26 August 2015

Martin Luther King Junior

Martin Luther King Junior

26 August 2015,
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Martin Luther King Junior Martin Luther King Junior Click here for more on this paper……. Click here to have a similar A+ quality paper […]


26 August 2015

Applying one or more key concept(s) from the lectures and readings about post-Freudian psychoanalysis, make an interpretive argument about the short story “Sea Oak

Applying one or more key concept(s) from the lectures and readings about post-Freudian psychoanalysis, make an interpretive argument about the short story “Sea Oak.”
The theory contains many possibilities: existentialism, eros and thanatos, and the Oedipal Conflict. The short story also contains many possibilities: specific character analysis (like the narrator, the aunt), relationship analysis, scene analysis, theme analysis. I want to give you freedom to focus on any aspects of the theory and aspects of the story you feel you can analyze and find strong meaning in.
But whatever you choose, the goal of your paper is:
to present a clear opinion for a thesis that guides your entire paper. This opinion must connect something from this theory to this story in a meaningful, interpretive manner.
to point to many supporting examples from the story (quote generously) and argue how they fit or apply to the theory you choose to bring in (use the terms from lecture generously).
to explore the deeper, more complex meaning of this application, psychologically (and socially, in so far as “socially” affects us psychologically). In other words, don't just point out a correlation or two; create a rich, interesting, insightful discussion from the correlation.
Find a balance between a paper that takes on too much (too many concepts and too much of the story) and a paper that takes on too little (something which leaves with you only a couple of body paragraphs to write). If the paper gets too big, narrow your focus; if the paper gets too small, broaden your focus. Pick something that can sustain a strong, detailed, meaty essay, and something you personally find meaningful and interesting, too.
Research is strictly forbidden. You cannot make any reference to any work—cited or “borrowed” or otherwise. Successful papers use only the theory I presented (use it at will, no citing necessary) to this story only. If I find one idea or concept or phrase or sentence from an outside source in your paper, your paper is an instant zero—I'm serious. Don't even READ outside sources. If you have any questions and need help, come to me—don't read outside sources.

26 August 2015,
 0

Applying one or more key concept(s) from the lectures and readings about post-Freudian psychoanalysis, make an interpretive argument about the short story “Sea Oak […]


26 August 2015

Talk about women in 1940s untill todayTalk about women in 1940s untill today

26 August 2015,
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Talk about women in 1940s untill todayTalk about women in 1940s untill today Click here for more on this paper……. Click here to have […]


26 August 2015

The relationship between tourism and economic growth in UAE

ENL 104: PROJECT WORK-CLOs 2, 3 & 4



Research Topic Selection: To be decided by the student.

Length: Between1400 and 1500 words.

Content

The project should include the following:
– Cover page
– Table of contents
– Introduction
– Literature review
– Research questions, hypotheses, and variables
– Research population and sample
– Research implementation
– Conclusions and recommendations
– References
– Appendix (optional)

Project Submission Deadline

The project SHOULD be submitted by June 4, 2014.

Project Presentation in Class

The project SHOULD be presented on June 4, 2014.

Project Writing: Points to Consider

1) Writing mechanics and conventions
2) Reliability
3) Unity
4) Support
5) Coherence
6) Accuracy
7) Appropriateness
8) Validity
9) Relative contemporariness


Page Layout and Design

· Remember that well-chosen headings and sub-headings make it easier for your reader to follow your report.
· The project should be submitted in the following format:
1 Times New Roman, font size 12. Text aligned on the left; full justification not required.
2 1.5 lines spaced, margins 2.5 cm at left, right and top, 2.0 cm at bottom.
3 No lines between paragraphs.
4 Paragraphs indented except when they come directly after a heading.
5 For lists please use numbers or, if more appropriate, standard bullet points.
6 For emphasis, please use italics, not bold.
7 Single quote marks (‘…’) should be used around quotations, though quotations of more than two lines will start on a new line and be indented, without quote marks.


References

Please list only those works you have specifically mentioned in your project. Do not include general background reading.

A book with a single author

Kramsch, C. 1993. Context and Culture in Language Teaching. Oxford: Oxford University Press.

A book with two or more authors

Tomalin, B. and M. Nicks. 2008. The World’s Business Cultures and How to Unlock Them. London: Thorogood.

An edited book

Gibbs, G. and A. Jenkins (eds.). 1992. Teaching Large Classes in Higher Education. London: Kogan Page.



A single chapter/paper in an edited book

No page references needed:

Stubbs, M. 2007. ‘On texts, corpora and models of language’ in M. Hoey, M. Mahlberg, M. Stubbs and W. Teubert (eds.). Text, Discourse and Corpora: Theory and Analysis. London: Continuum.



An article from a print journal or magazine

Kitchen, J. and D. Stevens. 2008. ‘Action research in teacher education’. Action Research 6/1: 7–28.


An article from an online source

Coombe, C. and C. Canning. 2002. ‘Using self-assessment in the classroom: rationale and suggested techniques’. Karen’s Linguistics Issues, February. (Retrieved 28 November 2007 from http://www3.telus.net/linguisticsissues/selfassess2.html.)



A general reference to a website

ICC—The European Language Network—What is EUROLTA? http://www.icc-languages.eu/what_is_eurolta.php













Writing Evaluation Criteria



Score

(20)

Topic Development

Language Use

17-19

– Effectively addresses the topic

– Displays unity and coherence

– Well-developed



– Well-organized

– Effective and adequate use of structures, grammar and vocabulary

– Wide range of structures, grammar and vocabulary

14-16

– Generally addresses the topic

– Generally displays unity and coherence

– Generally well-developed




– Generally well-organized

– Adequate use of structures, grammar and vocabulary

– Adequate range of structures, grammar and vocabulary

– Minor errors

11-13

– Fairly addresses the topic, as appropriate

– Fairly displays unity and coherence, as required

– Fairly well-developed





– Fairly well-organized

– Relatively limited control of structures, grammar and vocabulary

– Relatively limited range of structures, grammar and vocabulary

– Some inaccurate use of structures, grammar and vocabulary

7-10

– Does not address the topic adequately

– Limited connection of ideas

– Limited development in response to the topic



– Lacks organization in places

– Limited control of structures, grammar and vocabulary

– Limited range of structures, grammar and vocabulary

– Frequent inaccuracy of structures, grammar and vocabulary

4-6

– Mostly irrelevant

– Lacks unity and coherence

– Serious underdevelopment

– Serious disorganization

– Severely limited control of structures, grammar and vocabulary

– Severely limited range of structures, grammar and vocabulary

– Mostly inaccurate structures, grammar and vocabulary

1-3

– Irrelevant

– Incoherent

– Severely serious underdevelopment

– Severely serious disorganization

– No control of structures, grammar and vocabulary

– Too limited range of structures, grammar and vocabulary

– Inaccurate structures, grammar and vocabulary

0

No attempt to write

No attempt to write



Oral Presentation-Points to Consider

Preparing

· Public speaking can be rewarding and empowering, but also traumatic. It will be less traumatic if you prepare well.

· Make sure you know how much time you have got, and avoid cramming too much in.

· Remember that your audience will be listening, not reading. The newer an idea is to the audience, the more careful you must be in introducing and exemplifying it.

· The beginning is very important. Use a joke, an anecdote, a topical reference, a striking visual. At least, give a clear statement of why your presentation is significant.#

· The end is quite important, too. Your audience must have a cue for applause.

· Presenters use different sorts of prompts, ranging from small cue cards to A4 notes. Use Whatever suits you.

· You may well be nervous on the day. Make your notes clear for yourself, e.g. highlight key points. Mark clearly for yourself where you will use handouts, change slides, and so on.



Before you present

· Rehearse the presentation as realistically as possible beforehand, and time it. Remember not to rush, and to pause between clauses. Don’t just read from your paper/cards. Stop from time to time to recap. It is vital that you leave time for questions, because this may be the most profitable part of the presentation.

· Check your pronunciation of any key terms you are going to use.

· Say a little about yourself at the start.

· Check you have everything with you. Check particularly your PowerPoint presentation, well in advance.

· Make sure your visuals are visible from the back of the room. Make sure your PowerPoint presentation is functioning properly.

· Dress appropriately for the image you want to convey and dress comfortably.





PowerPoint

· Keep it simple. Don’t put up everything you want to say.
· Use an appropriate font size.
· Think about using images.
· Don’t overwhelm your audience with too many numbers and statistics.
· Think about integrating video where useful.
· Only use graphics that really enhance the message.
· Use the PowerPoint presentation; don’t let it use you. From the beginning, plan to use it as an aid.
· Think what you will do if the PowerPoint fails.


While you present

· You have something to say. You want to say it with calm confidence in a way that is accessible and interesting, using appropriate resources.

· Remember to speak clearly, and pause. This gives your audience time to process what you have just said.

· Respect the next presenter if there is one, clean the board if you have used it, and take the CD or memory stick out of the computer.

· Try not to move your body or parts of your body nervously; it does not put audience at ease.

· Make eye contact with members of the audience in different parts of the classroom.


Questions

· Respect and value questions and points made, even if they seem weak or odd to you.

· You can stall: ‘…interesting question’, or ‘Give me a minute to think about that, or reflect question back: ‘Do you mean…’ or ‘What I understand you to be asking is…’

· If you get a question you are not prepared for, you can say ‘Give me a minute to think about that’ and take your minute. Your audience will respect this more than a knee-jerk defensive answer. In some cases, you can ask for a view from other members of the audience.





If you get questions from people who seem to be there to heckle

· Keep calm.

· Make it a discussion point without losing your timing.

· Diplomacy can fail. Agree that you disagree and offer to talk to them afterwards. Don’t get defensive. Don’t be afraid to admit you don’t know something.



Oral Presentation: Evaluation Criteria



Score
(20)
Topic development
Delivery
Language use
17-19
-Well developed and coherent responses.
– Clear progression of ideas.
– Clear speech.
– Well paced flow.
– Almost no difficulties with intonation and pronunciation patterns.
– Effective use of structures, grammar and vocabulary.
– Wide range of structures, grammar and vocabulary.
– Minor errors.
14-16
-Mostly well developed and coherent responses.
-Generally clear progression of ideas.
– Generally clear speech.
– Some fluidity of expression.
– Minor difficulties with intonation and pronunciation patterns.
– Generally effective use of structures, grammar and vocabulary.
– Adequate range of structures, grammar and vocabulary.
– A few errors.
12-15
– Response is connected to the task.
– Fairly coherent and clear.
– Basically intelligible speech.
– Meaning is obscured in places.
– Some difficulties with intonation and pronunciation patterns.
– Fairly adequate control of structures, grammar and vocabulary.
– Fairly adequate range of structures, grammar and vocabulary.
– Some inaccurate use of structures, grammar and vocabulary.
8-11
– Limited relevant content.
– Lack of coherence or clarity.
– Fairly intelligible speech.
– Delivery is choppy.
– Difficulties with intonation and pronunciation patterns.

– Limited control of structures, grammar and vocabulary.
– Limited range of structures, grammar and vocabulary.
– Frequent inaccurate use of structures, grammar and vocabulary.
4-7
– Generally irrelevant content.
– Almost incoherent and unclear.
– Mostly unclear speech.
– Delivery is choppy or telegraphic.
– Severe difficulties with intonation and pronunciation patterns.
– Very limited control of structures, grammar and vocabulary.
– Very limited range of structures, grammar and vocabulary.
– Almost inaccurate structures, grammar and vocabulary.
1-3
– Irrelevant content.
– Incoherent and unclear.
– Unclear speech.
– Delivery is choppy and telegraphic.
– No control of intonation and stress patterns.
– Severely limited control of structures, grammar and vocabulary.
– Too limited range of structures, grammar and vocabulary.
– Inaccurate structures, grammar and vocabulary.
0
No attempt to respond.
No attempt to respond.
No attempt to respond.

26 August 2015,
 0

The relationship between tourism and economic growth in UAE ENL 104: PROJECT WORK-CLOs 2, 3 & 4 Research Topic Selection: To be decided by […]


26 August 2015

History of Childhood Growing up In North America (Little Rock Nine)
GUIDELINES FOR RESEARCH PAPER

Your final paper assignment, a 7-8-page analysis of a primary source of your own choosing, builds on the research and writing skills you developed in the “chase the source” assignment.  It asks you to find and interpret a primary source or set of sources, and to analyze the source(s) in relation to the relevant scholarly literature. Your bibliography must include the equivalent of 3 book-length secondary sources in addition to your primary source.  At least one of your secondary sources must be a scholarly article.  (Count two scholarly articles as a book.)   

There are three steps to this assignment, and no paper will be accepted unless all three steps are judged completed by the course director or your TA.  Please mark the following dates on your calendar, as lateness without an extension from your tutorial leader will be penalized. 

Jan.  24:   Paper Topic, Preliminary Bibliography, and 1-2 sentences on Research Question Due
Feb. 28:   Paper Outline and Introduction (with Thesis Statement) Due
Mar. 21:  Research Paper Due (along with your primary source and process portfolio – see below)  

Research papers without a proper bibliography and citations (in the Chicago Manual of Style format), and papers that do not have a process portfolio, will not be accepted under any circumstances.  The process portfolio must include your source (or a link to the source), your notes and rough drafts, and an informed consent form (if you do an oral history)  Any paper written on a topic not approved in advance by your tutorial leader will receive a zero for the assignment. 

This assignment is intended to improve your ability to find appropriate sources using library resources; to distinguish between primary and secondary sources, and between scholarly and non-scholarly works; to critically analyze both primary and secondary sources; to develop a logical argument supported by concrete examples; and to write a well-argued essay.  A list of possible topics is attached.   

STEP 1:  PAPER TOPIC, RESEARCH QUESTION & PRELIMINARY BIBLIOGRAPHY

Begin your research project by: 1) choosing the primary source(s) you want to analyze; (2) finding the most relevant secondary sources (scholarship) for your bibliography; and (3) devising a research question.  You are free to change your topic or modify your bibliography later, IF you have the approval of your TA.  Your preliminary bibliography and a brief (1-2 sentences) statement describing your primary source and research question are due in tutorial on January 24.
Your bibliography should consist of your primary source(s) and the equivalent of 3 other book-length secondary sources. At least one of your secondary sources must be a scholarly article.  (Count two scholarly articles as a book.)  A set of suggested primary sources is attached.  If you want to choose your own primary source, please make sure that most or all of it was produced in the U.S. or Canada before 1990 (or, in the case of an interview, involves someone from an older generation who was a child in Canada or the U.S.).  Secondary sources should be relatively recent (e.g., published after 1990).  Your bibliography (and footnotes) must be in the Chicago Manual of Style. It is a good idea to record the full bibliographic information in proper form when you first read a book or article; this will save time later. 

To help you analyze your material, please refer to the handouts, “How to Analyze a Primary Source” and “How to Read a History Book (or Article),” and, if you do an interview, “Notes on Oral History.”  As always, ask yourself about the genre of your source, the author's purpose in writing, and the intended audience.  Look for the bias (point of view) and remember to “read between the lines.”

HOW TO DEVELOP A GOOD RESEARCH QUESTION:  Historians develop their thesis (argument) after reading and analyzing their sources, but a good research question will guide your whole inquiry.

The best research questions are open-ended. “How” is a better question than “did.”  You might ask: How does an educational report portray the purpose of school (or the nature of childhood)?  What ideas about gender (or race or childhood) are expressed in advice literature or a children’s book?   Try to avoid yes-or-no questions (e.g., did the author present immigrant children in a demeaning way?), and avoid questions that cannot be answered from your source (How did teenage girls react to this dating advice book?). 

“Compare and contrast” topics are a good option if you analyze two or more sources.  For example, you could compare the representation of children/mothers/fathers in two films or TV shows, or examine the changes and continuities in the “ideal teenager” by comparing high school yearbooks from different times.  

STEP 2:  PAPER OUTLINE & INTRODUCTION (WITH THESIS STATEMENT)

A detailed outline of your paper, along with a draft of your introductory paragraph (including the thesis statement) is due February 28.  Meeting this deadline will help you complete your essay in a timely fashion.  The more you have done at this stage, the more helpful your TA’s feedback will be.

STEP 3:  RESEARCH PAPER DUE

Historians care a great deal about writing, and your paper will be marked for logic, clarity, and neatness, as well as for content and quality (the quality of your argument and the quality of your primary and secondary sources). Please follow the guidelines on the HIST 1080 style guide. Use quotations wisely, quote mostly from primary – not secondary – sources, and follow the Chicago Manual of Style method of citation.  As always, check for spelling and grammatical errors and typos, and don’t forget to number the pages. The paper is due March 21.  Good luck!

ACADEMIC HONESTY

Plagiarism is when you knowingly or unknowingly use another person’s words or ideas in your own work without giving that person credit.   Plagiarism is not limited to copying a passage word for word, or failing to footnote a direct quotation.  Please be aware that (1) a paraphrased passage that closely resembles the original is also plagiarism; and (2) you must provide a citation for all information or ideas derived from another source–even if you don't quote it directly.  To avoid plagiarism, budget your time so that you are not rushed when writing the paper, and make sure that your footnotes are in proper form. 

If you are asked to explain your essay in a meeting with your TA and/or the course director, your assignment is considered unfinished (e.g., a mark of 0) until this meeting is held.  If you cannot talk about your paper, you may be asked to write another paper on a different topic. For information on York’s policy on academic honesty, please see http://www.yorku.ca/univsec/policies/document.php?document=69.


Growing Up in North America                                                          Prof. Molly Ladd-Taylor
AP/HIST 1080 FW 2013-14

SUGGESTED PRIMARY SOURCES

1) Oral History Interview:   Ask a relative or neighbour what it was like to immigrate to Canada, go to school during the Second World War, be a teenager in Canada during the 1960s, etc.

2) High School Yearbooks or Student Newspapers:   Ask your old school if you can examine yearbooks from different decades; explore student life or student politics (1968-71) by reading York U’s Excalibur (York University Archives)

3) TV Shows or Films:  Study one or two episodes of a TV show, such as Sesame Street, The Brady Bunch, The Cosby Show, or Father Knows Best, or compare The Mickey Mouse Club from 1955 and 1993; or you could analyze a Shirley Temple film, Five of a Kind (1938), one of the films discussed in Schrum’s Some Wore Bobby Sox, or compare the 1961 and 1998 versions of the film The Parent Trap. `

4)  Memoirs and diaries (must be produced pre-1990):  Claude Brown, Manchild in the Promised Land (1965); Jane Willis Pachano, Geniesh: An Indian Girlhood (1973); Russell Baker, Growing Up (1982).  York Library E-Resources also has a number of unpublished diaries and letters written by children.  See Julia Heller’s Boy Friend Book (1932) or the Diary (1933) by a young black girl, and others in North American Women’s Diaries and Letters 

5)  Analyze a fictionalized memoir or revisit a children’s book as a historical primary source:  Joy Kogawa, Obasan (1981); Gordon Korman, I Want to Go Home (1981); Barbara Smucker, Underground to Canada (197); any pre-1990 book by Judy Blume.

6)  Analyze a treatise or report on education reform, such as Hilda Neatby, So Little for the Mind (1953); the Hall-Dennis Report, Living and Learning: The Report of the Provincial Committee on Aims and Objectives of Education in the Schools of Ontario (1968); or the National Indian Brotherhood’s Indian Control of Indian Education (1972).                                                            

7)  Study juvenile delinquency, child psychology, or child labour: Henry W. Thurston, Delinquency and Spare Time: A Study of a  Few Stories Written into the Court Records of the City of Cleveland  (1918); William Blatz, The Five Sisters: A Study of Child Psychology (1938); Frederic Wertham, Seduction of the Innocent (1954), etc.

8)  Explore newspaper coverage of an historic event involving children, such as the Little Rock crisis, through the New York Times (or compare the NYT to the black press, e,g. Chicago Defender); or the battle against hippie Yorkville in the summer of 1967 (through the Toronto Star, Telegram or Globe & Mail). 

9)  Study Eaton’s Catalogues online  http://www.collectionscanada.gc.ca/cmc/009002-101.02-e.php,  or investigate toys or Christmas celebrations using the Eaton Company Records at the Ontario Archives: 

10)  Childrearing or Dating Advice:  Examine The Canadian Mother’s Book (1921) or The Canadian Mother and Child; compare two editions of the same book (U.S. Children’s Bureau, Your Child from Six to Twelve  (1949 & 1966) http://www.mchlibrary.info/history/chbu/parents.html; or study advice to young people, such as Mary Wood-Allen, Almost a Man (1895) or What a Young Woman Ought to Know (1898) .


26 August 2015,
 0

History of Childhood Growing up In North America (Little Rock Nine) GUIDELINES FOR RESEARCH PAPER Your final paper assignment, a 7-8-page analysis of a […]


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