advertisement campaigns used by the company have had great impact on the society and culture (Wilkin, 2009). The companys bottle designs and logo are instantly recognizable globally and are essential to its brand image and recognition in the market. Their aggressive advertising campaigns have resulted to their ranking as the leading soft drink globally. Coca-Cola Amatil has multiple direct marketing efforts. The operated devices include partnerships with vendor companies for uniqueness. For instance, movie theatres and restaurants selling Coke product s only, doing away with any direct competition. The company also sponsors sporting events such as baseball events, once more selling only their products to attendant consumers. Text messages are also sent by mobile marketing vendors in an effort to customize promotions. Viral marketing endeavors are greatly dependant on communication by word of mouth from the brand loyalist (Wilkin, 2009). The industry benchmarks comprise social media and web based marketing campaigns. The companys fan number is more than 86 million across social media channels that the brand engages in. Direct engagement and crowd-sourced content are trademarks of Coca-Cola Amatil social media marketing (Shively, 2014). Web based interactive marketing is centered on design and functionality, depending on posters, video and public relations. The companys sales promotion focuses on two strategies: retail and food service. Retail efforts are aimed toward company partnerships, point-of-sale and direct store delivery. Coke products are emphasized by food service activities through menu optimization, specialty beverages and food pairings. Analysis of Meat Livestock Australia IMC Meat Live stock Australia (MLA) is a producer-owned organization which promotes research and development for the Australian red meat and livestock industry. It also promotes beef, goat and lamb in both Australia and global markets. The marketing approach of Meat Live stock Australia focuses on two different areas: domestic and international. Domestically, the companys marketing activities are centered on the consumer. Meat Livestock Australia invests in areas where the demand is high, where it may be impossible for individual companies to carry out the initiative. This may be due to inadequate resources (Domestic marketing, 2016). The company has invested in numerous promotional activities aimed at the consumer to stress the qualities of red meat. For example, the usefulness, value of money and nutritional benefits of red meat. It has also set up a consumer specific website that gives information on Australian red meat which includes nutritional tips, production methods and recipes. The company uses many marketing campaigns to promote its various types of meat which include We love our Lamb, Nothing beats beef and Proper Dinner. International markets are of great significance to the meat and live stock industry. Australia exports meat and live stock to over 100 countries. MLA tries to increase demand for Australian meat in these export markets (International markets, 2017). The company has created several marketing programs to maintain and enhance demand and brand recognition. These marketing programs and activities include customized marketing, personalized activities and programs to each major export market and distribution channels, marketing access activities through MLA regional offices and attendance international shows. In addition, MLA is in charge of the Collaborative Marketing Program which aims at helping brand owners to develop customer loyalty and maintain brand growth through investment that brings value for both the brand and the industry (Collaborative Marketing Program. (2017). Significance of Integrated Marketing Communications Integrated Marketing Communications offers a wide range of benefits to all organizational levels (Percy, 2014). First focuses communication around customers and assists them in moving through the different buying stages. Also, it leads to high profits by enhancing effectiveness. An integrated message at its most basic level has more influence than multiple incoherent messages. Additionally, IMC increases the consistency of messages and is hence more reliable. This minimizes any risks in the buyers mind which as a result helps in dictating the results of comparing brands. Lastly, IMC reduces duplication in areas such as graphics thus saving finances since they can be shared between different areas. Conclusion The application IMC in Coca-Cola Amatil and Meat Livestock Australia has greatly helped the two companies to maximize influence on customers at a minimal cost. Coca-Cola Amatil uses mass media methodology as its integrated component which involves television advertising, banner advertisements and print media. On the other hand, Meat Live stock Australia uses a marketing approach that focuses on two different areas: domestic and international. IMC plays a significant role in the overall marketing and business strategy by focusing communication around customers and leading to increase in profits. References Percy, L. (2014). Strategic integrated marketing communications. Routledge. Collaborative Marketing Program. (2017). Mla.com.au. Retrieved 6 August 2017, from https://www.mla.com.au/Marketing-beef-and-lamb/International-markets/Collaborative-Marketing-Program Domestic marketing. (2016). Mla.com.au. Retrieved 6 August 2017, from https://www.mla.com.au/marketing-beef-and-lamb/Dots/527217/leading-fast-food-restaurants-in-the-united-kingdom-uk/ Hartlaub, P. (2015). Sweet! America's top 10 brands of soda. msnbc.com. Retrieved 6 August 2017, from https://www.nbcnews.com/id/42255151/ns/business-us_business/t/sweet-americas-top-brands-soda/ International markets. (2017). Mla.com.au. Retrieved 6 August 2017, from https://www.mla.com.au/marketing-beef-and-lamb/international-markets Shively, K. (2014). How Coca-Cola Crushes Social Media | Simply Measured. Simply Measured. Retrieved 6 August 2017, from https://simplymeasured.com/blog/lessons-from-coca-colas-social-media-strategy-cohesive-campaigns-and-creative-content/ Wilkin, R. N. (2009). Marketing Communication Mix. Cocacolasoriginalcoke.blogspot.co.ke. Retrieved 6 August 2017, from https://cocacolasoriginalcoke.blogspot.co.ke/2009/04/marketing-communication-mix.html?m=1

Shinto Exam Preparation Notes free essay sample

Shinto is a native Japanese mythology/religion influenced by Buddhism, Taoism and Confucianism. Kami, a key concept in Shinto’s belief refers to the superior, mystical or divine, that permeates the natural world. Origins of the universe: Earliest Shinto text is the Kojiki or ‘record of ancient matters’ written in 712 CE Kojiki tells the story of how the cosmic order arose out of chaos during the age of the kami when something like a huge celestial egg split in half to form heaven and earth. The earliest gods attended this spontaneous development and they produced a second generation of divinities who were paired with one another as brother and sister (also husband and wife) the last pair of divine siblings named Izanagi and Izanami were instructed by their elders to create the islands of japan. They did this, and the country they made compromised the whole creation of time. The stories and myths about creation -The celestial pair gave birth to the sacred land of japan and to all the kami or ‘superior spirits’ that inhabit the land. We will write a custom essay sample on Shinto Exam Preparation Notes or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They bore the divine kami of the rivers and rocks and mountains and trees and also gave birth to the spirits of the natural forces such as wind and fire and so on.. -Eventually the great mother goddess, Amaterasu, kami of the sun, comes into being, along with her wild and intractable brother, the god, Susanoo-o-Mikoto, kami of storms. These two kami of the sun and of the storms become the paramount deities in subsequent Shinto mythology. Principle beliefs -The universe has three levels- plain of heaven: where kami live (hight) the present human realm: the middle land (where humans live) and at the depth (below) is the world after death. More sophisticated Shinto mythology but in the hearts of the common people they prefer the perpetual country or ‘tokoyo’ view that the eternal spiritual domain where the kami abide in perfect tranquillity with the human realm. (everything is on the human/middle level) they believe in the middle land (perpetual country or tokoyo). -Fundamental idea in Shinto is that of kami. Kami is the indefinable quality felt in spiritual realities. They also believe in the kami of ideas such as creation, growth and development. Kami is the awe inspiring sacred nature of things. the sacred is understood through actually experiencing, but cannot be captured in theories or words. -They communicate with the kami directly so they have no need for elaborate or formal theories. -Shinto is a religion of sentiment rather than sermons. The proper end of Shinto is not to grasp the idea of kami but to feel its boundless presence. Rituals -Jinja Shinto- takes place at shrines and is domestic and lo cal (local shrines are where regional kami are worshipped ie. River kami, beach kami. This allows local communities to affirm their togetherness in the presence of their local kami.. every home has a shrine called a kamidana at at this level Shinto can be seen as the way a family worships their ancestors[mirror covered by a door]). -Minzoku Shinto- relates to folk religion in japan (what everyone follows) -Koshitsu Shinto- practiced at a national level and relates to the emperor and his family. (at a national level, shrines dedicated to the imperial family[descendants of the gods] help japan celebrate its unity as a nation).

Civil War Funeral Orations essays

Civil War Funeral Orations essays Throughout the course of history, there have been many civil wars. In those civil wars, many persons fought and died in battles to defend their beliefs. In the aftermath of a major battle, a peoples morale is as shattered and broken as the bodies of those that were slain. Following the battle, a funeral is conducted in remembrance of the deceased. At these funerals a funeral oration is usually given by a well-known domestic public figure, such as when Abraham Lincoln gave his Gettysburg Address in 1863 AD and when Pericles gave his funeral oration to Athens in 431 BC. These speeches were made not only to put to rest the souls of the dead and the grief of those who knew them, but to give those people hope that their friends and loved ones did not die in vain and to remind them why their civil war was being fought. The Peloponnesian War was fought from 431-409 BC. It was a civil war between the Greek city-states and was lead by Sparta and its allies against the dominating Athenian government. The Athenian leader, Pericles, was a learned scholar and an ingenious military general. His speeches were known for their ability to motivate and give courage to a crowd whether it was to his soldiers in the final moments right before a battle or to a gathering in the streets of Athens. After the first few battles of the Peloponnesian War, Pericles was asked to give the funeral oration for those that were slain in defense of Athens. He did not offer his condolences to the families of those that died, but he offered them comfort. He did this because the men that died in those battles did not do so in vain, for dying in defense of ones city-state had nothing to do with vanity in the eyes of the Greek. He said that the gift they commonly gave for Athens had no equal. That is why he declared them he roes and Greek heroes would always be remembered in their tales and stories for ages to come, which is why he ...

Two behavioural finance problem sets related to Temporal Discounting Assignment

Two behavioural finance problem sets related to Temporal Discounting and Bayesian Learning vs Reinforcement Learning in Financial Decision making - Assignment Example The exponential discounting graph has a positive slope due to its positivity index. This person should sign an agreement in period zero due to income effect and substitution effect. The high interest rate increases income a certain amount of time. Therefore, increase in consumption during the first and second period makes the income effect of the borrower to be negative in the period. Additionally, due to substitution effect, the gross interest rate is relative to consumption price during period zero compared to period 1 and 2 (Nielsen, 2005). Hence, it will be more expensive in the first and second period compared to period zero. As such, for a person, a rise in interest rate in the first or second period may rise or reduce the rate during period zero. Assuming that Mr. Spout has an expected payout of $1 when he invests in stock A, Mr. Spout will not choose the guaranteed stock A. Stock has an expected uncertainty of 1/3; therefore, Mr. Spout will take his chances and invest in stock B. He will not have preference between investing in either stock A or investing in stock B (Forbes, 2009). To state this in a different way, Mr. Spout will later select the investment that has a higher expected return. Mr. Spout, will invest in stock B in future, since he does not consider taking into account the investment risk in his decision. As a Bayesian learner, Mr. Spout decision will be influenced by uncertainty knowledge and the time is linked through the process of learning of the stocks. As a risk neutral investor, Mr. Spout will be indifferent between investing in stock A or in Stock B. Since he has an experience in stock A, Mr. Spout will invest in stock B. As a Bayesian investor, Mr. Spout experimented in the first period and observed the results. Therefore, he will invest in stock B due to its uncertainty element attached to the stock. He will not have preference between

Health Care Policy in USA Essay Example | Topics and Well Written Essays - 2000 words

Health Care Policy in USA - Essay Example In this context it is necessary to study the health policies incorporated by the developed countries like the United States of America. A study of the general condition of the health policies is USA is undertaken and analyzed to identify some of the limitations of the health care system. The US healthcare: The overall healthcare system in the United States has taken a rapid progress over the century. The formalization of the US healthcare system occurred in 1990s when medical licensure was incorporated by the government. Hospitals started serving the public in the 1920’s. However the accreditation of the hospitals was started much later after privately owned heath insurance evolved in the market. The effective participation of the government in the US heath care policy was evident when the government started sponsoring the Medicare and the Medicaid policy back in the year 1966 (Greenwald 22-25). The participation from the government also came into picture when the government s tarted providing benefits to the diseased children belonging from low income family. US maintains a variety of health policies, however the overall marginal benefit arising from the health care services is often very small. An initial surgery in cancer does not cost much to the patients but the cost of radiation and chemotherapy involves a greater expense which reduces the overall benefit the patients receive from the health care facilities. The additional treatments which patients had to incur are not covered by the heath policies and the overall utility which the patients receive becomes hugely insignificant. The disadvantaged people are also not on the receiving ends of high end facilities The criteria for eligibility under the disadvantaged quota is a matter of concern ,and most of the undocumented immigrantsare barred from the service. However the immigrant’s forms a greater part of the US population and the government should also try their best to deliver for their caus e. The overall heath care costs in the country are borne by the taxpayers, health insurance agencies, and various other government agencies. However over the past decade the general consumers have borne a large part of the tax. In recent times various participants in the US healthcare policies have tried to shift the cost among each other This has lead to the increased resistance from various groups for receiving higher health care without much increase in the overall cost towards the service. The increase of cost in the health care system has endangered the condition of the poor section of economy.The healthcare system and policies in USA is of voluntary in nature and it has two definite purpose of taking the care of the health system in USA, through the preferential pricing and also at the same time it provides a financial protection from unprecedented increase in the overall cost of healthcare. The heath care policy also looks after the benefits of the doctors and the insurance p roviders by providing financial stability in their business. (Greenwald 22-25) Health care policies in US: The US government follows three-tier health system, which are National Health Service (NHS), social health insurance (SHI), and private health insurance. In matters of publichealthcare, the US government has three popular policies which are Medicaid and

Btec hnd in business Assignment Example | Topics and Well Written Essays - 3250 words

Btec hnd in business - Assignment Example The market forces including cultural changes that have impacted Giorgio Armani have been touched upon. Finally an attempt has been made to gauge the impact of globalization, international trade and WTO on the functioning of Giorgio Armani Group. 2.0 Introduction The Giorgio Armani Group is a leading player in the luxury and fashion goods market. The group is privately owned and is vertically integrated. The behemoth designs, manufactures, distributes  and retails its products through a network of close to 500 stores in 46 different countries of the world (Armani, 2013). Since its inception in 1975, the Giorgio Armani Group has grown by leaps and bounds through a series of important alliances, relevant acquisitions and rolling out licenses. Its teaming up with Reebok to manufacture high-end fashion shoes under the brand name EA7 is one such example of sound business tie-ups. The group’s product portfolio includes a vast array of lifestyle and fashion items including apparel, accessories, cosmetics, eyewear, fragrances, home furnishings, jewellery, shoes and watches (Armani, 2013). Giorgio  Armani is the founder of the vast empire that bears his name. The group comprises of the Giorgio Armani S.p.A, the parent  company and many other subsidiaries. ... Jeans, A/X Armani Exchange, Armani Junior, Armani Teen, Armani Baby, Armani/Casa, Armani Beauty, Armani Hotels, Armani/Fiori, and Armani/Dolci (Armani, 2013). 3.0 Mission, Vision, Strategy and Goals The group’s mission is to ‘create  clothes and accessories  that aspire to a kind of perfection that transcends fashion’. The group’s vision is to dominate the world of fashion in the long run. The Giorgio  Armani Group pursues its mission and vision by investing in technology and infrastructure that enables it to manufacture new product lines and create new divisions to handle its ever expanding portfolio of products and services. The fashion house strives to create an ambience in its retail stores that that ingeniously give a boost to the displayed products (Annunziato, 2001). Today, Armani is one of the strongest brands in the world. It enjoys the enviable position of being one of two Italian companies along with Prada to find place in the top 100 brand s drawn up by Interbrand and Business Week (Galbraith, 2004). The long term strategic goal of the group is to keep its luxurious image intact. The group has diversified into various other industries but it the customers still see it as the epitome of luxury and fashion. As a strategy, the Armani Group keeps a tight control over all aspects of its business, be it manufacturing, distribution or retail. The apparel maker has limited the Emporio Armani merchandise to  Emporio Armani  stores because of the issue of control (Business World, 1998). The group has bought back factories from licensees to ensure tight control over production. In fact, Mr Giorgio Armani is known to be a hard task master who takes decisions on his own. While he listens to suggestions and takes feedback, the ultimate decision rests in his hands

Introduction To Deaf Culture Course Syllabus Education Essay

Introduction To Deaf Culture Course Syllabus Education Essay This is a course to provide students an introduction to the unique aspects of Deaf Culture and Deaf community. This course provides in-depth discussion of the beliefs and customs of this sociolinguistic/cultural minority in relation to language use and history of Deaf people in the United States of America. This course is intended for students who are interested in learning about Deaf Culture and the Deaf community. III. REQUISITES: Advisory: ENGL 051 with a grade of C or better, or equivalent. or Assessment Skill Level W5 ENGL 056 with a grade of C or better, or equivalent. or Assessment Skill Level R5 Limitation on Enrollment: This course is not open to students with previous credit for SPED 104 STUDENT LEARNING OUTCOMES: Upon successful completion of the course the student will be able to: 1. Compare and contrast the phenomena of culture among Deaf people in the United States of America as seen from within that cultural group and as observed by people outside it. 2. Discuss, compare and contrast United States Deaf Culture and foreign Deaf Cultures. 3. Differentiate between the various aspects of United States of America Deaf community and Deaf Culture and United States of America Hearing communities and their culture(s). 4. Examine the relationships between Deaf children and their Deaf parents, Deaf children and their Hearing parents, and Hearing children and their Deaf parents. 5. Identify some basic values and behaviors of United States of America Deaf people related to language use; as opposed to sign system usage e.g. sign supported speech such as SEE1, SEE2; Oral Method; etc. 6. Describe how ASL fits into a linguistic framework and pattern. 7. Describe how American Sign Language fits into the family of human languages. 8. Summarize the historical ideas and perspectives from Hearing people about Deaf people, Deaf persons own perspectives about themselves. 9. Describe the historical development of Deaf Culture. 10. Identify past and present Deaf artists, writers and storytellers who influenced Deaf Culture and American Sign Language. 11. Compare and contrast the changing image of Deaf people and how the changes have influenced the art of Deaf people. 12. Identify and differentiate the social and political organizations of Deaf people. 13. Identify and describe the functions of various past and current devices used by Deaf people, and how these devices have changed over the years. 14. Describe how Deaf cultural values relate to technology and how technology has changed the Deaf Culture in the United States of America. V. COURSE CONTENT: The American Deaf: The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. The American Deaf: Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. Deaf Values and Behaviors: The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Deaf Values and Behaviors: Some basic values and behaviors of United States of America Deaf people related to language use. The American Sign Language: Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. Deaf Heritage: Summarizing and describing the historical ideas, perspectives and development of Deaf Culture, and the perspectives held by Hearing and Deaf people. VII. The Deaf Culture in Art: ASL Literature and Deaf Artists: Some past and present Deaf artists, and the changing image of Deaf people influencing the art of Deaf Culture and American Sign Language. VIII. Organizations of Deaf People: Various organizations of Deaf people. IX. Technology and Deaf People: How technology affects the Deaf culture and the Deaf community. VI. METHODS OF INSTRUCTION: A. Question and Answer Sessions B. Discussions C. Homework assignments D. Videotapes E. Vlogs F. PowerPoint Presentations VII.STUDENT EVALUATION: The breakdown of each line item for grading purposes are as follows: The following exams will consist of various questions such as filling in the blanks, matching, multiple choice, paragraph, short answer, T/F, etc.: Midà ¢Ã¢â€š ¬Ã¢â‚¬ËœTerm Exam# 1 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ 30% (The American Deaf, and Deaf Values and Behaviors) Mid-Term Exam #1 begins on March 16, 2011 from 12:01am to March 23, 2011 12:00 midnight (take the exam anytime that week). [from PowerPoint, Lead Questions assigned pages from three required textbooks (see class schedule on p. 6-9) pertaining to The American Deaf, and Deaf Values and Behaviors]. Midà ¢Ã¢â€š ¬Ã¢â‚¬ËœTerm Exam #2 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ 30% (The American Sign Language) Mid-Term Exam #2 begins on April 13, 2011 from 12:01am to April 20, 2011 12:00 midnight (take the exam anytime that week). [from PowerPoint, Lead Questions assigned pages from three required textbooks (see class schedule on p. 9-10) pertaining to The American Sign Language]. C. Individual Written Report à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ 5% (see Roman numeral VIII Individual Written Report p. 3 p. 13-16 of the syllabus). 1. Due on May 16, 2011 D. Final Exam à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ 35% (Deaf Heritage, The Deaf Culture in Art, Organizations of Deaf People, and Technology and Deaf People) Final Exam on May 18, 2011 from 12:01am to May 21, 2011 12:00 midnight (take the exam anytime during these four days). [from PowerPoint, Lead Questions assigned pages from three required textbooks (see class schedule on p. 10-11) pertaining to Deaf Heritage, The Deaf Culture in Art, Organizations of Deaf People, and Technology and Deaf People]. *Students with disabilities who may need academic accommodations should discuss options with their professors during the first two weeks of class. INDIVIDUAL WRITTEN REPORT: Each student is to select one textbook from pages 14 -16 of the course syllabus or a textbook not listed that focuses on the humanistic aspects of Deaf people (student must request approval from professor). Each student should follow the Written Report guidelines on page 13 of the course syllabus as closely as possible. *One Individual Written Report due on May 16, 2011. LEAD QUESTIONS: These are questions I have developed to prepare you for the Midterm Exams and Final Exam. Answers to Lead Questions will be provided on March 9th, April 6th, and May 11th. X. REQUIRED TEXTS: A. Ladd, P. (2003). Understanding Deaf Culture In Search of Deafhood, Buffalo, NY: Multilingual Matters LTD; ISBN: 1-85359-545-4 B. Lane, Harlan; Hoffmeister, Robert and Bahan, Ben (1996) A Journey into the Deaf World, Dawn Sign Press; ISBN: 0à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ915035à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ63à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ4 C. Moore, M. S. Levitan, L. (2003). For Hearing People Only 3rd ed. Rochester, NY: Deaf Life Press; ISBN: 0-9634-016-3-7 XI. RECOMMENDED SUPPLEMENTAL TEXTS: A. Gannon, J. R. (1981). Deaf Heritage (A Narrative History of Deaf America), Silver Spring, MD: NAD Padden, C. Humphries, T. (2005). Inside Deaf Culture, Cambridge, Mass.: Harvard University Press Van Cleve, J. V. (1993) Deaf History Unveiled, Washington, DC: Gallaudet University Press STUDENT RESPONSIBILITY * Students are responsible to pay all fees and process the ADD code for the course within the established time frame. Students will not be able to continue in the course if the enrollment process is not completed within the given time frame. * Students are responsible to drop the course as to avoid the potential of having a grade be assigned for the course at the end of the course. *Students are expected to respect and obey standards of student conduct while in class and on the campus. (Policy 3100 and Procedures 3100.1 and 3100.2) Charges of misconduct and disciplinary sanctions may be imposed upon students who violate these standards of conduct or provisions of college regulations. In addition, instructors expect appropriate classroom participation and conduct. Monopolizing classroom discussions, being uncooperative, talking during lecture, using profanity, reading unrelated material, and using electronic equipment (texting, chirps, ring mode) are examples of behavior that may not be tolerated. Bringing children to class is not allowed. Regarding talking in class, the student will be warned once, and if the student disregards the warning, s/he will be requested to leave the class for (1) one day resulting in (1) one class absence. The next warning will result the student requested to leave the class and miss (2) two consecutive classes. This inevitably means the student will fall behind in his/her class work. *Cheating, plagiarism, or other forms of academic dishonesty are not acceptable and will not be tolerated in accordance with the college student code of conduct and basic standards of academic honesty. Violations of standards of academic honesty will be reported to the college disciplinary office for appropriate action. *If you have to miss a class, it is your responsibility to find out what you missed. There are three questions you should never ask the instructor: Did I miss anything? Of course you did. Did we do anything important? Of course we did. Can you tell me what I missed? No. You are responsible for everything that happens in a class, so you are responsible for gathering whatever information you have missed. *At the beginning of each of your classes, you should identify a study buddy, someone you can study with on a regular basis or just call in emergencies. AMSL 104 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ INTRODUCTION TO DEAF CULTURE Class Schedule Week One Jan. 24: Introduction and Overview UDC: Introduction: pp. 1-9, 14-19, 21-25, Ch. 1: pp. 32-39. Week One Jan. 26: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 5 pp. 124à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ130. Week Two Jan. 31: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. UDC: Ch. 1: pp. 26-32; pp. 39-48. Week Two Feb. 2: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. UDC: Ch. 1: pp. 59-64; pp. 72-73. Week Three Feb. 7: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. UDC: Ch. 5: pp. 232-266. Week Three Feb. 9: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. FHPO: Ch. 10, 37,38, 39 40. Week Four Feb. 14: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. FHPO: Ch. 51, 52, 53, 55 56. Week Four Feb. 16: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. FHPO: Ch. 57, 58, 59, 60 77. *Week Five Feb. 21: Washingtons Birthday Week Five Feb. 23: Deaf Values and Behaviors The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Some basic values and behaviors of United States of America Deaf people related to language use. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 1 pp. 3à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ23; Ch. 2 pp. 24à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ41. FHPO: Ch. 21, 22, 23, 24, 44, 85, 90, 95. Week Six Feb. 28: Deaf Values and Behaviors The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Some basic values and behaviors of United States of America Deaf people related to language use. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 3 pp. 67à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ77; Ch. 7 pp. 213à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ227. FHPO: Ch. 104, 105, 106, 107, 108, 109, 110 111. Week Six March 2: Deaf Values and Behaviors The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Some basic values and behaviors of United States of America Deaf people related to language use. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 13 pp. 369à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ378. FHPO: Ch. 112, 113, 114, 115, 116. Week Seven March 7: Deaf Values and Behaviors The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Some basic values and behaviors of United States of America Deaf people related to language use. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 15 pp. 408à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ425. FHPO: Ch. 117, 118, 119, 120, 121. Week Seven March 9: Deaf Values and Behaviors The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Some basic values and behaviors of United States of America Deaf people related to language use. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 15 pp. 437à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ451. *Answers to Lead Questions provided. Week Eight March 14: Deaf Values and Behaviors The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Some basic values and behaviors of United States of America Deaf people related to language use. FHPO: Ch. 122, 123, 128, 130 131. Week Eight March 16 to March 23: Midà ¢Ã¢â€š ¬Ã¢â‚¬ËœTerm Exam #1 Week Nine March 21: The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 3 pp. 42à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ51. Week Nine March 23: The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 3 pp. 63à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ66. Week Ten March 28: The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 4 pp. 78à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ123. Week Ten March 30: The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. FHPO: Ch. 3 6. Week Eleven April 4: The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. FHPO: Ch. 7 11. Week Eleven April 6: The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. FHPO: Ch. 17 18. *Answers to Lead Questions provided. Week Twelve April 11 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. FHPO: Ch. 19 67. Week Twelve April 13 to April 20: Midà ¢Ã¢â€š ¬Ã¢â‚¬ËœTerm Exam #2 Week Thirteen April 18: Spring Recess: No classes held Week Thirteen April 20: Spring Recess: No classes held Week Fourteen April 25: Deaf Heritage Summarizing and describing the historical ideas, perspectives and development of Deaf Culture, and the perspectives held by Hearing and Deaf people. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 3 pp. 51à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ63; Ch. 14 pp. 379à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ386. UDC: Ch. 2: pp. 90-133; Ch. 3: pp. 135-161. Week Fourteen April 27: Deaf Heritage Summarizing and describing the historical ideas, perspectives and development of Deaf Culture, and the perspectives held by Hearing and Deaf people. UDC: Ch. 7: pp. 297-329; Ch. 8: pp. 332-366. FHPO: Ch. 1, 4, 8, 13, 28, 29, 78, 99, 100, 101, 102 129. Week Fifteen May 2: The Deaf Culture in Art: ASL Literature and Deaf Artist Some past and present Deaf artists, and the changing image of Deaf people influencing the art of Deaf Culture and American Sign Language. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 5 pp. 138à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ158. Week Fifteen May 4: The Deaf Culture in Art: ASL Literature and Deaf Artist Some past and present Deaf artists, and the changing image of Deaf people influencing the art of Deaf Culture and American Sign Language. UDC: Ch. 1: pp. 48-56. Week Sixteen May 9: The Deaf Culture in Art: ASL Literature and Deaf Artist Some past and present Deaf artists, and the changing image of Deaf people influencing the art of Deaf Culture and American Sign Language. FHPO: Ch. 9, 61, 62, 63, 64, 65, 66 68. Week Sixteen May 11: Organizations of Deaf People, Technology and Deaf People Various organizations of Deaf people How technology affects the Deaf culture and the Deaf community. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 5 pp. 131à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ138; pp. 138à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ158. UDC: Ch. 1: pp. 64-72. *Answers to Lead Questions provided. Week Seventeen May 16: Organizations of Deaf People, Technology and Deaf People Various organizations of Deaf people How technology affects the Deaf culture and the Deaf community. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 15 pp. 431à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ437. FHPO: Ch. 75, 76, 103 125. *Individual Written Reports Due. Week Seventeen May 18 to 21: Final Exam *Professor reserves the right to modify the instruction schedule Important Dates: February 4 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ Last day to receive and process an add code issued by the instructor. Last day to process and pay for add codes. Deadline to drop classes with no W recorded. February 7 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ Last day to drop and be eligible for refund of enrollment fees and/or nonà ¢Ã¢â€š ¬Ã¢â‚¬Ëœresident tuition.  · April 1 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ Withdrawal deadline à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ No drops accepted after this date.  °Ã‚  It is the students responsibility to drop all classes in which he/she is no longer participating.    °Ã‚  It is the instructors discretion to withdraw a student after the add/drop deadline February 7th due to excessive absences.  °Ã‚  Students who remain enrolled in a class beyond the published withdrawal deadline, as stated in the class schedule, will receive an evaluative letter grade in this class. WRITTEN REPORT This report should be about 5 typewritten pages. Papers may be handed in early, but NO late papers will be accepted. The papers should be typed in DS (double spaced) with size 12 font. The first paragraph should briefly summarize the story idea as you understand it. The second paragraph should describe how you felt as you read the story. Did you experience any changes of feelings as you read along? What were they? Third, answer the question, Do you think this could have really happened? Explain your answer. This question may or may not apply to your story. Fourth, describe the major characters. What kind of people were they? Fifth, select one incident from the story that seemed especially important to you and why you chose that particular incident. REFERENCE MATERIALS LIST (ASL or DEAF CULTURE Classes) DEAF CULTURE Bowe, Frank (1986) Changing the Rules, T. J. Publishers, Inc. Breindel, Tina Jo (1999) Quotes from Deaf Women for a Positive Life. Dawn Sign Press Cohen, Leah Hager (1994) Train Go Sorry: Inside a Deaf World, Random House Drolsbaugh, Mark (1997) Deaf Ate, Handwave Publications Eastman, Gil (2000) Just a DEAF Persons Thoughts II. Linstok Press Erting, Carol (1994) Deafness. Communication.. Social Identity. Sign Media, Inc. Erting, Carol J. Johnson, Robert C. Smith, Dorothy L. Snider, Bruce N. (1994) Deaf Way: The International Celebration of the Language. Culture. History, and Arts of Deaf People Gallaudet University Press Farb, Anita B. (1998) Unrealized Visions: Whats Next for the Deaf and Hard of Hearing Community?. NAD Garretson, Mervin D. (1994) Life Culture. Harris Publishing Co. Garretson, Mervin D. (1995) Life Culture II. Harris Publishing Co. Garretson, Mervin D. (1996) Historical Perspectives, Harris Publishing Co. Glickman, Ken (1999) A Proverbial Professors Points to Ponder. Harris Publishing Co. Hairston, Ernest Smith, Linwood (1983) Black and Deaf in America. T.J. Publishers, Inc. Holcomb, Roy Holcomb, Samuel Holcomb, Thomas (1995) Deaf Culture. Our Way. Dawn Sign Press Jacobs, Leo M. (1989) A Deaf Adult Speaks Out, Gallaudet University Press Jepson, Jill (1992) No Walls of Stone: An Anthology of Literature bar Deaf and Hard of Healing Writers. Gallaudet University Press Kannapell, Barbara (1993) Language Choice à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ Identity Choice. Linstok Press Lane, Harlan (1992) The Mask of Benevolence. Alfred A. Knopf, Inc. Maher, Jane (1996) Seeing Language in Sign: The Work of William C. Stokoe, Gallaudet University Press Moore, Matthew Scott Panara, Robert F. (1996) Great Deaf Americans: The Second Edition, Deaf Life Press Padden, Carol and Humphries, Tom (1988) Deaf in America: Voices from a Culture, Harvard University Press Paris, Damara Goff Drolsbaugh, Mark (1999) Deaf Esprit: Inspiration. Humor and Wisdom from the Deaf Community, AGO Gifts and Publications Podmore, Ron (1995) Sins in Success: Profiles of Deaf Americans, Harris Publishing Co. Rutherford, Susan (1993) A Study of American Deaf Folklore. Linstok Press Sacks, Oliver (1989) _See~ g Voices: A Journey into the World of the Deaf, Harper Collins Schaller, Bob (1999) The Kenny Walker Story, Harris Publishing Co. Schein, Jerome D. (1989) At Home Among Strangers, Gallaudet University Press Stokoe, William (1980) Sign and Culture: A Reader for Students of ASL, Linstok Press Toole, Darlene (1996) Living Legends: Six Stories About Successful Deaf People. Butte Publications, Inc. Toole, Darlene (1998) Living Legends II: Six Stories About Successful Deaf People , Butte Publications, Inc. Winefield, Richard (1987) Never the Twain Shall Meet: The Communications Debate. Gallaudet University Press Woodward, James (1982) How You Gonna Get to Heaven If You Cant Talk With Jesus: On Depathologizing Deafness. T.J. Publishers Wright, Mary Herring (1999) Sounds Like Home: Growing Up Black and Deaf in the South, Gallaudet University Press DEAF HISTORY Albronda, Mildred (1994) Douglas Tilden: The Man and His Legacy, Mildred Albronda, Publisher Boynton, Douglas C. (1998) Forbidden Signs: American Culture and the Campaign Against Sign Language. 1847à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ1920, University of Chicago Press Carroll, Cathryn Mather, Susan M.(1997) Movers Shakers: Deaf People Who Changed the World. Dawn Sign Press Gannon, Jack R. (1981) Deaf Heritage: A Narrative History of Deaf America NAD Groce, Nora Ellen (1985) Everyone Here Spoke Sign Language,, Harvard University Press Jankowski, Katherine A. (1997) Deaf Empowerment: Emergence. Struggle. Rhetoric Gallaudet University Press Lane, Harlan (1984) When the Mind Hears. Random House, Inc. Van Cleve, John (1993) Deaf History Unveiled: Interpretations from the New Scholarship, Gallaudet University Press Van Cleve, John and Crouch, Barry (1989) A Place of Their Own: Creating the Deaf Community in America. Gallaudet University Press AMERICAN SIGN LANGUAGE Battison, Robbin (1978) Lexical Borrowing In American Sign Language. Linstok Press Stokoe, William (1993) Sign Language Structure. Linstok Press Valli, Clayton Lucas, Ceil (1979) ASL PAH! ! Deaf Students Essays About Their Language. Sign Media, Inc. Wilcox, Sherman (1992) Academic Acceptance of American Sign Language Sign Media, Inc. Woodward, James (1994) Describing Variation in American Sign Language, Linstok Press

Progress or Alienation :: Technology Scientific Technological Essays

Progress or Alienation Our society has alienated itself far from the reality of the way things are and the way they should be, through the use and misuse of scientific knowledge and technology. Science is defined as, â€Å"a logical organized method of obtaining information through direct, systematic observation.† Sometimes science does not seem organized, in fact it seems like it opens us up to a different realm of possibilities that have consequences far beyond our wildest dreams. Scientific knowledge is something that sometimes cannot be controlled or monitored, but needs to be for the sake of the greater population. Those with the most power, for example political leaders and corporation giants, are often allowed privileged information that could jeopardize the safety of all of us. Now whether or not this information is taken in good faith, or for the almighty dollar doesn’t mean its right, nor does it mean that we should not explore scientific possibilities. Science stimulates our minds and forces us to use critical thinking and analysis based on our previous knowledge. Not all scientific information is wrong or incurs consequences, but like all data there is a right and a wrong way to distribute it. Scientific progress on the other hand is what has helped out society gain the knowledge and insight to live better lives through the advances in medical technology, the strategy of war, and the exploration of space. Not all scientific knowledge is misused, and it’s only brought to our attention when it has been. When this occurs people often question the validity of scientific work which leads to criticism. Some scientific progress will bring with it disruptive change in our society, but with change comes progress and the hope that we can better our lives. In the two stories I will present in this paper, Mary Shelley’s â€Å"Frankenstein† and Catherine Asaro’s â€Å"The Veiled Web,† they discuss the negative consequences of the actions from people who try and offer good insight to the scientific community and the general population. In both stories, two men take it upon themselves to manipulate science for the good of mankind. Both believe that good will come from their actions but neither consider the consequences of failure. The men in these stories are intent on their work and do not realize that others will turn it against them for destructive purposes. In â€Å"Frankensteinâ€Å", Victor Frankenstein realizes the destructiveness of his behavior, when it’s too late, and regrets it immensely.