Industry ForecastingPaper instructions:
Select an industry that interests you. Using the political, economic, social, technological, environmental, and legal (PESTEL) analysis as covered in the text, analyze the factors that may impact the industry that you have selected and the successful marketing of a company’s product. Evaluate the factors you perceive to be the biggest strengths and weaknesses. Describe some opportunities for growth that could be capitalized over the next five years.
Industry ForecastingPaper instructions: Industry Forecasting Select an industry that interests you. Using the political, economic, social, technological, environmental, and legal (PESTEL) analysis as covered […]
Scotland's IndependancePaper instructions: Scotland's Independance research paper“Possible implications to Europe of Scotland's independence from the United Kingdom “-5 pages-typed-MLA format-works cited through a bibliography […]
English and Literature“It is as managers of life and survival, of bodies and the race, that so many regimes
have been able to wage so many wars, causing so many men to be killed” -Michel
For this progression, we will turn our attention to the theme of race and racism. Foucault tells us
that biopower is responsible for racism, segregation, apartheid, and even genocide. Racism is
seemingly frowned upon in contemporary societies; however, racism has always been very much
alive. Foucault would argue that hierarchies are created based upon race, class, and bloodline.
People with power often find some kinds of blood to be better than other kinds. Hence, racism and
classism have been sanctioned and justified as necessary for the survival of the (human) race.
Literal and figurative wars are waged in order to minimize or eliminate the impure.
Choose a current or historical issue that you are interested in having to do with acts of racism.
Find an example when you believe racism is/was allowed to happen, perhaps even encouraged.
Some examples of issues that you could choose are: (contemporary): police brutality of minorities;
post-911 racism against people who look Middle Eastern; neo-Nazism; conflict between Israel and
Palestine; (historical): American slavery, the Holocaust, the Armenian Genocide, Japanese-
American Interment Camps during WWII.
Then, you will need to illustrate how we see this issue of racism within political cartoons. Find one
or two political cartoons that exemplify how the issue is present within this pictorial genre.
Describe the images and explain how they relate to the issue of racism that you chose. Are the
cartoons simply pointing out and satirizing the racist beliefs of others, or are they perpetuating
racist beliefs? Also, consider that these images have not been censored; rather, they have been
printed and published for the public. How does the distribution of this material contribute to your
chosen issue? You will also need to relate one of the assigned readings for this progression to your
Assignment 1B: Proposal
Professor Batty English 113A/114A Fall 2014
State what topic relating to an issue of racism you have chosen. What do you know about this issue
already? Is it contemporary or historical? What exactly are/were some of the beliefs that one
group of people has/had about another group? Then, describe the political cartoons you will be
discussing. When were they published and where? Who are the artists? What is the underlying
message within these cartoons? Explain in at least 250 words, typed, MLA format. Include a works
cited page that gives the bibliographic information for your cartoons.
Assignment 2B: Summary and Rhetorical Analysis
For this assignment, you will need to choose between one of the assigned readings for this
progression. These readings include:
Chapter 1 “Introduction” and up to page 70 of chapter 2 “American Polygeny and
Craniometry before Darwin” of The Mismeasure of Man, Stephen Jay Gould
“Black Men and Public Spaces”, Brent Staples
“The Harmful Myth of Asian Superiority”, Ronald Takaki
“National Prejudices”, Oliver Goldsmith
“How to Tame a Wild Tongue”, Gloria Anzaldúa
This assignment has two parts to it:
Part one asks you to summarize the text. What is the argument/controlling idea that the author is
making. Consider the 5 W's and H. Who is the text talking about, what is it saying (what is
happening?), when was it written (what insight might this context reveal), where is the text
discussing (the world? The US?, etc.), why does the author believe what he/she believes (why is
the what happening?), and how is this happening. Asking yourself these questions will help you to
come to the main idea of the text.
The second part of the assignment asks you to consider how the author makes his/her point. You
want to begin to understand how the writer led you to understand the essay’s idea — the one you
highlighted in your summary. Consider the rhetorical situation: What is the author’s intended
purpose in writing this essay? Who is the author’s audience? Why is he/she considering this
particular audience? What genre is the author writing in? Who is the author of this essay? Do
his/her beliefs/bias show in this essay? What kinds of rhetorical appeal or appeals is this text
making? Remember: ethos, pathos, and logos.What kind of language does the author use? Is the
style formal, informal, or academic? Does the author use sarcasm? Humor?
Spend about 100-250 words summarizing the controlling idea of the author. Then spend 200-300
words on the rhetorical analysis. This assignment calls for MLA documentation, which includes a
“Works Cited” page.
Assignment 3B: Sentence Outline
The purpose of this assignment is for you to begin brainstorming and organizing your ideas. Please
use roman numerals (I, II, III, etc.) to indicate paragraphs, and letters (A, B, C, etc.) to indicate
supporting ideas, quotes, etc. Your introduction should contain your thesis statement. Your
sentences do not need to be very long, nor do they need to be worded very eloquently, but they do
need to be complete sentences so that I can understand what points you are trying to make. This
should be a fully completed outline with developed ideas and paragraphs. It is a good idea to
include quotes in this outline, so that you will know which quotes to include and where in your
final essay. This will save you time later because you will already have the skeleton of your essay in
place. The outline will also help you to organize your ideas. Outline should be approximately one
Professor Batty English 113A/114A Fall 2014
page in length, typed, MLA format.
Write an exemplification essay in which you provide one-two examples of political cartoons
that illustrate a specific situation from history or present day that relates to racism. By
explaining the underlying visual/verbal messages in these cartoons, explain how they
contribute to the perpetuation of a racist ideology.
Research: Your essay must include one of the assigned reading from this progression.
1. You MUST include a progression packet that includes all three preliminary assignments
attached to the essay. You cannot earn higher than a D on the essay if you do not
include all three assignments in your packet.
2. Topic Selection: The student has selected one specific topic that can be discussed in detail
in 3-4 pages
3. Title: The title should be both creative and informative
4. Thesis: The essay makes a clear statement about how political cartoons relate to racism.
5. Development/Support: Ideas are fully developed. Writer uses at least one of the assigned
6. Persuasiveness: The argument is reasonable and potentially convincing to the reader.
7. Content: The paper shows that the writer clearly understands his/her topic and can explain
it to an intelligent but uninformed audience. The paper stays on topic throughout.
8. Organization: The ideas appear in a logical order; the paper uses transitions to move from
one idea to the next.
9. Spelling/Grammar/Mechanics: The paper is virtually free of spelling, grammar, or
10. Page Length: The paper is at least 3 complete pages long. Papers less than 3 complete
pages will not earn a grade higher than a D.
11. MLA Citation: The paper uses MLA style citation for quotes, paraphrases, summaries, and a
Works Cited page.
12. MLA Formatting: The paper uses MLA formatting, including 12 point Times New Roman
font, double spacing, one inch margins, etc. (See your handbook for a sample paper.)
English and Literature“It is as managers of life and survival, of bodies and the race, that so many regimeshave been able to wage so […]
Foreign Auto Shop Case
Read the Foreign Auto Shop Case, Chapter 7, pages 182 – 184. Use the Paper Formatting Requirements Handout to set up your case analysis paper. Use the grading rubric to organize and set up the sections of your paper. You can view the grading rubric using the rubric link or view it using MyGrades. Organize your paper into the following sections:
Case Analysis Paper Sections – The case analysis should be limited to 4 pages (Cover page, 2 pages of anlysis with citations and reference list).
1. Introduction and Overview
2. IIdentification of Main Issues/Problems/Questions
3. Analysis of Issues/Problems/Questions
4. Connection to course and outside readings (In text citations in the paper)
5. Conclusions?Recommendations – Solutions/Implementation Strategies
6. References – References from course and outside readings used in the paper
APA citations and reference list. For APA citation style assistance – see Team Case Tools – APA Style Folder.
Use the following case questions in your paper. Discuss the issues in these questions and organize them into the paper sections (shown above) in the paper. These questions will help you identify and analyze all the issues/problems/questions in the ase and thoroughly review the recommendations of solutions or implementation strategies related to the case.
Part 1 Case Questions
1. What is the usual leadership situation in the auto repair shop (consider the nature of the task, subordinates, and environment)?
2. Describe Alan’s typical leadership style and evaluate whether it is appropriate for the leadership situation.
Part 2 Case Questions
1. Describe Alan’s leadership style during the flood, and evaluate how appropriate it was for the leadership situation.
2. Identify effective behaviors by Alan after the flood subsided.
3. How should Alan behave toward his employees in the future?
Paper Formatting Requirements.doc
Foreign Auto Shop Case Read the Foreign Auto Shop Case, Chapter 7, pages 182 – 184. Use the Paper Formatting Requirements Handout to set […]
English and Literature
You know of course, that all of these essays have something to do with the concept of the self. But that concept alone—the self—is not an idea. Rather, each of these writers has expressed his/her ideas in the context of a conversation about the self in relation to other concepts: ethics, language, poetry, technology. And so these authors have articulated ideas that are not merely abstract but truly significant, i.e., that have broad implications for the world in which we live. Such ideas present windows into the larger world beyond ourselves and our own limited visions. Recall Goulish’s metaphorical thoughts about windows: …[W]e will treat the [essay] … not as an object in this world but as a window into another world. If we can articulate one window’s particular exhilaration, we may open a way to inspire a change in ourselves, so that we may value and work from these recognitions… But can we recognize windows to other worlds without some formal, historical, or theoretical understanding of what we are looking at? If we deepen our understanding, might we increase our chances of locating these moments? How do we deepen our understanding? (559) Deepening our understanding of an idea is the primary business of this progression. 1.) providing evidence from essays; 2.) establishing a context for what you have seen and are now trying to convey; 3.) providing thoughtful explanations about the connections and their general (and perhaps far-reaching) implications Now it is time to think more clearly and directly about how you are connected to your chosen idea, why it is important to you, why it excited you in the first place. Select a moment from your own experience that is most clearly associated with this relationship between you and the idea. Recreate that moment without feeling obligated to include your own essay work in the recreated experience or to explain what the relationship is. Your task for this exercise is simply to recall the moment and recreate it as a scene. Think of this moment of experience as a dramatic scene. Recreate the moment so that your reader can step into it, or stand back from it and watch the action. Recreate the moment so that it has drawing power. Do not write as if you are a reporter telling a story from a distance. Aim for something suggestive and nuanced. Now, step back from that preliminary work and consider how you might write a more thoughtful essay. Take that idea from the essay you read and chose to work with during this progression, and analyze it in light of these questions: 1.) What are the larger implications of the idea? 2.) How do other texts you have read in the course or in other courses, change the way you think about the idea? 3.) How does your own experience influence your thinking? What do you actually think about the borrowed idea? That is ultimately what readers should learn from your essay. We want you to deepen our understanding of the idea as you pass it through the filter of your own mind. To do that well you will have to play out your idea against the backdrop of the selected essay that set this whole process in motion. That essay must provide the foundation for your ruminations, so your reader will have to understand that essay. But the deepening will come through your own thinking, aided by the connections you make between the idea you borrowed from the initial essay and one or two other written texts—and connections between the evolving idea and your recreated experiences (if you choose to use them). Good beginnings do several things: o they establish the central inquiry or “problem” the writer is thinking through in the essay; o they establish key terms and concepts – the “vocabulary” of the essay, but do not announce or hit us over the head with this “vocabulary” (see the Mercer Street essays for examples of not announcing or hitting us over the head); o they indicate the kind of essay that will follow; o they indicate or gesture toward the idea of the essay. The middle of your draft. (Recall: you cannot write the ending until you know the middle, and you cannot write the beginning until you know the end.) The middle of the draft is the part that takes up specific, particular pieces of evidence (written texts, scenes from your own experience) and then thinks-in-writing about that evidence — analyzing, interpreting, questioning, reflecting on that evidence. You are writing the middle of the draft with the aim of developing your own idea – something you, and only you, can say, given the evidence you have presented, and the work you have done thinking-in-writing about that evidence. For this middle, you should think-in-writing about at least two written texts. You must make use of your first, chosen text, and at least one other, “ancillary” written text from Occasions. You may also use other written texts, not in Occasions, but these should be in addition, not a substitute for the texts from Occasions. Remember that you are – always – assuming that your reader has no knowledge of the texts you are using. This means you will need to represent the texts as a whole and in part – working with specific quotes from the text. You may also use scenes from your own experience, but remember that you are using those scenes in service of the development of your idea. Your final draft should have a beginning that pulls readers in, introduces us to and establishes the central inquiry of the essay and the key conceptual terms (the “vocabulary” of the essay), and indicate the kind of essay that will follow – all the while considering how to make these things clear to us without “announcing” them to us. In the middle of the essay, your draft should engage evidence as a way of developing and complicating our understanding of your inquiry. For this essay, you are aiming to create a conversation among the texts you are using from Occasions and the texts you are using to present a current, public issue – something reasonable people are arguing about and trying to resolve, out there in the world today. Remember the mantra, that each piece of evidence, and your thinking about that evidence, needs to bring us to some new, deeper insight: essays work in series, not in parallel. In the ending of your essay, your draft should show us what you have discovered, through your engagement with the evidence presented – the ideayou have come to understand, through the writing and construction of the essay. ○ This essay should be 5-7 pages long, typed and double-spaced [the essay must not exceed 7 pages!]. ○ This essay calls for documentation: when you quote key phrases from the essay, parenthetical documentation is required; a “Works Cited List” should be included at the end of the essay [it does not need to be on a separate sheet of paper]. During this progression, we will have discussed documentation in class, but you should dig out the essential information on your own. There is nothing mysterious or complicated about MLA documentation. Familiarity and consistency remain the key. Consult the LBH pgs 147-191. ○ Submit this essay in your portfolio binder; the essay, along with all of your drafts should be on top of the exercises that you have already put in the portfolio. [I will NOT accept a loose leaf portfolio; NOR will I accept plastic covers. The portfolio must lie flat when assembled so that I can carry it around without losing pages]. ○ KEEP COPIES OF EVERYTHING YOU SUBMIT TO ME.
English and Literature Essays Link: Didion: http://profacero.wordpress.com/2010/11/29/joan-didion-on-self-respect/ Rodriguez: https://sjsucompprogram.pbworks.com/w/file/fetch/47456714/1A%20richard%20rodriguez%20reading.pdf Birkerts: http://new.bostonreview.net/BR16.5/birkerts.html You know of course, that all of these essays have something to do […]