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.