Personal Strengths and Weaknesses Essay

This paper concerns the personal strengths and weakness of my own life. The details I will be presenting are what I consider my best and worst strengths and weaknesses. The purpose of this paper is to clearly define each of these and figure out a way to learn how to solve my weaknesses and make my strengths even stronger. Identifying personal strengths and weaknesses are essential part of the overall learning processes. Just as we understand which methods and techniques help us to learn at an optimal level, understanding our strengths and weaknesses help us to become more self conscious and well-rounded individuals. I believe that life is our personal experiences and everyone has certain attributes with their personal strengths and weaknesses. . Being aware of what are my best strengths can help me overcome my worst weaknesses. In the past, I have had a hard time recognizing my weakness but as you get older, you become more aware of your weaknesses. I feel that recognizing your strengths and weaknesses is what makes you a successful person in any aspects of your life. I feel that one of my greatest strengths is that I love to learn. Life to me  is a never-ending learning experience. As we go through our life it is vital that we learn who we are and have the ability to grow from our own strengths and weaknesses. I feel by overcoming my weaknesses and reinforcing my strengths that I will become more successful in both my personal and professional life. My strengths, which include good analytical skills, and good computer skills, are offset by my weaknesses, which is procrastination and dreadful writing and grammar skills. I believe one of my greatest strengths is my analytical skills. I love working with numbers and figuring out complicated problems. This is why I chose Accounting for my profession. I love working with numbers and figuring things out. Very few people love working in accounting. Another of my strengths is my computer skill. I am a very fast learner when it comes to figuring out new computer software or hardware. This stems from my husband who I have learned a lot from over the past eight years. His profession is in the computer software business. Often the people I work with will turn to me for help with configuring their computers or formatting a Word document. I had a difficult time narrowing this list to just one or two faults that I would mention here. My one of my most weaknesses is that I am a major procrastinator. Over the past few years, I have tried to work on this fault by reading books and lectures. I feel the only way to stop procrastinating is through determination, commitment, and a desire to change. I believe I possess the determination and desire, and I commit today to apply myself to making this change in my personality. I feel that this next weakness can either be considered a fault or a strength and that is organization. I am a compulsive organizer and sometimes that tends to slow me down on projects. It also takes time away from my children because I am such a perfectionist and organizer. I do not think anyone is perfect but I do think we all strive to be our best. The first step is to improve our weaknesses by learning from them everyday. I think that by using are strengths to improve our weaknesses would be a very efficient process we all could learn. I think that taking this class will definitely improve my weaknesses and help me learn more about my strengths Both my personal and professional life.

Obesity: America’s Modern Day Societal Crutch

Obesity: America’s Modern Day Societal Crutch Matthew Murphy Abstract Today’s society has been faced with the never ending problem of obesity. Many would blame this problem of obesity in America to poor genetics, unhealthy eating habits, and even lack of physical fitness. After viewing this paper and reviewing these credible sources the reader will have a better understanding as to why individuals become obese. All sources in this paper have been written, reviewed, and critiqued by credible individuals.Obesity: America’s Modern Day Societal Crutch In today’s America we as citizens are faced with the ongoing crutch known as obesity. Obesity is defined as a medical condition in which excess body fat has accumulated to the extent of major health issues. I view obesity as a â€Å"crutch† because it is disease that will slow the American populous down. The topic on obesity has been debated over many years as to who would take the blame of America’ s overweight problem and what that individual or group would do to prevent it.Many different state legislatures and school board committees have started to ban vending machines in school grounds. â€Å"Congress has considered a menu-labeling legislation that would force chain restaurants to list fat, sodium, and calories for each item† (Balko, 2004, p. 522). Many individuals like me believe that this is definitely the most improper approach to preventing the obesity epidemic that has plagued the United States over the last twenty years. It is not the United State government’s place to tell American citizens what they can or cannot consume.Obesity has become more and more of a problem because American citizens are executing poor dietary techniques. The next influential factor to obesity is the influence of our biological need and genetics. These factors play a large part in the obesity epidemic but the key factor to obesity is the fact that Americans are drastically dec reasing their urges for physical fitness and health. Data has been collected from many different institutions and still the debate is on to see which group will inherit the blame of our nation’s obesity problems.Although many argue who is to blame for obesity, I believe that is in the hands of the individual and their poor diet techniques, biological factors, and their willingness to perform physical fitness. Dietary Techniques Obesity has become a crutch to the American way of life in the idea that we as individuals are not executing proper dietary techniques. The groups that are mainly targeted for obesity because of poor dieting techniques are low-income families throughout the United States. Obesity is on the rise in these families because more Americans are eating outside their homes at higher rates† (Bryan, 2006 p. 98). With the families going out to eat instead of staying home they are subject to a higher calorie intake than if they were to eat at home. The nutri tional nature of fast food is unknown to many Americans because they have forfeited the need for knowledge on the matter. â€Å"Fast food restaurants and other fast food outlets are serving larger portions to consumers† (Bryan, 2006, p. 98).This creates a dilemma for a person trying to stay within his/her healthy eating when a fast food business offers more food for cheaper than healthy food. In today’s society Americans are looking at the almighty dollar instead of their dietary needs. If it cost fifteen dollars to eat healthy food and it only cost six dollars for a value meal then 9 times out of 10 the consumer is going to choose the value meal over healthy food. I also believe that high advertisement of fast food and snack foods by large businesses influence the consumer to stray from their healthy diet.Many business have began to realize that American’s are becoming more and more aware of their dietary needs and are working to provide healthy foods at their restaurant chains. Biological Needs and Genetics The next factor we need to include in the reason of individuals ourselves being responsible for our obesity is biological needs and even our genetics. â€Å"Humans are hardwired, as a survival strategy, to like foods high in sugar, fat, and calories† (Brownell & Nestle, 2006, p. 525). This may seem like it in not the individual’s problem and could be blamed on biology.This is an individual responsibility due to the fact that the human body can be controlled in a matter of survival. If one is desperate to survive and realizes that they are overweight they will cut back on excess calories. The closest example I have of survival is the urge to quit smoking because of all the scientific backing that states it can end your life. A responsible individual would quit smoking when he/she realizes they may die from the hazards. This survival response is the same with the obesity epidemic.Individuals are placed into danger when the y become obese and face many different side effects. Some of these health hazards include an array of thirty different diseases. Although there are many individuals out there that are willing to help themselves get over this epidemic, many individuals are unable to overcome obesity due to their genetic make-up. Physical Fitness and Health There are many different contributing issues that play into the obesity epidemic but the key factor is the decline of physical fitness and overall health.Physical fitness has come to an all time low since the 1960’s and the evolution of the industrial age. Research data from the United States Bureau of Labor Statistics revealed that over the past 50 years the relationship between activity at work and obesity has grown closer together. â€Å"In 1960, nearly half the jobs in the private sector required at least moderate physical activity, but in 2010, less than 20% demanded this much physical work† (Harvard, 2012). With industrializatio n and technology on the rise many Americans are relying on technology to get them through their lives.Do not get me wrong, I believe that the use of technology makes this country an effective machine. The advances in technology has relieved stress off a man’s back and applied it to his stomach. The health hazards that follow obesity are not just a big belly but also high blood pressure, Type 2 diabetes, coronary heart disease, congestive heart failure, stroke, gallstones, gout, some cancers, bladder control issues, and psychological disorders (Bryan, 2006, p. 97). The National Health and Nutrition Examination Survey (NHANES) reported an increase in the prevalence of obesity from 11. 1% in the 1970’s to 19. 3% in the early 2000’s† (Samper-Ternent & Al Snih, 2011, p. 10-19). With the concern of citizens and their health on the rise I believe that the more information we get out to the people it will be beneficial to their survival. Discussion The epidemic th at is obesity has become a modern day problem for America’s society. Some would even go as far to say that it could even be a crutch for he United States. â€Å"Increases in the prevalence of obesity have been observed in men and women, in all age groups, in all major ethnic groups, and at all educational levels† (Samper-Ternent & Al Snih, 2011, p. 10). Individuals themselves could control and take responsibility for their overweight situation which would allow them to become more active and healthy. If obesity is caught early on the individual will be more likely to overcome this hardship they have entered. We as individuals need to maintain our body and live a long, healthy life.Just like Sir Isaac Newton stated, â€Å"A body in motion stays in motion†¦ and a body at rest tend to remain at rest. † References Balko, R. (2011). Obesity: Who Is Responsible for Our Weight. In S. Barnet & H. Bedau (Authors), Current Issues and Enduring Questions (9th ed. , pp. 522-523). Boston, MA: Bedford/St. Martin's. Brownell, K. , ; Nestle, M. (2011). Are You Responsible for Your Own Weight? Con. In S. Barnet ; H. Bedau (Authors), Current Issues and Enduring Questions   Ã‚  Ã‚  Ã‚  Ã‚  (9th ed. , pp. 524-525).Boston, MA: Bedford/St. Martin's. Bryan, M. (2006). Obesity in America & its Impact on Minorities, Women and   Ã‚  Ã‚  Ã‚  Ã‚  Low-Income Groups. International Journal Of The Diversity, 6(3), 97-101. Harvard University. (2012). Obesity in America: What's Driving the Epidemic? Harvard Men's Health Watch, 5-7. Samper-Ternent, R. , & Al Snih, S. (2012). Obesity in older adults: Epidemiology   Ã‚  Ã‚  Ã‚  Ã‚  and omplications for disability and disease. Reviews in Clinical   Ã‚  Ã‚  Ã‚  Ã‚  Gerontology, 22, 10-34. doi:10. 1017/S0959259811000190

Mission Statements Essay Example | Topics and Well Written Essays - 500 words - 1

Mission Statements - Essay Example The company feels left out somewhere- it is difficult to pin down exactly where it has missed out. Gradually slipping on share of voice in the market, top of mind recall, may not be slipping yet in terms of volumes. The channels are perfectly fine; the products are superior, and the sales team has consistently performed well as per defined parameters. The company has some of the best talent in the verticals they address through their services, and has forged excellent strategic alliances with the best developers, production houses. A committed team of professionals form the Board of Directors. Keeping in mind the findings of the organizational audit and the dipstick customer audit, we need to realign our strategies for product development and selling through an appropriate marketing strategy which redefines our passion and extends it beyond on the ground activities and convinces our customers of the value differential. While advertising may introduce the product, other forms of communication like below the line activities, direct marketing, viral marketing, network marketing have to be initiated to complement it and create the required

Featured Article Example | Topics and Well Written Essays - 750 words

Featured - Article Example In the Bahrain Grand prix history, the 2011 event has been considered as a dark event because the race was delayed due to protests in Bahrain. The situation was aggravated to an extent that even driver such as Mark Webber and Damon Hill protested (Galloway, 2014). In this article, the author argues that the Bahrain formula one grand prix switch to a night occasion for 2014 has been confirmed with the race organizers. Further, the article asserts that the race will be shown live on the sky sport formula one channel, which would occur under floodlights at six pm Bahrain local time. The 2014 race that will be held under floodlights is the second formula one competition to be held at night after the race in Singapore. The organizers decided the race to occur at night as a commemoration of the 10th anniversary of the Bahrain Grand Prix that started in 2004. Having chosen to celebrate the 10th anniversary in the Grand Prix, the organizers converted the April competition race into the Calendar’s second nighttime race. In addition, the race organizers installed a lighting system around the 6 km field that was tracked during the global endurance championship race that took place in the same venue in November 2013 (Galloway, 2014). It is clear from the article that the session start times for the other coming races or competitions for the formula one season have been confirmed with Bahrain given the chance to organize and stage qualifying and the final races under floodlights from six pm Bahrain local time that is four pm BST. Unlike the previous races, the Friday races will start at two pm local time while the second practice starting at six pm. The third practice will take place at three pm on Saturday. Because it is the second country to host formula one race under floodlights, Bahrain joins Singapore, a place where formula one staged its first competition under the floodlights. All the Grand Prix events in Bahrain will be aired live on Sky sports television.

Comic spirit- new comedy Essay Example | Topics and Well Written Essays - 1250 words

Comic spirit- new comedy - Essay Example This influenced later comedy till the present day, â€Å"from Romans to Shakespeare to the West End and Broadway† (Perks 76). Roman playwrights Plautus and Terence employed ‘New Comedy’ in their work, as did Shakespeare in his Comedy of Errors. ‘New Comedy’ deals with a transfer of power from the older to the younger generation. In Terence’s The Self-Tormentor, Machiavelli’s La Mandragola, and Stephen Sondheim’s A Funny Thing Happened on the Way to the Forum, male sexuality and virility are central to the comic plot, and there is a focus on the power shift. Thesis Statement: The purpose of this paper is to investigate the shift in power from the older to the younger generation in ‘New Comedy’ portrayed in the Self-Tormentor, La Mandragola, and A Funny Thing Happened on the Way to the Forum. How these plays exploit male sexuality for comic purposes will be identified, and why male sexuality plays such a key role in the ‘New Comedy’ form will be examined. In Terence’s Heauton Timoroumenos (The Self-Tormentor) which was derived from Menander’s play of the same name, a wealthy youth Clinia develops a long-term, monogamous liaison with the young woman Antiphila, as evident from the following line, â€Å"almost now that he has her in the place of a wife† [prope iam ut pro uxorehaeret] (Rosivach 61). When Clinia’s father hears about the affair, he rebukes his son so strongly for his irresponsible actions, that the young man leaves Athens to become a mercenary serving a foreign king. His determination to make something of himself, echoes his father’s pursuit of success in his own youth (Rosivach 61). But, after compelling his son Clinia in love with Antiphila to go to the war area, the stern father Menedemus repents for his harshness, and torments himself mentally. Terence’s humour â€Å"arises from the

Worldview defended Essay Example | Topics and Well Written Essays - 2250 words

Worldview defended - Essay Example My worldview does not allow me to go deep within the same-sex marriage ideology as it is not only different but also vehemently opposed by my ancestors who have brought solid reasoning in front of me. Even though marriages bring couples in close association with one another, the most basic point that must be understood is that of empathy – to understand where the couples are coming from. My worldview framework is thus set from the perspective that marriages bring human beings together and thus there must be a basic pattern upon which marriages must last. It will help resolve the ambiguities if traditional marriages are encouraged as these bring out the best amongst both men and women. Same-sex marriages do not bring any sanity to the related ranks and only make things look gloomier than they are within the world. My worldview is therefore in complete favor of a traditional form of marriages because they bring results which are long-lasting and positive for the family. The same -sex marriages are inherently different from traditional marriages because either of them comes up with divorce in the end, and there is more reason why same-sex marriages lead to such breakups from a strategic perspective. I am hopeful that if the worldview has to change for the better for the people who live near to me, then there is a requirement that same-sex marriages should be bolstered with people who have a good perspective towards life and who want to be successful at building their relationships in a very pragmatic manner.

Business Law - commercial Research Paper Example | Topics and Well Written Essays - 750 words

Business Law - commercial - Research Paper Example This research will try to address the above issues as they apply in Qatar. A trademark is a legally protected word or symbol which possesses an identifying feature to a specific company, brand or an individual and it should be associated with that specific brand (Gader-Shafran, 2013). Pursuant to decree number 3/1978, Qatar law makers regulate the protection of industrial and trademarks. This law protects the service marks, trademarks, commercial names, group marks, indications of origin and source, registration procedures, marks that are not registrable, renewal of registration, protection period, the effects of registration, fees payable for infringing this law, the disclaiming of a trademark and the transference of property that indicates the penalties and offences that are peculiar to trademarks (Surachman, World Jurist Association, & Conference on the Law of the World, 1997). Trademarks influence the buying decisions of the consumers. It is therefore important for every corporate executive or business person to have a clear understanding of the importance of trademarks to effective and efficient commerce. Firstly, trademarks make consumers to easily find a business entity or corporate entity. This is through the distinguishing feature that a trademark has to the services and products a business has to those of competitors. This makes the consumers to appreciate the quality of the products and services one offers as they create awareness of the brand and goodwill embodied in the trademark. This cuts on the overall costs of promotion, advertising, sales efforts and marketing (Shilling, 2002). Secondly, prevent the confusion that market places create. A trademark protects consumers from confusion as to the origin of services and goods offered by a business entity. This helps consumers to return any defective products they may have bought because they know the source of the products. It also helps consumers

Self education made Malcolm X one of the most influential leaders of Essay

Self education made Malcolm X one of the most influential leaders of his time - Essay Example He belonged to a Christian family where his father was a Baptist Minister and a strong supporter of Marcus Garvey's Universal Negro Movement. He had a tragic childhood that made him a burglar. While Malcolm X was a child, his house was set on fire one day and his family had to face constant harassment. Due to this, they migrated to Michigan where his father was murdered. His mother could not cope up with the needs of the family and the death of his father. She was finally committed to a mental institution. . [Malcolm X El-Hajj Malik El-Shabazz , 2005]. Malcolm X and his siblings were send to different foster homes. [Malcolm X, 2005]. Although, he was a bright student, Malcolm X did not attain education after eighth grade. He migrated to New York were he worked as a waiter in Harlem. Later he was indulged in selling and using drugs, gambling and finally resorted to burglary. He was arrested at the age of 20 and sentenced to ten years of imprisonment. [Malcolm X, 2005] The art of self-education guided Malcolm X to become a voracious reader and enhanced his language skills. While Malcolm X was in prison, his life took a drastic turn. He transformed himself from a burglar to a great follower of Islam. He learned the existence of Ejjah Mohammed and movements of the black Muslims from his siblings who had converted to Muslims. While he was in the prison, he started writing letters and only then, he realized his poor communication skill in English . Due to his immense dedication to enhance reading and writing skills, he got himself a dictionary. He started writing all the words and their meaning in a book and read them aloud. Through this technique, he improved his vocabulary. After acquiring this skill, he could read all the books with ease. He became a voracious reader and attained vast amount of knowledge through these books about slavery and the history of black civilization throughout the world. He read about Gandhi's struggle to attain freedom in India, Abolitionist Anti Slavery society, genetics, religion and philosophy. [Burke, 2004]. Due to the art of self- education, Malcolm X became one of the most influential leaders of the blacks in the 20th century. Due to the language skills that he had acquired in the prison, Malcolm X became a great spokesperson and propagated Islam. He fought for the dignity of the blacks and rose to the position of a minister at the Nation of Islam. [Malcolm X - Black American History, a history of black people in the United States, n. d]. Later he objected to certain viewpoints of Islam and deviated from it. He went to Mecca and propagated that not all whites were devils. He returned to United States and formed the organization of Afro-American Unity. Malcolm X attained this height of success through self-education. [Carson, n. d]. Through his exemplary communication skills, which he mastered through the art of self-education, helped him become a great spokesperson. If not for this technique of education, Malcolm X would have still lived his life in the streets of New York doing petty crimes. The reading habit that he acquired in the prison was his motivating factor in understanding the various concerns faced by the blacks and propelled him to fight for their justice. Conclusion Malcolm X exemplifies the benefits that an individual attains through self -education. This technique teaches an

Big Problem Management in Tex-mark Essay Example | Topics and Well Written Essays - 750 words

Big Problem Management in Tex-mark - Essay Example It can be argued that language posed a great barrier to project success. Erick seemed to be well informed about how unqualified or incompetent employees may contribute to delay in implementing projects. His intentions were to ensure that there was no a repeat of what had happened in Mexico and china. He argues that a projected aimed at being completed in a shot duration took longer time than expected. An example of such an occurrence is the one cited about what happened in India. It is argued that an eight moth research assignment consumed three years, and this according to Eric was as a result of incompetent employees. Fred’s Selfishness could not allow him to train locals and employ them to undertake some duties. He was unable to work in harmony with authorities in the country, and this hindered operations of the research assignment, thus leading to delay in its completion. Alternative solutions However, the company may still get back on its track if Eric can make some effor ts to solve problems facing the company. He should first lay down all the problems facing the company, and enumerate the best possible solutions to them. Such issue should be raised before the higher authorities on a regular basis. Persistence is important when it comes to such matters of concern, not forgetting the enormous challenge facing them especially now that they are about to venture in to a more challenging zone: China. Any company that fails to advance in its human resource capacity is always faced by constant problems in its operations and managerial matters. Some of the ways through which such advances are achieved is through attending workshops and seminars on various fields, instituting training programs, or advancing education levels. Therefore, Eric should take stand and insist on the training program for not only employees sent abroad, but also to the rest of the employees. The program should be planned in a manner that it deals with the current problems, and foreca sts on the future requirements that would be catered for by the program. Underperforming and or expatriate employees may not add value to any organization. In fact, the company should ensure that all its employees are subjected to a performance measure contract, which evaluates the performance of all employees. This way, there would be no reason to continue keeping employees who fail to perform. They are considered to be liabilities rather than assets to the company, and over continued to being in the company increases costs, thus reducing the profit margin of the company. It is necessary for the company to add a policy of employing locals of foreign countries in order to minimize some costs such as training and exportation of employees who would require extra compensation and allowances during their stay in other countries. In fact, the company should look for ways of having affiliate or subsidiary companies in foreign countries of interest. This way, the company will enjoy the ben efit accrued from being locally known company in those foreign countries. Budgetary concerns As long as the there is efficiency in handling international assignments, and that they become cost effective, then the proposed solutions to the problems facing the company can be argued to be fine. Proposed solutions should also include reevaluation of how the consulting firm may help the company oversee smooth running of its assignment in the foreign markets. In this regard, the consulting firm should be made to understand that charging Tex-Mark higher fees for training jeopardizes the profit margins of the company. There

Medical Tourism in India Essay Example for Free

Medical Tourism in India Essay After the silicon rush India is now considered as the golden spot for treating patients mostly from the developed countries and Far East for ailments and procedures of relatively high cost and complexity. India is also aggressively promoting medical tourism in the current years -and slowly now it is moving into a new area of medical outsourcing, where subcontractors provide services to the overburdened medical care systems in western countries. Indias National Health Policy declares that treatment of foreign patients is legally an export and deemed eligible for all fiscal incentives extended to export earnings. Government and private sector studies in India estimate that medical tourism could bring between $1 billion and $2 billion US into the country by 2012. Going by the Statistics and various studies it can be easily said that India would be the leader in medical tourism within the next decade if only it could improve the infrastructure and tour attractions. The question or rather the doubt that is often asked by critics is how can India provide top line medical care to outsiders while more than 40% of its people languished below poverty line and less than 20% of its people can actually afford medical services. Ethically and morally this problem has to be solved if India has to move into the category of developed country and also as a place which provides medical care to both its own people and patients from other country The aim of this project is to put a finger on the highly profitable service of medical care combined with tourism in which India is currently considered as a market leader. It has been a known fact for past many decades that Indian doctors are highly skillful in their given field since all around the globe mot hospitals have doctors of Indian origin. Therefore it became almost natural that this trend extended to India. This project also aims to show why India is attracting medical tourists, is it really a secure destination and how India can promote and develop this particular activity in the coming years so as face competition given by other Asian and African options. CHAPTER .2 Research and Methodology Introduction The objective of this chapter is to present the research methodology of the present study. The chapter deals with various aspects of research methodology on Medical tourism in India and a comparative analysis are made. For the present study as more emphasis was laid down on discovery of ideas and insights is can be called descriptive research as on attempt have been made to get insight into the Medical tourism in India. Further, the study is also and descriptive nature as a descriptive study is typically concerned with determines. Here, attempts have been made to find out the correlation of people towards Medical tourism in India. Objective The key objective of the project is to study the emerging opportunities and future prospects in the Indian medical tourism market. The project discusses various industry trends and growth drivers that are fuelling growth in the market and tries to study their impact on the future scenario. Basic Research Problem of the Study Competition and marketing issues are seen as the major problems facing organisations involved in medical tourism. Other key issues are: †¢ Insufficient demand †¢ Insurance and liability issues †¢ Lack of quality standards and international standards †¢ Lack of professionalism within the industry Assumption of the Study According to medical tourism facilitators the leading medical tourism destinations are India, Thailand, USA, Hungary and Malaysia. The USA, UK and Russian Federation are seen as the leading source of patients both now and in the future. Countries rated as providing the best overall service to patients are Thailand, India, and Singapore. Respondents predicted that India, Thailand, and Singapore will also be the leading medical tourism destinations in five years time. Methods of Data Collection The data has collected in two ways. †¢ Primary Data: Primary data are those, which are collected for the first time, and they are original in character. Primary data gives higher accuracy and facts, which is very helpful for any research and its findings. I have collected primary data by personal interview. †¢ Secondary data: The secondary data are those, which are already collected by someone for some purpose and are available for the present study. Secondary data was collected from the magazines, websites and other such sources. CHAPTER .3 Medical tourism: A Global perspective Medical tourism happens when patients go to a different country for either urgent or elective medical procedures. This phenomenon is fast becoming a worldwide, multibillion-dollar industry. The reasons patients travel for treatment vary. Many medical tourists from the United States are seeking treatment at a quarter or sometimes even a 10th of the cost at home. From Canada, it is often people who are frustrated by long waiting times. From Great Britain, the patient cant wait for treatment by the National Health Service but also cant afford to see a physician in private practice. For others, becoming a medical tourist is a chance to combine a tropical vacation with elective or plastic surgery. And moreover patients are coming from poorer countries such as Bangladesh where treatment may not be available and going for surgery in European or western developed countries is expensive. The interesting thing of Medical tourism is that it is a concept which is actually thousands of years old. In ancient Greece, pilgrims and patients came from all over the Mediterranean to the sanctuary of the healing god, Aesculapius, at Epidaurus. In Roman Britain, patients took a dip in the waters at a shrine at Bath, a practice that continued for 2,000 years as it was believed that the waters had a healing property. From the 18th century wealthy Europeans travelled to spas from Germany to the Nile. In the 21st century, relatively low-cost jet travel has taken the industry beyond the wealthy and desperate. Countries that actively promote medical tourism include Cuba, Costa Rica, Hungary, India, Israel, Jordan, Lithuania, Malaysia and Thailand. Belgium, Poland and Singapore are now entering the field. South Africa specializes in medical safaris-visit the country for a safari, with a stopover for plastic surgery, a nose job and a chance to see lions and elephants. Thailand While, so far, India has attracted patients from Europe, the Middle East and Canada, Thailand has been the goal for Americans. India initially attracted people who had left that country for the West; Thailand treated western expatriates across Southeast Asia. Many of them worked for western companies and had the advantage of flexible, worldwide medical insurance plans geared specifically at the expatriate and overseas corporate markets. With the growth of medical-related travel and aggressive marketing, Bangkok became a centre for medical tourism. Bangkoks International Medical Centre offers services in 26 languages, recognizes cultural and religious dietary restrictions and has a special wing for Japanese patients The medical tour companies that serve Thailand often put emphasis on the vacation aspects, offering post-recovery resort stays. South Africa South Africa also draws many cosmetic surgery patients, especially from Europe, and many South African clinics offer packages that include personal assistants, visits with trained therapists, trips to top beauty salons, post-operative care in luxury hotels and safaris or other vacation incentives. Because the South African rand has such a long-standing low rate on the foreign-exchange market, medical tourism packages there tend to be perpetual bargains as well. Argentina Argentina ranks high for plastic surgery, and Hungary draws large numbers of patients from Western Europe and the U.S. for high-quality cosmetic and dental procedures that cost half of what they would in Germany and America. Dubai Lastly, Dubaia destination already known as a luxury vacation paradiseis scheduled to open the Dubai Healthcare City by 2010. Situated on the Red Sea, this clinic will be the largest international medical center between Europe and Southeast Asia. Slated to include a new branch of the Harvard Medical School, it also may be the most prestigious foreign clinic on the horizon. Other countries Other countries interested in medical tourism tended to start offering care to specific markets but have expanded their services as the demand grows around the world. Cuba, for example, first aimed its services at well-off patients from Central and South America and now attracts patients from Canada, Germany and Italy. Malaysia attracts patients from surrounding Southeast Asian countries; Jordan serves patients from the Middle East. Israel caters to both Jewish patients and people from some nearby countries. One Israeli hospital advertises worldwide services, specializing in both male and female infertility, in-vitro fertilization and high-risk pregnancies. South Africa offers package medical holiday deals with stays at either luxury hotels or safaris. Leading countries in the field of medical tourism CHAPTER .4 Indian tourism: An overview Tourism will expand greatly in future mainly due to the revolution that is taking place on both the demand and supply side. The changing population structure, improvement in living standard, more disposable income, fewer working hours and long leisure time, better educated people, ageing population and more curious youth in the developed as well as developing countries, all will fuel the tourism industry growth. The arrival of a large number of customers, better educated and more sophisticated, will compel the tourist industry to launch new products and brands and re-invents traditional markets. The established traditional destinations founded on sun-sea-sand products will have to re-engineer their products. They must diversify and improve the criteria for destinations and qualities of their traditional offers. Alongside beach tourism, the tourism sector will register a steady development of new products based on natural rural business, leisure and art and culture. Thus the study of new markets and emerging markets and necessity of diversified products are the basis of our strategy, which can enhance and sustain, existing and capture new markets. It is India’s vastness that challenges the imagination: the sub-continent, 3200km (2000 miles) from the mountainous vastness of the Himalayas in the north to the tropical lushness of Kerala in the south, is home to one sixth of the world’s population, a diverse culture and an intoxicatingly rich history. Desert in Rajasthan, tropical forests in the north eastern states, arid mountains in the delta region of Maharashtra and Karnataka and vast fertile planes in northern states of Uttar Pradesh, Haryana etc are just some of the geographical diversity that can be observed. We have a wealth of archeological sites and historical monuments. Manpower costs in the Indian hotel industry are one of the lowest in the world. This provides better margins for any industry which relies on man power. One of the fascinations of India is the juxtaposition of old and new; centuries of history – from the pre-historic Indus civilization to the British Raj – rub shoulders with the computer age; and Bangalores ‘Silicon Valley’ is as much a part of the worlds largest democracy as the remotest village is.

Significance of Security Testing

Significance of Security Testing Premalatha Sampath Abstract Software security testing is an essential means which helps to assure that the software is trustworthy and secure. It is an idea which has been brought from engineering software to check whether it keeps on working properly under malicious outbreaks. Software security testing process is lengthy, complex and costly. It is because several types of bugs are escaped in testing on a routine basis. The application might perform some additional, unspecified task in the process while effectively behaving as indicated by the requirements. Thus, to build secure software as well as meet budget and time constraints it is essential to emphasis testing effort in areas that have a larger number of security vulnerabilities. Therefore, vulnerabilities are classified and various taxonomies have been created by computer security researchers. Along with the taxonomies, there are also various methods and techniques which helps to test the commonly appearing test issues in software. These techniques gener ally include generic tools, fuzzing, checklists of unpredictable depth and quality, vulnerability scanners, hacking or hiring hackers etc. This study focuses on the introduction, importance, vulnerabilities, approaches and methods of security testing. Articles related to these components were chosen. They were then evaluated on the basis of security testing approaches. Furthermore, the study explores the flaws and vulnerabilities of security testing and figures out the importance of security testing. Moreover, the research also highlights various methods and techniques of security testing. In the end, compiling all the articles research questions like what is the importance of security testing and what are the approaches to security testing are answered. Introduction Security is one of the many aspects of software quality. Software turns out to be more complicated, with the wide utilization of computer which likewise increase software security problems. Software security is the ability of software to provide required function when it is attacked as defined by the authors (Tian-yang, Yin-sheng You-yuan, 2010). There are few common types of security testing such as vulnerability assessments, penetration tests, runtime testing and code review. New vulnerabilities are being discovered with the coming of internet age. They are existing because of many reasons: poor development practices, ignoring security policies during design, incorrect configurations, improper initialization, inadequate testing due to deadlines imposed by financial and marketing needs etc. (Preuveneers, Berbers Bhatti, 2008). The significance of security in the life cycle from network security, to system security and application security is currently recognized by the companies and organizations asa coordinated end-to-end procedure stated by (Felderer, Bà ¼chler, Johns, Brucker, Breu Pretschner, 2016). Therefore, in systems to discover which types of vulnerabilities are dominant, security vulnerabilities are categorized so as to focus the type of testing that would be needed to find them. On the basis of these classifications, various taxonomies are developed by computer security researchers. According to the author (AL-Ghamdi, 2013), at the requirements level security should be explicit and must cover both overt functional security and emergent individualities. One great approach to cover that is using abuse cases which portrays the systems behaviors under attack. Two strategies that must be incorporated by security testing are : testing security functionality using standard functional testing techniques and risk based security testing based on attack patterns and threat models. There are normally two categories of vulnerabilities: bugs at the execution level and flaws at the design level (Tondel, Jaatun Meland, 2008). The research done in this article evaluates the security testing approaches and the methods in order to detect the flaws and vulnerabilities of security in the software. All this approaches and methods of security testing will help to make the software more secure, flawless and bug-free. Thus, the goal of this study is to find out the significance of security testing in todays fastest growing internet age and to introduce developers with an esteemed importance of systems security. The literature review is divided into 4 sections. The first section gives the overview of security testing. The next sections answer the research questions like what is the importance of security testing and what are the various approaches to security testing. Literature Review Importance of Security Testing In contrast with simple software testing process, providing security to a system is exceptionally unpredictable. This is because simple software testing only shows the presence of errors but fails to show the absence of certain types of errors which is ultimately achieved by security testing. As per the author (Khatri, 2014), there are two essential things which should be checked by the system: First, validity of implemented security measures. Second, systems behavior when it is attacked by attackers. The loopholes or vulnerabilities in system may cause failure of security functions of system eventually leading to great losses to organization. So, it is extremely fundamental to incorporate testing approaches for data protection. Security Vulnerabilities There are certain types of errors which are termed as security vulnerabilities, flaws or exploits. The authors (Tian-yang, Yin-sheng You-yuan, 2010) states that there are certain flaws present in system design, implementation, operation, management which are referred as vulnerabilities. As per (Tà ¼rpe, 2008), in order to target testing it is important to understand the roots of vulnerabilities and these vulnerabilities vary from system to system. These exploits are broadly categorized on their similarities by (Preuveneers, Berbers Bhatti, 2008) as follows: Environment variables: Information that does not change across executions of a program is encapsulated by such variables. Buffer Overflows: A memory stack is overflowed which leads the program to execute the data after the last address in the stack, generally an attacker gets the full control of the system when an executable program builds a root or command line shell. Operational Misuse: Operating a system in a non-secure mode. Data as Instructions or Script Injections: due to improper input checking, scripting languages include information with executable code which is then executed by the system. Default Settings: If default software settings require user intervention to secure them they may encounter a risk. Programmer Backdoors: The developers of the software leave the unauthorized access paths for easy access. Numeric Overflows:Giving a lesser or greater value than estimated. Race Conditions:Sending a string of data before another is executed. Network Exposures: It is assumed that when messages are sent to a server adequately, clients will check that. Information Exposure: Sensitive information is exposed to unauthorized users which can be used to compromise data or systems. Possible Attacks According to the authors (Preuveneers, Berbers Bhatti, 2008), (Felderer, Bà ¼chler, Johns, Brucker, Breu Pretschner, 2016) and (AL-Ghamdi, 2013), secure software should achieve security requirements such as reliability, resiliency, and recoverability. Then they describe various possible attacks such as: Information Disclosure Attacks: To disclose sensitive or useful data, applications can often be forced. Attacks in this class include directory indexing attacks, path traversal attacks and determination of whether the application resources are allocated from a conventional and accessible location. System Dependency Attacks: By observing the environment of use of the targeted application, vital system resources can be recognized. Attacks of this type include LDAP injection, OS commanding, SQL injection, SSI injection, format strings, large strings, command injection, escape characters, and special/problematic character sets. Authentication/Authorization Attacks: These attacks includes both dictionary attacks and common account/password strings and credentials, exploiting key materials in memory and at component boundaries , insufficient and poorly implemented protection and recovery of passwords. Logic/Implementation (business model) Attacks: For an attacker, the hardest attacks to apply are often the most gainful. These include checking for faulty process validation, broadcast temporary files for sensitive information, attempts to mall-treatment internal functionality to uncover secrets and cause insecure behavior and testing the applications ability to be remote-controlled. Approaches to Security Testing According to the author (Khatri, 2014), approach to security testing involves determining who should do it and what activities they should undertake. Who: This is because there are two approaches which security testing implicates 1) Functional security testing and 2) Risk-based security testing. Risk-based security testing gets challenging for traditional staff to perform because it is more for expertise and experience people. How: There are several testing methods however the issue with each method is the lack of it because most of organizations devote very little time in understanding the non-functional security risks instead it concentrates on features. The two approaches functional and risk-based are defined by the authors (Tà ¸ndel, Jaatun Jensen, 2008) as follows: Functional security testing: On the basis of requirements, this technique will determine whether security mechanisms, such as cryptography settings and access control are executed and configured or not. Adversarial security testing: This technique is based on risk-based security testing and determines whether the software contains vulnerabilities by pretending an attackers approach. Methods and Techniques of Security Testing by (Tian-yang, Yin-sheng You-yuan, 2010), (AL-Ghamdi, 2013) and (Felderer, Bà ¼chler, Johns, Brucker, Breu Pretschner, 2016). Formal security testing To build a mathematical model of the software and to provide software form specification supported by some formal specification language is the basic idea of formal method. Model-based security testing A model by the behavior and structure of software is constructed by model-based testing and then from this test model, test cases are derived. Fault injection based security testing This testing emphasizes on the interaction points of application and environment, including user input, file system, network interface, and environment variable. Fuzzy testing To discover security vulnerability which gets more and more attention, fuzzy testing is effective. To test program, it would inject random data and evaluate whether it can run normally under the clutter input. Vulnerability scanning testing To find software security risks, vulnerability testing is used which includes testing space scanning and known defects scanning. Property based testing By using program slicing technology, this method will extract the code relative to specific property and find infringement of the code against security property specification. White box-based security testing One of common white-box based testing method is static analysis which is great at finding security bug, such as buffer overflow. It includes main features like deducing, data flow analysis and constraint analysis. Risk-based security testing To find high-risk security vulnerabilities as early as possible, risk-based security testing combines the risk analysis, security testing with software development lifecycle. Discussion There are some type of security vulnerabilities which are more serious or are more common than others, therefore classification and rankings of vulnerabilities can be utilized to focus testing. Today, attacks such as Cross-Site Scripting and SQL injection are very common and new vulnerabilities are still being discovered. Basically, security testing can be divided into security vulnerability testing and security functional testing. To ensure whether software security functions are implemented correctly and consistent with security requirements, security functional testing is used. Whereas to discover security vulnerabilities as an attacker, security vulnerability testing is used. Risk-based security testing is useful when a complex system requires numerous tests for adequate coverage in limited time. Recommendation To build a secure system, security testing is used however it has been overlooked for a long time. Protection and security have been given prime significance in todays world, therefore in programming applications, it is highly recommended to look forward for information and operations security which demands critical consideration but it is rather ignored. There is still nothing like 100% security. The old way of doing things and traditional methods must change and new methods should be applied in practice if one wants to ship secure code with confidence. Conclusion The literature review was done taking 8 articles addressing the topic Significance of Security Testing. This report analyses the definition, classification, importance and approaches to software security testing. Classification of vulnerabilities and flaws were identified and what could be the reason behind occurrence of these vulnerabilities were discussed. The study also highlighted the various approaches like the functional and risk-based security testing and various methods in detail to tackle the flaws and errors detected in the system. These methods and techniques helps the system in various aspects like to advance the capability to produce protected and safe software, more cost-effective management of vulnerabilities and measure progress. Though, these approaches and classification makes software secure to a major extent but still security testing has a long way to go. References AL-Ghamdi, A. S. A. M. (2013, April). A Survey on Software Security Testing Techniques. Felderer, M., Bà ¼chler, M., Johns, M., Brucker, A. D., Breu, R., Pretschner, A. (2016). Chapter One-Security Testing: A Survey. Advances in Computers, 101, 1-51. Khatri, M. (2014). Motivation For Security Testing. Journal of Global Research in Computer Science, 5(6), 26-32. Preuveneers, D., Berbers, Y., Bhatti, G. (2008, December). Best practices for software security: An overview. In Multitopic Conference, 2008. INMIC 2008. IEEE International (pp. 169-173). IEEE. Tian-yang, G., Yin-Sheng, S., You-yuan, F. (2010). Research on software security testing. World Academy of science, engineering and Technology, 70, 647-651. Tà ¸ndel, I. A., Jaatun, M. G., Jensen, J. (2008, April). Learning from software security testing. In Software Testing Verification and Validation Workshop, 2008. ICSTW08. IEEE International Conference on (pp. 286-294). IEEE. Tondel, I. A., Jaatun, M. G., Meland, P. H. (2008). Security requirements for the rest of us: A survey. IEEE software, 25(1). Tà ¼rpe, S. (2008, April). Security testing: Turning practice into theory. In Software Testing Verification and Validation Workshop, 2008. ICSTW08. IEEE International Conference on (pp. 294-302). IEEE. Appendix A Articles Concepts Requirements for Security Testing Vulnerabilities (Exploits, bugs, flaws) Possible Attacks on Software Approaches Techniques or Methods Functional Risk-based Best Practices for Software Security: An Overview (Preuveneers, Berbers Bhatti, 2008) à ¯Ã‚ Ã‚  à ¯Ã‚ Ã‚  à ¯Ã‚ Ã‚  à ¯Ã‚ Ã‚  Motivation For Security Testing (Khatri, 2014) à ¯Ã‚ Ã‚  à ¯Ã‚ Ã‚  à ¯Ã‚ Ã‚  Security Testing: A Survey (Felderer, Bà ¼chler, Johns, Brucker, Breu Pretschner, 2016) à ¯Ã‚ Ã‚  à ¯Ã‚ Ã‚  à ¯Ã‚ Ã‚  A Survey on Software Security Testing Techniques (AL-Ghamdi, 2013) à ¯Ã‚ Ã‚  à ¯Ã‚ Ã‚  à ¯Ã‚ Ã‚  à ¯Ã‚ Ã‚  Security Requirements for the Rest of Us: A Survey (Tondel, Jaatun Meland, 2008) à ¯Ã‚ Ã‚  à ¯Ã‚ Ã‚  Research on software security testing (Tian-yang, Yin-Sheng You-yuan, 2010) à ¯Ã‚ Ã‚  à ¯Ã‚ Ã‚  Learning from software security testing (Tà ¸ndel, Jaatun Jensen, 2008) à ¯Ã‚ Ã‚  à ¯Ã‚ Ã‚  Security testing: Turning practice into theory (Tà ¼rpe, 2008) à ¯Ã‚ Ã‚  à ¯Ã‚ Ã‚  Figure 1: Concept Matrix of the study of Significance of Security Testing

The Artwork of Leonardo Da Vinci Essays -- Art History

The Artwork of Leonardo Da Vinci â€Å"Sometimes the heavens endow a single individual with such beauty, grace and abilities that, whatever he does, he leaves all other men far behind, thus demonstrating that his genius is a gift of god and not an acquirement of human art.† (1) Giorgio Vasari. On April 15, 1452, Leonardo Da Vinci was born as an illegitimate child. Even with this setback, he was soon educated and his passion for art began to flourish. Growing up through the years in one of the most important cities in the world at that time, Florence, Leonardo had many different and exciting experiences. Not much information is known about his youth. He created a few paintings in that time, but only a few are still in existence today. One experience he had during this time was in his early 30’s. He was caught committing homosexual acts with a man that posed for him in a painting he had made. Leonardo was tried for this in Milan, but no evidence came through to prove that he was guilty. (2) Now there is evidence still being found about his life, and this experience, that would determine his sexuality. Still he prospered as an artist and his work flourished during his lifetime. Leonardo created many paintings that spurred from his own imagination, but most of them wer e based on events happening in his life. (3) One of his great masterpieces that influenced his life was The Last Supper. This creation is probably one of the two most famous paintings he has done, and one of the few still around today. It is one of his most popular creations, and was attempted at restoration many times. These attempts never fully succeeded, but progress has been made over the years. There is much hassle about the restoration and preservation of... ...nd the subjects in them. The Last Supper, the Mona Lisa, and the Horse for the Duke all told a little bit about his life. His art influenced his life and his life influenced his art. Leonardo created many paintings that spurred from his own imagination, but most of them were based on events happening in his life. He was a great Renaissance man who will be remembered for centuries to come. Bibliography Cianchi, Marco. Leonardo Da Vinci’s Machines. Milan: Becocci Editore, 1984. Cooper, Margaret. The Inventions Of Leonardo Da Vinci. New York: The Mcmillan Company, 1965 Mannering, Douglas. The Art of Leonardo Da Vinci. New York: Excalibur Books, 1981 Santi, Bruno. Leonardo Da Vinci. Italy: Harper & Row Publishers, 1983 Wallace, Robert. The World of Leonardo. New York: Time Incorporated, 1971 Leonardo Da Vinci Museum. http://www.davinci-museum.com/

Catalytic Converters :: science

Catalytic Converters Introduction There are millions of cars on the road in the United States, and each one is a source of air pollution. Especially in large cities, the amount of pollution cars produce everyday is a lot. To solve those problems, many laws have been enacted restricting the amount of pollution that cars can produce. To make their cars as pollution-free as possible, automakers have made many refinements to car engines and fuel systems and have developed the catalytic converter. The catalytic converter treats the exhaust before it leaves the car, and removes a lot of the pollution. In this project, we will study catalytic converters to find out how they work, and what their effects on our planet and society are. We predict that catalytic converters can change the amounts of products that result from the burning of gasoline, and think that these devices do a good job of making cars as pollution-free as possible. How does a catalytic converter work? In order to reduce emissions, modern car engines carefully control the amount of fuel they burn. They try to keep the air-to-fuel ratio very close to the stoichiometric point, when all of the fuel will be burned using all of the oxygen in the air. For gasoline, the stoichiometric ratio is about 14.7:1. However, this fuel mixture actually varies from the ideal ratio quite a bit during driving. The main emmissions of a car engine are nitrogen gas, carbon dioxide, and water vapor. Nitrogen gas makes up about 78% of the air, and most of this gas just passes right through the car. Carbon dioxide is one of the products of combusion. The carbon in the fuel bonds with the oxygen in the air to form carbon dioxide. Water vapor is the other product of combusion. The hydrogen in the fuel bonds with the oxygen in the air to form water vapor. However, the combustion process is never perfect, so some smaller amounts of more harmful emissions are also produced in car engines. They include carbon monoxide, hydrocarbons or volatile organic compounds, and nitrogen oxides. These are the three main regulated emissions, and also the ones that catalytic converters are designed to reduce. Most modern cars are equipped with three-way catalytic converters. Three-way catalytic converters regulate the three harmful emmissions produced from car engines. The converter uses two different types of catalysts, a reduction catalyst and an oxidization catalyst. Both types consist of a ceramic structure coated with a metal catalyst.

The Philosophy of Gilles Deleuze and Félix Guattari :: Philosophy Philosophical Papers

The Philosophy of Gilles Deleuze and FÃ ©lix Guattari ABSTRACT: In academic philosophy the writings of Gilles Deleuze and FÃ ©lix Guattari are still treated as curiosities and their importance for philosophical discussions is not recognized. In order to remedy this, I demonstrate how the very concept of philosophy expounded by the two contributes to philosophical thinking at the end of the twentieth century while also providing a possible line of thought for the next millenium. To do this, I first emphasize the influence of Deleuze's thinking, while also indicating the impact Guattari had on him. This account will therefore show Deleuze's attempts before Guattari to concieve of a non-dialectic philosophy of becoming. I will turn to rethink this approach given the influence of Guattari and his anti-psychoanalytic analysis of territorial processes. The result is a conception of philosophical activity as an act of 'becoming minor'.(1) 1. Introduction In the following I would like to talk about a topic that has been treated very little in academic philosophy. The works of GILLES DELEUZE - and not to forget his co-author, FÉLIX GUATTARI - are still treated as 'curiosities' and their importance for philosophical discussions is not recognized. (2) In opposition to this, I will show what the very concept of philosophy means to these two thinkers. In doing this I will start with the more theoretical backround. As many others have already I will stress the decisive influence of DELEUZE'S thinking, but I will also try to indicate the impact GUATTARI had on him. This account will therefore show DELEUZE'S attempts - before GUATTARI - to concieve of a non-dialectic philosophy of becoming. After that I will turn to the rethinking of such an approach given the influence of GUATTARI and his anti-psychoanalytic analysis of territorial processes. The outcome will be the resulting conception of the philosophical activity as an act of 'becoming-minor'. 2. GILLES DELEUZE Philosophy of Difference - Against Dialectics GILLES DELEUZE'S early philosophy is dominated by the project of attaining a kind of philosophy that can be characterized best by naming its very enemy: dialectics. Whether as a 'school' of philosophy (including the leading figures in France, KOJÈVE and SARTRE) or as an ontological approach to the world itself, which implies - no matter if in the Hegelian or Platonic version - a fundamental dualism. (In PLATO the difference between the sensual and intellectual world, in HEGEL'S dialectics the 'sublation' [Aufhebung] of real differences in the world through the synthesizing faculty of the mind qua negation).

Right to Housing Under the Constitution of Kenya

RIGHT TO HOUSING UNDER THE CONSTITUTION OF KENYA The right to housing comprises an intricate part in the realization of one of the most basic needs of a human being, shelter. Everyone has the right to a decent standard of living as stated in the Universal Declaration of Human Rights, a document that has attained the status of jus cogens due to its wide acceptance. Essential to the achievement of this standard is access to adequate housing. It has been said that housing fulfills physical needs by providing security and shelter from weather and climate.It fulfills psychological needs by providing a sense of personal space and privacy. It fulfills social needs by providing a gathering area and communal space for the human family, the basic unit of society. It also fulfills economic needs by functioning as a center for commercial production. Due to various factors including insufficient financial and natural resources, population growth, political upheavals, and rural- urban migration, a vast population of Kenyans especially those living in urban areas end up homeless or in informal settlements. Dr. P. L.O Lumumba in his speech during the World Habitat forum in 2004 described the lengths to which people unable to afford adequate housing go to provide shelter to themselves and their families. He said that some of them end up seeking refuge in, â€Å"slums areas, squatting in informal settlements, old buses, roadside embankments, cellars, staircases, rooftops, elevator enclosures, cages, cardboard boxes, plastic sheets, aluminum and tin shelter. † According to a UN Habitat study done in 2008, 60-80 percent of residents in Nairobi, Mombasa and Kisumu, live in informal settlements.In fact, the same study shows that while 60 percent of Nairobi’s populations live in informal settlements, their homes occupy only 5 percent of the total land area of the city and its environs. Although right to adequate shelter is a human right, this does not imply that the gov ernment is obliged to provide each of their citizens with land and an appropriate house to live in. This is dependent on the laws and policies of each individual country. In Kenya, the debate about the justifiability of housing and some other socio-economic rights seems to be over with the passing of the 2010 Constitution.This is because the constitution has provisions that seek to protect the provision of these rights to every citizen as will be discussed in the next part. 1. 1 The Constitution of Kenya, 2010 When Kenya gained independence in 1963, every Kenyan was relieved to have finally been freed from the yoke of colonialism. The independent Kenya adopted a constitution that had majorly British influence but that seemed to suffice during those early ‘teething years’. But as years passed by, the biting reality that the country had been taken over by neo-colonialists hit home.The independence constitution was not sufficient to protect the general public from the vici ous acts and decisions of those in power. There was need for constitutional reform. Kenyans have long struggled for constitutional reform. They struggled because they suffered under an oppressive system of government. Their human rights were suppressed. The power of the state was concentrated in one person, the president. First regions and then local governments were stripped of all their powers. At the center, the president dominated all institutions of the state. Cronyism substituted for politics.Merit counted for little. The law was frequently abused by the government and the exercise of power was unpredictable and arbitrary. The judiciary had failed to protect the constitution and the rights of the people. The civil service and other executive organs lost independence. There was corruption, plundering both of the state and a captive private sector, on a massive scale. The new constitution therefore had to be a document that remedies the shortcomings of the independence constitut ion. The drafters of the new Constitution aimed to restore the confidence of the citizens with their government.One of the salient features of the 2010 constitution is the incorporation of a strong and comprehensive Bill of Rights. It contains a number of rights, which were missing from the independence constitution, including rights to official information, environment, economic and social rights, and rights of consumers, et cetera. The 2010 Constitution strengthens the achievement of the human rights by limiting the restrictions that may be placed on rights and by establishing a strong mechanism for the enforcement of rights. It also provides for an independent commission of human rights to protect and promote rights and freedoms.Of importance to this research are the Economic and Social rights. Article 43 provides for each person’s right to: a) The highest attainable standard of health b) Accessibility and adequate housing and to reasonable standards of sanitation. c) Free dom from hunger and to have adequate food of acceptable quality. d) Clean and safe water in adequate quantities. e) Social Security. f) Education. Amongst this list of rights is the right to housing. Forced evictions of persons living in unplanned settlements and slums are a common feature of urban development.People living in these informal settlements live at the margins of society. Land is generally an expensive investment in Kenya therefore only a few can afford it. Those who cannot afford it opt to rent apartments or houses or rooms from property owners but there are some who cannot still afford this kind of arrangements and so set up their housing structures on any free land that they come across, regardless of whether it is private land or public land set out for other purposes. This latter group of people is the ones who fall victim to forced evictions.Article 2(5) and (6) of the constitution general rules of international law and any treaty or convention ratified by Kenya f orm part of the laws of Kenya. Kenya ratified the International Covenant on Economic, Social and Cultural Rights (ICESCR) on 3/1/1976 and consequently became bound to respect, protect and enforce the rights therein, including the right to adequate housing and the related prohibition of forced evictions. It is with this backing of the law that victims of forced evictions that are not conducted in the manner stipulated in both domestic law and international law are able to defend their right to housing through the courts. ——————————————- [ 2 ]. Article 25(1) which states in part, â€Å"Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care†¦Ã¢â‚¬  [ 3 ]. Nicholas Okemwa, Forceful Evictions and the Right to Adequate Housing(2011)16 ; The Bench Bulletin 58 [ 4 ]. Dr. P. L. O Lumumba, Powers of Urban Authorities over Settlement Control: The Kenyan Case. He presented this paper during the world habitat forum organized by un-habitat held on the 13th –17th September 2004 at the Barcelona, Spain [ 5 ].Preliminary Results of the 2009, National Population and Housing Census. [ 6 ]. Draft Eviction an Resettlement Guidelines, 2010. [ 7 ]. Commentary on the Kenyan Constitution, (Consolidation of 15 articles in the East African Standard). [ 8 ]. Article 35 [ 9 ]. Article 42 [ 10 ]. Article 43 [ 11 ]. Article 46 [ 12 ]. Article 24 is the only article that provides for the specific procedure to be followed for a right contained in the Bill of Rights to be limited. This is unlike in the independence constitution where each right was immediately followed by a claw-back clause. [ 13 ]. Article 11

To Kill a Mockingbird Analysis

Themes play an important role in the novel for it presents the main dead or the underlying meaning of the literary work. In To Kill a Mockingbird, the themes are made to surface through the shared feelings and attitudes of the main characters like Scout, Gem and Tactics Finch. The characters' thoughts and conversations, especially the ideas which are repeated in several dialogue exchanges and their actions in significant events also develop the novel's themes. The novel presents the oldest yet timeless conflict between good versus evil.This is evident in most situations and conversations which explored human morality and the innateness of oddness and evilness of people in the society. Tactics Finch represents the moral voice of the novel because he believes that people have aspects of both good and evil, but good will always prevail. He has never lost his faith on the goodness of man amidst the fact that man has also the tendency to do bad things. In the novel, he struggles to defend a black man of false accusation in a racist society but he never gives up and firmly holds on unto the idea that someday the truth and the good will overpower racism in their community.The same theme is manifested through the experiences of Scout and Gem. Tactics, their father, teaches them to believe in the goodness of all people and values and morals guide everyone in their actions but as the story progresses, both children are exposed to the reality that the world isn't really that perfect. Their innocence is stripped away from them through several incidents that made them think twice of their father's belief.Scout, in the beginning, is an innocent and good -hearted little girl who has no experience with the evils of the world but as she encounters racial discrimination in their town, she starts to get confused and questions everything around her. Gem, n the other hand, is older and in the midst Of entering puberty but the effect of the societal prejudice to a convicted black ma n is much graver compared to Scout's. Gem gets frustrated and disappointed to the harsh reality that sometimes justices will not prevail. This leaves him vulnerable and traumatized in an important facet of his life.Harper Lee manages to exhibit children's transition from innocence to maturity. She intelligently portrayed the fact that at some point in time in a significant event, children will be bound to graduate from their innocence and learn the facts about life and its imperfections. With children as the main characters in the novel, education is but obvious for a theme. In the initial chapters, the novel discusses the difference between institutionalized education and education at home. A conflict emerges as Miss Caroline scolds her for being too advance for their class.Scout gets disappointed for being punished because she is taught well in home by her father and their black servant. Miss Caroline even reminds Scout to tell her father that he shouldn't teach his child because he doesn't really know how to. He is in no position to teach for he is not a teacher. This conflict shows criticism to institutionalized education. This presents the conceitedness of teachers and the curriculum in providing education to learners. The system is too strict and traditional in their pedagogies thus resulting to ineffectiveness in developing and molding a child's intelligence and ability.Clearly, Lee expresses a lack of belief in the Institutionalized educational system. Furthermore, this makes one realize that true education is not experienced in school but outside it. Education shouldn't be limited in the four walls of the classroom; instead it should be brought out to the outside world where reality and life lessons are best learned through experience. The novel also presents moral education in question. Scout believes that she learns moral lessons best in home rather in school. Her teachers appear to be hypocritical as they teach things that are not even true in real ity.Scout notices this most obviously when learning about the Holocaust. Miss Gates explains that such oppression of one group of people could never happen in the United States however racial discrimination to black people is very evident in their town. Scout sees conflict with the lesson aught by Miss Gates when she heard her talk about black people and say : â€Å"time somebody taught them a lesson, they thought they was getting' way above themselves, an' the next thing they think they can do is marry us. This makes Scout doubt her education and rather listen to her father than to attend school. Hypocrisy is apparent in the system. The teachers breach what they teach thus emphasizing the incompetence and ineffectiveness of instruction provided by the educational institutions. This further implies that moral education and good values are not necessary best taught in school. Sometimes, it is best learned from other places like ones home. In a town of Macomb, Alabama, Lee illustrate s the complexities of social hierarchy.The well-off Finches are near the top of the pyramid, the Cunningham family are mere farmers thus Stay in the higher bottom above the white-trash Lowell family. These social statuses greatly confuse the children especially the rules that come along with them. Because of the structure, the children are prop bibbed to mingle with other families who are lesser in standing. This frustrates them most especially Scout because she ants to choose her own friends based on her definition of what makes a good person and not because of family income.The novel presents the dilemma of social inequality. The story takes place during the Great Depression thus social standing is as important as survival. People battle with society rules and structure. Lee exhibits how injustice and partiality divides a community and hinders human interaction thus contributing nothing but negativity to the people and the society as a whole. Racism, which is closely related to so cial inequality, is another focus of the novel. Harper Lee creates Macomb as a town separated by race.Harper Lee shows the bitterness that remains in the whites five decades after the end of slavery. This bitterness is best illustrated by the way that the way blacks are still oppressed, not by force but by fear and suppression. California, the Finch's servant is to be exceptionally bright, she even teaches Scout to write in script, but because she is black and a woman she cannot land a better job. The whites belittle and harass the blacks because they firmly believe that they are greater and more superior. This racial tension foreshadows Tom Robinsons case.Right in the beginning, everybody knows that Tom is innocent but because he is a black man, the prejudice jury still convicted him guilty of harassing and raping a white woman. The conclusion of the Tom Robinsons case ends with Tom being shot repeatedly while trying to escape despite his injury. Racism is considered as a social di sease. It brings out the evil nature of man as prejudice and discrimination overpowers conscience and moral code. It is through this novel that people are made to understand how nobody can ever benefit from racism.It only causes the creation of walls teen people thus hindering relationships and interactions to blossom. Lee shows the significance of human perspective in the processing of events and solving of problems. The character's outlook in life is deemed important in the development of the story and how each managed to understand the situation. In the novel, Tactics encourages Scout and Gem to be more considerate of other people and understand their situations. The children shouldn't immediately judge as it is not fair to the others.Tactics urges his children to try to step into other people's shoes to understand how they see he world: â€Å"You never really understand a person until you consider things from his point of view . Until you climb into his skin and walk around in it. † This lesson helps Scout gain insight into how other people view life and the world. Moreover, this broadens her moral education and social understanding. This theme was evident when Tactics requires Gem to go to Mrs.. Double's house to read to her as punishment for cutting all the flowers in her front yard.Gem didn't like Mrs.. Dubos and claims that she is an awful woman. Tactics tells Gem and Scout to try to understand Mrs.. Double's point of view. She is an old woman, very set her in ways, and she is entirely alone in the world. Gem and Scout agree to visit her and from that experience, they understood how she felt because they were able to see the world from her perspective. Scout applies her father's lesson when she meets Boo Raddled, a black man who kept himself hidden from the public because of the unjust and prejudice treatment.After she walks him home, Scout stands on Boob's porch and imagines many of the events of the story (Tactics shooting the mad dog the chil dren finding Boob's presents in the oak tree) as they must have looked to Boo. She then last realizes the love and protection that he has silently offered her and Gem all along. Scout's ability to assume another person's perspective sympathetically is the culmination of the novel. The final theme and probably the most significant is the mockingbird which represents the idea of innocence. Remember it's a sin to kill a mockingbird. † That was the only time I ever heard Tactics say it was a sin to do something, and I asked Miss Maude about it. â€Å"Your father's right,† she said. â€Å"Mockingbirds don't do one thing but make music for us to enjoy .. .But sing their hearts out for us. That's why it's a sin to kill a mockingbird. † When Scout and Gem receive arraigns for Christmas, Tactics tells them that although he would prefer that they practice their shooting with tin cans, if they must shoot at living things, they must never shoot at mockingbirds.Tactics explai ns that it is a sin to kill a mockingbird. Clearly, this is the title scene, but the theme continues throughout the book. Miss Maude explains why Tactics is correct – mockingbirds never do anyone any harm, and are not pests in any way. All they do is sing beautifully and live peacefully. Therefore, it is a sin to kill them. The mockingbird represents true goodness and purity. Tom Robinson is one example of a human â€Å"mockingbird†. He is accused of raping and beating Malay Lowell, but is innocent of the charges.

Aggression & Nature/Innate Factors

  There is no simple or single entity which we can call aggression† (Stainton Rogers et al. 1995, p. 169). What does this statement mean and what are the implications for Psychological theories which attempt to explain aggression?  Aggression is part of every person's personality. For each individual at some point of our lives, we tend to be aggressive towards another person or towards the situation. There is no simple or single entity which we can call aggression† (Stainton Rogers et al. 1995, p. 169). There are several psychological theories which explains aggression these can be a result of nature, environmental factors and social factors.  Nature/Innate Factors:  Sigmund Freud is the father of psychoanalysis. In his early theory, Freud asserts that human behaviors are motivated by sexual and instinctive drives known as the libido, which is energy derived from the Eros, or life instinct .Thus, the repression of such libidinal urges is displayed as aggression (A lexandra K. Smith, 1999 http://serendip.brynmawr.edu/bb/neuro/neuro99/web3/Smith.html) In the Oedipus complex, a boy is fixated on his mother and competes with his father for maternal attention.The opposite, the attraction of a girl to her father and rivalry with her mother, is sometimes called the Electra complex. (changingminds.org)Freud came to the conclusion that humans have not one but two primary instincts. He called the life-favoring instinct Eros, one of the Greek words for â€Å"love,† and the death instinct Thanatos, the Greek word for â€Å"death.† (Beyond the Pleasure Principle. New York: Norton, 1960).Another theory about aggression is Konrad Lorenz's instinctual aggression.Lorenz examined herring gulls and other territorial birds. They defend their territory( their food & breeding source ) by aggression using fixed action patterns, elicited by sign stimuli.The build up of internal forces did not seem to play a role in the theory. Aggression is an instinct , serving territoriality, elicited by biologically relevant signs, is automatic, and difficult to inhibit out with certain biologically based sign inhibitors (www.psy.gla.ac.uk, p. 2).Environmental Factors:Identification with the aggressor which is defined as   version of introjection that focuses on the adoption, not of general or positive traits, but of negative or feared traits. If you are afraid of someone, you can partially conquer that fear by becoming more like them (Dr. C. George Boeree, 1997 http://webspace.ship.edu/cgboer/freud.html). To cite an example is the Stockholm Syndrome.A woman named Patty Hearst was capture by a small group of self -proclaimed revolutionaries called the Symbionese Liberation Army. She was kept in closets, mistreated and even raped. Yet she decided to join her captors , making little propaganda videos for them and even waving a machine gun around during a bank robbery.When she was later tried, psychologists strongly suggested she was a victim, n ot a criminal. She was nevertheless convicted of bank robbery and sentenced to 7 years in prison. Her sentence was commuted by President Carter after 2 years ( (Dr. C. George Boeree, 1997 http://webspace.ship.edu/cgboer/freud.html).  Citing this example we can relate that aggression is caused by the environmental factor that the aggressor created.The most well known drive theory of aggression is the frustration-aggression hypothesis proposed by a group of researchers at Yale led by John Dollard. He and his colleagues define frustration as â€Å"an interference with the occurrence of an instigated goal-response at its proper time in the behavioral sequence.†(Dollard, et. al. 1939, p.7)In this theory, frustration and aggression are linked in a cause and effect relationship. Frustration is the cause of aggression and aggression is the result of frustration.( Alexandra K. Smith,1999). The prison cell setting can be an example of this theory since inmates who are extremely frust rated can be more aggressive or commit more crimes.  Social Factors:Social learning theory focuses on the learning that occurs within a social context. It considers that people learn from one another, including such concepts as observational learning, imitation, and modeling. Among others Albert Bandura is considered the leading proponent of this theory (Ormrod, J.E. (1999).General principles of social learning theory follows:1. People can learn by observing the behavior is of others and the outcomes of those behaviors.2. Learning can occur without a change in behavior. Behaviorists say that learning has to be represented by a permanent change in behavior, in contrast social learning theorists say that because people can learn through observation alone, their learning may not necessarily be shown in their performance. Learning may or may not result in a behavior change.3. Cognition plays a role in learning. Over the last 30 years social learning theory has become increasingly cogn itive in its interpretation of human learning. Awareness and expectations of future reinforcements or punishments can have a major effect on the behaviors that people exhibit4. Social learning theory can be considered a bridge or a transition between behaviorist learning theories and cognitive learning theories.(Ormrod, J.E. (1999).  The conclusion of this school of thought on aggression has been summed up: â€Å"Human aggression is a learned conduct that, like other forms of social behavior, is under stimulus, reinforcement, and cognitive control.†Ã‚   Bandura, Albert. The Social Learning Theory of Aggression. In R. A. Falk and S. S. Kim, (Eds.), The War System: An Interdisciplinary Approach. Boulder, CO: Westview Press, 1980, p.146.   How the environment reinforces and punishes modeling:People are often reinforced for modeling the behavior of others. Bandura suggested that the environment also reinforces modeling. This is in several possible ways:1. The observer is rein forced by the model. For example a student who changes dress to fit in with a certain group of students has a strong likelihood of being accepted and thus reinforced by that group.2. The observer is reinforced by a third person. The observer might be modeling the actions of someone else, for example, an outstanding class leader or student. The teacher notices this and compliments and praises the observer for modeling such behavior thus reinforcing that behavior.3. The imitated behavior itself leads to reinforcing consequences. Many behaviors that we learn from others produce satisfying or reinforcing results. For example, a student in my multimedia class could observe how the extra work a classmate does is fun. This student in turn would do the same extra work and also receive enjoyment.4. Consequences of the model’s behavior affect the observers behavior vicariously. This is known as vicarious reinforcement. This is where in the model is reinforced for a response and then th e observer shows an increase in that same response.Bandura illustrated this by having students watch a film of a model hitting a inflated clown doll. One group of children saw the model being praised for such action. Without being reinforced, the group of children began to also hit the doll .Contemporary social learning perspective of reinforcement and punishment:1. Contemporary theory proposes that both reinforcement and punishment have indirect effects on learning. They are not the sole or main cause.2. Reinforcement and punishment influence the extent to which an individual exhibits a behavior that has been learned.3. The expectation of reinforcement influences cognitive processes that promote learning. Therefore attention pays a critical role in learning. And attention is influenced by the expectation of reinforcement. An example would be, where the teacher tells a group of students that what they will study next is not on the test. Students will not pay attention, because they do not expect to know the information for a test.Cognitive factors in social learning:Social learning theory has cognitive factors as well as behaviorist factors (actually operant factors).1. Learning without performance: Bandura makes a distinction between learning through observation and the actual imitation of what has been learned.2.Cognitive processing during learning: Social learning theorists contend that attention is a critical factor in learning.3. Expectations: As a result of being reinforced, people form expectations about the consequences that future behaviors are likely to bring. They expect certain behaviors to bring reinforcements and others to bring punishment. The learner needs to be aware however, of the response reinforcements and response punishment. Reinforcement increases a response only when the learner is aware of that connection.4. Reciprocal causation: Bandura proposed that behavior can influence both the environment and the person. In fact each of these th ree variables, the person, the behavior, and the environment can have an influence on each other.5. Modeling: There are different types of models. There is the live model, and actual person demonstrating the behavior. There can also be a symbolic model, which can be a person or action portrayed in some other medium, , such as television, videotape, computer programs. Ormrod, J.E. (1999).Given the three concepts on how aggression can be associated with, I have considered that we cannot conclude that one factor is the strongest among the three. Our lives are interrelated one way or another, our innate drives, environment, and social learning can be associated on how we respond to situations that can unleash aggression.References:Books:Beyond the Pleasure Principle. New York: Norton, 1960.Ormrod, J.E. ,1999.R. A. Falk and S. S. Kim, (Eds.), The War System: An Interdisciplinary Approach. Boulder, CO: Westview Press, 1980, p.146.Stainton Rogers et al. 1995 p. 169Journal Articles:Dr. C. G eorge Boeree, 1997 http://webspace.ship.edu/cgboer/freud.htmlAlexandra K. Smith, 1999 http://serendip.brynmawr.edu/bb/neuro/neuro99/web3/Smith.html

English William Shakespeare

?ENGLISH NOTES 2012-2013 Advising and Preregistration ONLY declared English majors (who have formally declared their major by Monday, April 30th) may preregister for English classes via the web on Monday, May 7th during their registration appointment times according to the following schedule: The last day to add a class for Fall Quarter is Friday, September 7th. The last day to drop a class for Fall Quarter is yet to be determined. PLEASE NOTE: The Registrar has indicated that students may preregister for a maximum of two courses in any one department.Students can sign up for additional courses in that department during regular advanced registration. Information Sources When you declare, the undergraduate program assistant automatically signs you up for the departmental listserv. Consult your email regularly for announcements about upcoming deadlines and special events. Additional information is posted in University Hall, published in the WCAS column in the Daily Northwestern, and po sted on the English Department web page at URL: www. english. northwestern. edu. Also, up-to-date information on courses can be found on the Registrar's home page at: http://www. registrar. northwestern. du/ Contact the English Department: Northwestern University Department of English 1897 Sheridan Rd. University Hall 215 Evanston, IL 60208 (847) 491-7294 http://www. english. northwestern. edu/ [email  protected] edu 1 ?ENGLISH NOTES 2012-2013 Applications for the following are available early spring quarter through either the English Office in University Hall 215 or the departmental website at www. english. northwestern. edu Annual Writing Competition The English Department will be conducting its annual writing competition Spring Quarter, with prizes to be awarded in the categories of essay, fiction, and poetry.Announcements about specific prizes, eligibility and submission will be available in the English office by April 1st. The following rules apply: 1) Students may not enter competitions for which they are not eligible. 2) Students may submit only one work per genre. 3) The maximum length for essay and fiction manuscript is 20 pages; the maximum length for a poetry manuscript is 10 pages or 3 poems. Students should submit only one copy of each work. The deadline for submission of manuscripts for the 2012 contest is Thursday, May 3rd by 3:00pm. Awards will be announced at a ceremony on May 25th, 2012 at a time that is yet to be determined.A reception will follow. Literature Major 399 Proposals Individual projects with faculty guidance. Open to majors with junior or senior standing and to senior minors. Students interested in applying for independent study in literature during spring quarter should see the potential adviser as soon as possible. Guidelines for 399 are available in UH 215 and on the English webpage. Writing Major Honors Proposals Writing majors should apply for Honors in the spring of their junior year. The department will have application forms available early spring quarter. The application deadline for the 2012-2013 academic year is yet to be determined.Literature Major 398 Honors Applications Literature majors who wish to earn honors may apply during the spring of their junior year for admission to the two- quarter sequence, 398-1,2, which meets the following fall and winter quarter. The departmental honors coordinator for 2012- 2013 is Professor Paul Breslin. The application deadline to apply for the 2012-2013 academic year is Tuesday, May 8th, 2012by 4:30pm. Declaring the Major or Minor In the past, in order to declare the English Major or Minor, students needed to complete prerequisites. Prerequisites are no longer required to declare the Major or Minor.To declare the Major or Minor, pick up the appropriate declaration form in UH 215 and consult the Director of Undergraduate Studies (Professor Grossman) in stipulated office hours. At this point, the new major will choose a Departmental Advisor and become eligi ble for English preregistration in succeeding quarters. WCAS policy requires instructors to return student work in person or by mail. Student work is not to be kept in the departmental office, nor is it to be distributed in any public place. **Reminder to Seniors: Seniors who have not yet filed their Petitions to Graduate must do so immediately. A Calendar of Course Offerings Taught by English Department Faculty *Class times and course descriptions are subject to change without notice. 105 Expository Writing 205 Intermediate Composition 206 Reading & Writing Poetry MW 9:30-10:50 Webster MWF 11-11:50 Curdy MWF 1-1:50 Kinzie MWF 2-2:50 Curdy TTh 9:30-10:50 Goldbloom MWF 10-10:50 Bresland MW 9:30-10:50 Webster MW 3:30-4:50 Curdy TTh 12:30-1:50 Altman TTh 2-3:20 Breslin MW 11-12:20 Seliy MW 12:30-1:50 Donohue TTh 9:30-10:50 Goldbloom TTh 12:30-1:50 Goldbloom MW 9:30-10:50 Bouldrey TTh 9:30-10:50 Bresland TTh 2-3:20 Bresland MWF 1-1:50 Lane (210-2)MWF 1-1:50 Gibbons MW 3:30-4:50 Curdy M WF 11-11:50 Webster MW 11-12:20 Seliy TTh 12:30-1:50 Goldbloom MW 9:30-10:50 Biss MWF 2-2:50 Webster TTh 9:30-10:50 Kinzie TTh 11-12:20 Bouldrey MWF 11-11:50 Soni (210-1) 207 Reading & Writing Fiction 208 Reading & Writing Creative Non Fiction 210-2,1 English Literary Traditions (Additional Discussion Section Required) FALL WINTER SPRING Several Sections Offered Each Quarter Several Sections Offered Each Quarter ? 3 211 212 213 220 Gender Studies 231 234 270-1,2 273 275 298 302 306 307 Introduction to Poetry (Additional Discussion Section Required) Introduction to DramaIntroduction to Fiction (Additional Discussion Section Required) The Bible as Literature (Additional Discussion Section Required) Gender Studies Introduction toShakespeare (Additional Discussion Section Required) American Literary Traditions (Additional Discussion Section Required) Intro. to 20th-Century American Literature (Additional Discussion Section Required) Introduction to Asian American Studies Introductory Se minar in Reading and Interpretation History of the English Language Advanced Poetry Writing Advanced Creative Writing MWF 11-11:50 Gottlieb FALL WINTER SPRING TTh 9:30-10:50 Phillips MWF 12-12:50 Erkkila (270-1)MW 12:30-1:50 Kim MWF 11-11:50 Grossman TTh 9:30-10:50 Thompson TTh 3:30-:50 Roberts TTh 11-12:20 Breen TTh 12:30-1:50 Goldbloom MWF 12-12:50 N. Davis MWF 2-2:50 Feinsod TTh 11-12:20 Cutler TTh 3:30-4:50 Lahey MW 2-3:20 Gibbons TTh 2-3:20 Kinzie TTh 11-12:20 Froula MWF 11-11:50 Thompson MWF 12-12:50 Stern (270-2) TTh 9:30-10:50 Erkkila TTh 11-12:20 Phillips TTh 2-3:20 Harris TTh 12:30-1:50 Dybek TTh 3:30-4:50 Cross MWF 1-1:50 Manning MWF 10-10:50 Newman ?4 311 Studies in Poetry 312 Studies in Drama 313 Studies in Fiction 323-1 Chaucer 324 Studies in Medieval Literature 331 Renaissance Poetry 332 Renaissance Drama 333 Spenser 35 Milton 338 Studies in Renaissance Literature 339 Special Topics in Shakespeare 340 Restoration & 18th Century Literature 353 Studies in Romantic Liter ature 359 Studies in Victorian Literature 365 Studies in Post-Colonial Literature 366 Studies in African American Literature MWF 11-11:50 Passin TTh 3:30-4:50 Hedman TTh 4-5:20 Schwartz TTh 12:30-1:50 Harris TTh 12:30-1:50 Roberts TTh 2-3:20 Thompson TTh 2-3:20 Law TTh 11-12:20 Feinsod MW 9:30-10:50 T. Davis MWF 10-10:50 Breen MWF 11-11:50 Newman TTh 9:30-10:50 Masten TTh 11-12:20 Evans TTh 2-3:20 Grossman/Soni TTh 9:30-10:50 Soni MW 3:30-4:50 Lane MW 11-12:20 WeheliyeMW 3:30-4:50 Hedman MW 9:30-10:50 Johnson MWF 1-1:50 Newman TTh 3:30-4:50 Harris MW 11-12:20 West MW 3:30-4:50 Evans TTh 12:30-1:50 Harris TTh 2-3:20 Sucich TTh 11-12:20 Roberts TTh 11-12:20 Lane TTh 12:30-1:50 Lahey TTh 9:30-10:50 Dangarembga FALL WINTER SPRING ?5 368 Studies in 20th-Century Literature 369 Studies in African Literature 371 American Novel 372 American Poetry 377 Topics in Latina/o Literature 378 Studies in American Literature 383 Studies in Theory and Criticism 385 Topics in Combined Studies 386 Studie s in Literature and Film 393- Theory & Practice of Poetry FW/TS 394- Theory & Practice of Fiction FW/TS 95- Theory & Practice of FW/TS Creative Nonfiction 398-1,2 Senior Seminar Sequence (Lit) TTh 12:30-1:50 Hedman TTh 4-5:20 Mwangi TTh 2-3:20 Mwangi MWF 11-11:50 Lahey MWF 2-2:50 Grossman MWF 10-10:50 Bouldrey TTh 3:30-4:50 Weheliye MWF 1-1:50 Leong MW 3:30-4:50 Leahy MW 12:30-1:50 Webster MW 12:30-1:50 Bouldrey MW 12:30-1:50 Bresland W 3-5 Breslin MWF 11-11:50 Hedman MW 12:30-1:50 Passin TTh 12:30-1:50 Cross MW 3:30-4:50 Stern TTh 2-3:20 Erkkila MWF 1-1:50 Cutler MW 2-3:20 Roberts TTh 12:30-1:50 Lahey MW 2-3:20 Froula TTh 2-3:20 N. Davis TTh 3:30-4:50 Leong MW 12:30-1:50 Webster/Curdy MW 12:30-1:50 Bouldrey/SeliyMW 12:30-1:50 Bresland/Bouldrey W 3-5 Breslin MW 9:30-10:50 diBattista MW 12:30-1:50 Passin TTh 11-12:20 Froula T 6-8:20 diBattista TTh 3:30-4:50 Cutler MWF 10-10:50 Smith TTh 12:30-1:50 Savage MWF 2-2:50 Soni MWF 1-1:50 Breslin MWF 11-11:50 Feinsod MW 12:30-1:50 Curdy MW 1 2:30-1:50 Seliy MW 12:30-1:50 Biss FALL WINTER SPRING ?6 399 Independent Study SeveralSections Offered Each Quarter FALL WINTER SPRING ?7 ENG 206 [Prerequisite to English Major in Writing] Reading & Writing Poetry Course Description: An introduction to the major forms of poetry in English from the dual perspective of the poet-critic.Creative work will be assigned in the form of poems and revisions; analytic writing will be assigned in the form of critiques of other members’ poems. A scansion exercise will be given early on. All of these exercises, creative and expository, as well as the required readings from the Anthology, are designed to help students increase their understanding of poetry rapidly and profoundly; the more wholehearted students’ participation, the more they will learn from the course. Prerequisites: No prerequisites. No P/N registration. Attendance of first class is mandatory.Course especially recommended for prospective Writing Majors. Literature Maj ors also welcome. Freshmen are NOT permitted to enroll until their spring quarter. Seniors require department permission to enroll in English 206. Teaching Method: Discussion; one-half to two-thirds of the classes will be devoted to discussion of readings and principles, the other classes to discussion of student poems. Evaluation Method: Evidence given in written work and in class participation of students’ understanding of poetry; improvement will count for a great deal with the instructor in estimating achievement.Texts include: An Anthology, a critical guide, 206 Reader prepared by the instructor, and the work of the other students. [Prerequisite to English Major in Writing] Reading & Writing Fiction Course Description: A reading and writing course in short fiction. Students will read widely in traditional as well as experimental short stories, seeing how writers of different culture and temperament use conventions such as plot, character, and techniques of voice and dist ance to shape their art.Students will also receive intensive practice in the craft of the short story, writing at least one story, along with revisions, short exercises, and a critical study of at least one work of fiction, concentrating on technique. Prerequisites: English 206. No P/N registration. Attendance of first class is mandatory. Course especially recommended for prospective Writing Majors. Literature Majors also welcome. Teaching Method: Discussion of readings and principles; workshop of student drafts.Evaluation Method: Evidence given in written work and in class participation of students’ growing understanding of fiction; improvement will count for a great deal with the instructor in estimating achievement. Texts include: Selected short stories, essays on craft, and the work of the other students. Fall Quarter: Rachel Webster Averill Curdy Mary Kinzie Averill Curdy Winter Quarter: Rachel Webster Averill Curdy Toby Altman Paul Breslin Spring Quarter: Reg Gibbons A verill Curdy Rachel Webster ENG 207 MW 9:30-10:50 MWF 11-11:50 MWF 1-1:50 MWF 2-2:50 MW 9:30-10:50 MW 3:30-4:50 TTh 12:30-1:50 TTh 2-3:20MWF 1-1:50 MW 3:30-4:50 MWF 11-11:50 Sec. 20 Sec. 21 Sec. 22 Sec. 23 Sec. 20 Sec. 22 Sec. 23 Sec. 24 Sec. 20 Sec. 21 Sec. 22 Fall Quarter: Goldie Goldbloom Winter Quarter: Shauna Seliy Sheila Donohue Goldie Goldbloom Goldie Goldbloom Spring Quarter: Shauna Seliy Goldie Goldbloom TTh 9:30-10:50 MW 11-12:20 MW 12:30-1:50 TTh 9:30-10:50 TTh 12:30-1:50 MW 11-12:20 TTh 12:30-1:50 Sec. 20 Sec. 21 Sec. 22 Sec. 23 Sec. 20 Sec. 22 ENG 208 [Prerequisite to English Major in Writing] Reading & Writing Creative Non Fiction Course Description: An introduction to some of the many possible voices, styles, and structures of the creative essay.Students will read from the full aesthetic breadth of the essay, including memoir, meditation, lyric essay, and literary journalism. Discussions will address how the essay creates an artistic space distinct from the worlds of poetry and 8 fiction, and how truth and fact function within creative nonfiction. Students will be asked to analyze the readings closely, and to write six short essays based on imitations of the style, structure, syntax, and narrative devices found in the readings. Students can also expect to do some brief writing exercises and at least one revision. Prerequisites: English 206. No P/N registration.Attendance of first class is mandatory. Course especially recommended for prospective Writing Majors. Literature Majors also welcome. Teaching Method: Discussion; one-half to two-thirds of the classes will be devoted to discussion of readings and principles, the other classes to discussion of student work. Note: Prerequisite to the English Major in Writing. Fall Quarter: moment, does it become possible to ignore or overlook the political projects embedded in these texts? In readings of Chaucer, More, Sidney, Shakespeare, Milton, Behn and Swift, among others, we will consider how importan t it is to understand these texts from a political erspective, and wonder why this perspective is so often ignored in favor of psychologizing and subjectivizing readings. Teaching Method: Two lectures per week, plus a required discussion section. Evaluation Method: Regular reading quizzes (15%); class participation (25%); midterm exam (20%); final exam (20%); final paper (20%). Texts include: Beowulf; Mystery Plays; Chaucer, Canterbury Tales; More, Utopia; Sidney, Defense of Poesy; Shakespeare, Tempest and selected sonnets; Milton, Paradise Lost; Behn, Oroonoko; Swift, Gulliver’s Travels. ENG 210-2 English Literary Traditions Christopher LaneMWF 1-1:50 Winter Quarter Course Description: English 210-2 is an English Literature major requirement; it is also designed for non-majors and counts as an Area VI WCAS distribution requirement. This course is a chronological survey of important, representative, and highly enjoyable British works from Romanticism to the modern period (rou ghly the French Revolution to the First World War). Focusing on poetry, drama, essays, and several short novels, we'll examine compelling themes, styles, movements, and cultural arguments, paying particular attention to the way literary texts are located in history.For perspective, the course also tackles several comparative issues in nineteenth-century art and intellectual history, drawing on such large-scale themes as tensions between individuals and communities, the narrative fate of women and men, and the vexed, uncertain role of authors as commentators on their social contexts. An overview of English literary history and its traditions during a fascinating century, English 210-2 provides excellent training in the analysis of fiction. Teaching Method: Two lectures per week and one required discussion section each Friday (section assignments will be made during the first week of class). John Bresland Winter Quarter: Brian Bouldrey John Bresland John Bresland Spring Quarter: Eula Biss Rachel Webster Mary Kinzie Brian Bouldrey MWF 10-10:50 MW 9:30-10:50 TTh 9:30-10:50 TTh 2-3:20 MW 9:30-10:50 MWF 2-2:50 TTh 9:30-10:50 TTh 11-12:20 Sec. 20 Sec. 21 Sec. 22 Sec. 20 Sec. 21 Sec. 22 Sec. 23 ENG 210-1 English Literary Traditions Vivisvan Soni MWF 11-11:50 Spring Quarter Course Description: English 210-1 is an English Literature major requirement; it is also designed for non-majors and counts as an Area VI WCAS distribution requirement.This course is an introduction to the early English literary canon, extending from the late medieval period through the eighteenth century. In addition to gaining a general familiarity with some of the most influential texts of English literature, we will be especially interested in discovering how literary texts construct, engage in and transform political discourse. What kinds of political intervention are literary texts capable of making? What are the political implications of particular rhetorical strategies and generic choices? How do literary texts encode or allegorize particular political questions?How, at a particular historical ? 9 Evaluation Method: Two short analytical papers; one final essay; performance in discussion section; final exam. Texts include: The Norton Anthology of English Literature: The Major Authors (8th edition; volume B); Jane Austen, Sense and Sensibility (Penguin); Charles Dickens, Hard Times (Norton); Virginia Woolf, Mrs. Dalloway (Harvest/HBJ). Please buy new or used copies of the editions specified. Texts available at: The Norris Center Bookstore. ENG 211 Introduction to Poetry: The Experience and Logic of Poetry Susannah Gottlieb MWF 11-11:50 Fall QuarterCourse Description: The experience of poetry can be understood in it at least two radically different ways: as a raw encounter with something unfamiliar or as a methodically constructed mode of access to the unknown. The experience of poetry includes both of these models, and theories of poetry from antiquity to the present da y have grappled with these two dimensions of the poetic experience. In order to understand a poem, a reader must, in some sense, enter into its unique and complex logic, while nevertheless remaining open to the sometimes unsettling ways it can surprise us.In this class, we will read some of the greatest lyric poems written in English, as we systematically develop an understanding of the formal techniques of poetic composition, including diction, syntax, image, trope, and rhythm. Students should come prepared to encounter poems as new and unfamiliar terrain (even if you've read a particular poem before), as we methodically work through the formal elements of the poetic process. Teaching Method: Lectures and weekly discussion groups. Evaluation Method: Three papers (5-7 pages), weekly exercises, active participation in section discussions, and a final exam.Texts Include: The Norton Anthology of Poetry. ENG 212 Introduction to Drama: Modernism in Performance Susan Manning MWF 1-1:50 Sp ring Quarter Course Description: This survey course follows the emergence of modernism in diverse genres of theatrical performance—drama, dance, cabaret, and music theatre. In London, Paris, Berlin, and New York, new theatrical practices emerged in the late 19th century and through the first half of the 20th century, practices that have continued to inspire theatre artists into the present.Readings are complemented by film and video viewings and by excursions to Chicago-area theatres. Teaching Method: lecture with weekly discussion sections Evaluation Method: three short papers and a take- home final exam. Texts include: Noel Witts, ed. , The Twentieth- Century Performance Reader (3rd edition); Gunter Berghaus, Theater, Performance and the Historical Avant-Garde. ENG 213 Introduction to Fiction: Worlds in a Grain of Sand Christine Froula TTh 11-12:20 Winter Quarter Course Description: What is fiction? How is it different from history, biography, nonfiction?How and why do peop le invent and tell stories, listen to them, pass them on, often in new versions, forms, or media? In this course we’ll study a selection of fictional narratives from around the globe and from different historical moments, in a variety of prose and verse forms—short story, novella, novel, myth, story cycle, serial—and in visual and aural as well as literary media: ballad, theatre, zine, painting, photograph, graphic novel, film. If, as Ezra Pound put it, literature is news that stays news, we’ll consider how these fictional works bring news from near and far.We’ll think about the traditions, and occasions of storytelling, the narrators who convey them, the conventions and devices they inherit or make new, and some ways in which stories may influence or talk to one another, as well as to audiences and communities within and across cultures. We’ll consider whether and how each work’s historical origin and context may illuminate ? 10 the situation and conflict it depicts; and how its point of view, narrative voice, techniques of character- drawing, plot, imagery, dialogue, style, beginning and end help shape our questions and interpretations.As we taste some of â€Å"the rarest and ripest fruit of art which human thought has to offer,† in Nabokov’s words, we’ll seek to develop skills and awareness that will deepen our pleasure in the inexhaustible riches of imaginative literature. Teaching Method: Lecture and Discussion Evaluation Method: Attendance, participation, weekly exercises, two short papers, midterm, final. Texts include: Texts and course packet TBA. Texts Include: Bible, New Revised Standard Version (NRSV) with apocrypha (Oxford U. Press). GNDR ST 231/co-listed w/ Comp Lit 205 Gender Studies:Feminism as Cultural Critique Helen Thompson MWF 11-11:50 Winter Quarter Course Description: In this class, we will consider the origins and ongoing powers of feminism as a critique of culture. At its origins in the 1790s through the middle of the twentieth century, modern Western feminism fought on two fronts, condemning women’s legal and political disenfranchisement as well as more subtle practices and norms, like the wearing of corsets, that shored up women’s subordinate status at the level of everyday life.In this class, we will explore feminism in America after the legal and political battle has, to some extent, been won: we’ll examine the so-called second wave of feminism, from roughly 1960 to 1980. This exciting, volatile, and radical phase of the feminist movement dedicated its critical energies to problems that persisted beyond women’s nominal political and legal enfranchisement.By disrupting everyday institutions like the Miss America pageant, second- wave feminism revealed that mainstream norms, habits, and assumptions might operate just as powerfully as repressive laws. Because so much second-wave feminism consists of physical activism, cultural interventions, and artistic production, in this class we will encounter a variety of media: academic writing, but also manifestos, journalism, film, visual art, novels, performances, and documentaries.An ongoing goal of the class will be to explore the critical methodologies enabled by the second wave. What tools does second-wave feminism use to read culture? What tools does second-wave feminism use to re-tell history? The class will begin by looking at part of Simone de Beauvoir’s The Second Sex (French, 1949; English, 1953) to examine how its foundational claim that â€Å"one is not born, but rather becomes, a woman† invites us to analyze culture rather than nature. The remainder of the class is broken into units.Unit One, â€Å"Beauty,† includes the documentary â€Å"Miss . . . or Myth? † (1987) on the Miss American pageant and its feminist re-staging, Gloria Steinem on her experience as a Playboy Bunny (1969), and founding discussions of wom en’s looks by Kate Millet, Germaine Greer, Betty Friedan and others. Unit Two, â€Å"Housework/ Domesticity,† covers pivotal texts on women’s lives at home (â€Å"The Politics of Housework,† â€Å"The ENGLISH 220 The Bible as Literature Barbara Newman MWF 10-10:50 Combined w/ CLS 210 Spring QuarterCourse Description: This course is intended to familiarize literary students with the most influential text in Western culture. No previous acquaintance with the Bible is presupposed. We will consider such questions as the variety of literary genres and strategies in the Bible; the historical situation of its writers; the representation of God as a literary character; recurrent images and themes; the Bible as a national epic; the New Testament as a radical reinterpretation of the â€Å"Old Testament† (or Hebrew Bible); and the overall narrative as a plot with beginning, middle, and end.Since time will not permit a complete reading of the Bible, we will c oncentrate on those books that display the greatest literary interest or influence, including Genesis, Exodus, Psalms, Ecclesiastes, the Song of Songs, Ruth, Job, Daniel, and Isaiah; the Gospels according to Luke and John, and the Book of Revelation. We will look more briefly at issues of translation; traditional strategies of interpretation (such as midrash, typology, and harmonization); and the historical processes involved in constructing the Biblical canon.Teaching Method: Three lectures, one discussion section per week. Evaluation Method: Two midterms and final exam, each worth 25% of grade; participation in sections; occasional response papers; some interactive discussion during lectures. ?11 Personal is Political,† â€Å"Why I Want a Wife,† and others); we will examine one mainstream reaction to the feminist critique of domestic labor, Ira Levin’s horror novel and adapted film The Stepford Wives.Unit Three, â€Å"Sex,† will look at second-wave femin ist challenges to both the social and anatomical determinants of eroticism and pleasure (The Myth of the Vaginal Orgasm, Sex and the Single Girl, Lesbian Nation, Pornography); we will read one early 70s feminist novel (Erica Jong, Fear of Flying) and one early 70s mainstream romance (Janet Woodiwiss, The Flame and the Flower) to examine their contesting representations of women’s sexual desire and agency.In the course of this comparison, we’ll take up the issue of rape, or â€Å"rape culture† (Susan Brownmiller, Against our Will, and others); the material conditions and ideologies at stake in romance reading; and the charge that second-wave feminism reflected the concerns of only white middle-class women (bell hooks, Ain’t I A Woman? ). Unit Four of the class will look at feminist cultural production. We’ll look at avant-garde art (short films include Carolee Schneeman’s â€Å"Meat Joy,† Martha Rosler’s â€Å"Semiotics of the Kitchen,† and other videos, images, and performances) and artistic provocations (like Valerie Solanas, â€Å"The S.C. U. M. Manifesto†) to consider how these texts challenge high art and cultural values down to the present day. Macbeth, Henry V, Anthony and Cleopatra, Measure for Measure, and The Tempest. Teaching Method: Lectures with Q; required weekly discussion section. Evaluation Method: Attendance and section participation, two papers, midterm, final exam. Texts include: The required textbook is The Norton Shakespeare, ed. Stephen Greenblatt et al. Textbook available at: Norris Center Bookstore. ENG 234Introduction to Shakespeare Susie Phillips TTh 9:30-10:50 Fall Quarter Course Description: What spooks America? From the Puritan â€Å"city upon a Hill,† to Tom Paine’s Common Sense, to Emerson’s American Adam, America was imagined as a New World paradise, a place to begin the world anew. And yet, from the story of Pocahontas and John Smith, to the origins of the American Gothic in the Age of Reason, to Melville’s Moby Dick, American literature has been haunted by fantasies of terror, sin, violence, and apocalypse.Why? This course will seek to answer this question. Focusing on a selection of imaginative writings, including origin stories, poems, novels, and a slave narrative, we shall seek to identify and understand the significance of the terrors—of the savage, the dark other, the body, nature, sex, mixture, blood violence, authoritarian power, and apocalypse—that haunt and spook the origins and development of American literature.Students will be encouraged to draw connections between past American fantasies and fears and contemporary popular culture and politics, from classic American films like Hitchcock’s Psycho to The Hunger Games, from American blues and jazz to Michael Jackson’s Thriller, from the Red Scare and the Cold War to the war on terror. Teaching method: Lecture and discuss ion; weekly discussion sections. Evaluation Method: 2 papers; quizzes; final examination.Texts Include: The Norton Anthology of American Literature: Beginnings to 1820 (Volume A; 8th edition); Charles Brockden Brown, Edgar Huntly; or Course Description: This course will introduce students to a range of Shakespeare’s comedies, tragedies, histories and romances. During the quarter, we will be considering these plays in their Early Modern context—cultural, political, literary and theatrical. We will focus centrally on matters of performance and of text.How is our interpretation of a play shaped by Shakespeare’s various â€Å"texts†Ã¢â‚¬â€ his stories and their histories, the works of his contemporaries, the latest literary fashions, and the various versions of his plays that circulated among his audience? Similarly, how do the details of a given performance, or the presence of a particular audience, alter the experience of the play? To answer these question s, we will consider not only the theaters of Early Modern England, but also recent cinematic versions of the plays, and we will read not only our modern edition of Shakespeare but also examine some pages from the plays as they originally circulated.Our readings may include Much Ado About Nothing, Romeo and Juliet, Hamlet, Othello, ENG 270-1 American Literary Traditions: What Spooks America? Betsy Erkkila MWF 12-12:50 Fall Quarter ?12 Memoirs of a Sleep-Walker; Ralph Waldo Emerson, Selected Writings; Edgar Allan Poe, Great Short Works; Frederick Douglass, The Narrative of Frederick Douglass; Nathaniel Hawthorne, The Scarlet Letter; Herman Melville, Moby Dick. ENG 273 Post 1798 Introduction to 20th-Century American Lit.Nick Davis MWF 12-12:50 Spring Quarter Course Description: This course aims to draw English majors and non-majors alike into a substantive, wide-ranging, and vivacious conversation about American literature and life, spanning from modernist watersheds of the 1920s to th e present moment. In all of the literature we read, the impressions we form, and the insights we exchange, we will track complex evolutions of â€Å"America,† both as a nation and as a notion, deepened and ransformed over time by new ideas about language, history, movement and migration, individuality and collectivity, social positioning, regional identities, political attitudes, and other forces that shape, surround, and speak through the texts. However, we shall remind ourselves at all points that literature is not just a mirror but an engine of culture; it produces its own effects and invites us into new, complicated perspectives about language, form, structure, voice, style, theme, and the marvelous, subtle filaments that connect any text to its readers.Teaching Method: Lecture and discussion Evaluation Method: Two formal essays, quizzes, and a final exam, plus participation in discussion sections and occasionally in lecture Texts include: William Faulkner’s As I L ay Dying; Marita Bonner’s The Purple Flower; Nathanael West’s Miss Lonelyhearts; Don DeLillo’s White Noise; Suzan-Lori Parks’s The America Play; and others. ENG 270-2 American Literary Traditions Julia Stern MWF 12-12:50 Winter Quarter Course Description: This course is a survey of American literature from the decade preceding the Civil War to 1900.In lectures and discussion sections, we shall explore the divergent textual voices – white and black, male and female, poor and rich, slave and free – that constitute the literary tradition of the United States in the nineteenth century. Central to our study will be the following questions: What does it mean to be an American in 1850, 1860, 1865, and beyond? Who speaks for the nation? How do the tragedy and the triumph of the Civil War inflect American poetry and narrative?And how do post- bellum writers represent the complexities of democracy, particularly the gains and losses of Reconstruction, the advent of and resistance to the â€Å"New Woman,† and the class struggle in the newly reunited nation? Evaluation Method: Evaluation will be based on two short (3-page) essays, in which students will perform a close reading of a literary passage from one of the texts on the syllabus; a final examination, involving short answers and essays; and active participation in section and lecture. Texts include: Herman Melville, â€Å"Bartleby,Scrivener†; Harriet Wilson, Our Nig; Rebecca Harding Davis, â€Å"Life in the Iron Mills†; Harriet Jacobs, Incidents in the Life of a Slave Girl; Emily Dickinson, selected poems; Walt Whitman, â€Å"Song of Myself† and other selected poems; Mark Twain, The Adventures of Huckleberry Finn; Charles Chestnut, selected tales; Kate Chopin, The Awakening. Textbooks will be available at: Norris Bookstore. Note: Attendance at all sections is required; anyone who misses more than one section meeting will fail the course unless both his or her T. A. and the professor give permission to continue.ENG 275/co-listed w/ Asian_Am 275 Introduction to Asian American Studies Jinah Kim MW 12:30-1:50 Fall Quarter Course Description: This course examines literature, film, and critical theory created by Asian Americans in order to examine the development of Asian America as a literary field. We will explore how Asian American literature and theory engages themes and questions in literary studies, particularly related to questions of race, nation and empire, such as sentimentalism, the autobiography, bildungsroman and genre studies.For example, how does Carlos Bulosan draw on tropes and images of 1930’s American depression to Post 1798 ?13 draw equivalence between Filipino colonial subjects and domestic migrant workers? How does Siu Sin Far use sentimentalism as a strategy to evoke empathy for her mixed race protagonists? How does Hirahara manipulate conventions of literary noir to contest dominant recollections of W WII? Thus we are also learning to ‘deconstruct’ the text and understand how Asian American literature and culture offers a parallax view into American history, culture and political economy.Starting from the premise that Asian America operates as a contested category of ethnic and national identity we will consider how Asian American literatures and cultures â€Å"defamiliarize† American exceptionalist claims to pluralism, modernity, and progress. The novels, short stories, plays and films we will study in this class chart an ongoing movement in Asian American studies from negotiating the demands for domesticated narratives of immigrant assimilation to crafting new modes of ritique highlighting Asian America’s transnational and postcolonial history and poesis. Teaching Method: Lecture, Discussion, Readings, Class participation, Guest speakers, Writing assignments, Films / video. Evaluation Method: Presentations, attendance, class participation, mid-term pa per, final paper. Texts Include: Carlos Bulosan, America is in the Heart, University of Washington Press, 1974; Don Lee, Country of Origin, W. W.Norton and Company, 2004; Karen Tei Yamashita, Through the Arc of the Rainforest, Coffee House Press, 1990; Jhumpa Lahiri, Interpreter of Maladies, Mariner Books, 1999; Susan Choi, Foreign Student, Harper Collins, 1992; John Okada, No-No Boy University of Washington Press, 1978; A required reader is available from Quartet Copies and films for the course will stream on blackboard. ENG 298 Introductory Seminar in Reading and Interpretation Course Description: English 298 emphasizes practice in the close reading and analysis of literature in relation to important critical issues and perspectives in literary study.Along with English 210-1,2 or 270- 1,2 it is a prerequisite for the English Literature Major. The enrollment will be limited to 15 students in each section. Nine sections will be offered each year (three each quarter), and their speci fic contents will vary from one section to another. No matter what the specific content, 298 will be a small seminar class that features active learning and attention to writing as part of an introduction both to the development of the skills of close reading and interpretation and to gaining familiarity and expertise in the possibility of the critical thinking.Prerequisites: One quarter of 210 or 270. Note: First class mandatory. No P/N registration. This course does NOT fulfill the WCAS Area VI distribution requirement. Fall Quarter: Jay Grossman Helen Thompson Wendy Roberts Winter Quarter: Betsy Erkkila Susie Phillips Carissa Harris Spring Quarter: Harris Feinsod John Alba Cutler Sarah Lahey FQ Section 20: MWF 11-11:50 TTh 9:30-10:50 TTh 3:30-4:50 TTh 9:30-10:50 TTh 11-12:20 TTh 2-3:20 MWF 2-2:50 TTh 11-12:20 TTh 3:30-4:50 Section 20 Section 21 Section 22 Section 22 Section 21 Section 20Section 20 Section 21 Section 22 Literary Study: â€Å"Coming to Terms† Jay Grossman M WF 11-11:50 Course Description: This seminar will introduce you to some of terms–and through these terms, to some of the materials, methods, theories, and arguments– that have become central to literary study today. By coming to know these terms, we will begin to come to terms with literary study in other, broader ways–to think about what the study of texts might have to do with reading, writing, and thinking in twenty-first century American culture.The seminar is organized around the following terms: writing, author, culture, canon, gender, performance. Some of these terms are of course familiar. Initially, some will seem impossibly broad, but our approach will be particular, through particular literary texts and critical essays. Throughout the course we will also return to two important terms that aren't a part of this list: literature (what is it? who or what controls its meaning? why study it? ) and readers (who are we? what is our relation to the text and i ts meaning[s]? what does â€Å"reading† entail? hat is the purpose of reading? what gets read and who decides? ). ?14 Teaching method: Mostly discussion. Evaluation method: Mandatory attendance and active participation. Shorter papers, some of them revised, and one longer final paper. No exams. Texts Include: Mostly fiction and poetry, including some of the following: Walt Whitman, Leaves of Grass; Emily Dickinson’s poetry; Elizabeth Bishop, Geography III; Michael Chabon, The Mysteries of Pittsburgh; Henry Blake Fuller, Bertram Cope’s Year; Critical Terms for Literary Study (eds.Lentricchia and McLaughlin; second edition). FQ Section 21: Romanticism and Criticism Helen Thompson TTh 9:30-10:50 Course Description: This seminar pairs a series of key texts in the history of critical thought with canonical fiction and poetry of the Romantic era. You’ll learn about critical movements— psychoanalysis, Marxism, feminism, and post- structuralism or deconstr uction—by testing their substantive and methodological claims against poems, novels, plots, images, and fictions.As the class proceeds, you’ll be able to mix and match critical and literary texts to experiment with the kinds of interpretations and arguments their conjunctions make possible. How do entities like history, class struggle, the unconscious, manifest versus latent content, patriarchy, the body, sex, gender, signification, and textuality continue to engender literary meaning and galvanize the claims we make for the poems and novels we read?We’ll pair Karl Marx’s Communist Manifesto and William Blake’s Songs of Innocence and Songs of Experience; Sigmund Freud’s The Interpretation of Dreams and Mary Shelley’s Frankenstein; William Wordsworth’s Lyrical Ballads and key essays in Jacques Derrida’s theory of deconstruction; and Jane Austen’s Pride and Prejudice and Simone de Beauvoir’s The Second Sex. T here will be short supplemental critical or historical materials to flesh out some of these methodologies and provide context for the literary texts.Again, you’ll be encouraged to recombine authors and approaches as we proceed. A central aim of this class will be to facilitate your appreciation of not only the substantive claims made by Marx, Freud, Derrida, and Beauvoir, but also the methodological possibilities that their challenging worldviews open for the interpretation of literature. At the same time, we’ll appreciate that Blake, Shelley, Wordsworth, and Austen are also critical thinkers: indeed, perhaps their poetic and fictional texts anticipate the methodological and historical provocations offered by Marx and the rest.As we gain facility with some of the dominant methodological strands of literary analysis, we’ll think about their historical roots in the Romantic era and ponder the still urgent critical possibilities they open for us today. Teaching Met hod: Seminar. Evaluation Method: TBA FQ Section 22: Contact Wendy Roberts TTh 3:30-4:50 Course Description: European contact with the â€Å"new world† initiated various textual interpretations of people groups and cultures, including our own. The very project of defining what it means to be American can be said to egin in the first encounter with the other. It is often noted that the physical senses were central to this narrative in which textuality became linked to modernity and orality to the primitive. In many ways, the rich metaphor of â€Å"contact† is helpful for thinking about literary methodologies, which often attempt to make strange, at the same time that they attempt to understand, a given text. This course will introduce English majors to some of the key terms and issues in textual interpretation through reading American literature pertaining to contact, broadly conceived.Whether coming face to face with the savage Indian in the wilderness, or conversely, a white ghost, experiencing a supernatural event, or stepping onto American soil after surviving the Middle Passage, the texts we read will offer compelling narratives of rupture, displacement, and recreation helping us to reflect on the various methodologies literary studies offers for interpreting texts and the claims it makes on the real world. We will think about the definition of literature, our status as readers, and the way our encounter, contact, or discovery of a given text becomes literarily, culturally, and personally meaningful.Teaching Method: Discussion. 15 Evaluation Method: Participation, attendance, shorter writing assignments, group blog project, and one revised paper. Texts include: Mostly fiction and poetry, including some of the following: contact narratives by Christopher Columbus and Alvar Nunez Cabeza de Vaca, selection of Native American tales and songs, including contemporary poet Leslie Marmon Silko, Mary Rowlandson’s captivity narrative, John Marra nt’s conversion narrative, Phillis Wheatley’s poetry, Charles Brockden Brown’s novel Wieland, and Walt Whitman’s Leaves of Grass.WQ Section 20: Reading and Interpreting Edgar Allan Poe Betsy Erkkila TTh 9:30-10:50 Course Description: Edgar Allan Poe invented the short story, the detective story, the science fiction story, and modern poetic theory. His stories and essays anticipate the Freudian unconscious and various forms of psychoanalytic, poststructuralist, and modern critical theory. Poe wrote a spooky novel called The Narrative of Arthur Gordon Pym and several volumes f poetry and short stories. As editor or contributor to many popular nineteenth- century American magazines, he wrote sketches, reviews, essays, angelic dialogues, polemics, and hoaxes. This course will focus on Poe's writings as a means of learning how to read and analyze a variety of literary genres, including lyric and narrative poems, the novel, the short story, detective fiction, s cience fiction, the essay, the literary review, and critical theory.We shall study poetic language, image, meter, and form as well as various story- telling techniques such as narrative point of view, plot, structure, language, character, repetition and recurrence, and implied audience. We shall also study a variety of critical approaches to reading and interpreting Poe’s writings, including formalist, psychoanalytic, historicist, Marxist, feminist, queer, critical race, poststructuralist, and postcolonial theory and criticism.We shall conclude by looking at the ways Poe's works have been translated and adapted in a selection of contemporary films and other pop cultural forms. Teaching Method: Some lecture; mostly close- reading and discussion. Evaluation Method: 2 short essays (3-4 pages); and one longer essay (8-10 pages); in-class participation. Texts Include: Edgar Allan Poe: Poetry, Tales, and Selected Essays (Library of America); M. H. Abrams and Geoffrey Galt Harpham: A Glossary of Literary Terms (Thomson, 8thEdition); Julie Rivkin and Michael Ryan, eds. Literary Theory: An Anthology (Blackwell, rev. ed. ). WQ Section 21: Songs and Sonnets Susie Phillips TTh 11-12:20 Course Description: Beginning with the sonnet craze in the late sixteenth century, this course will explore the relationship between poetry and popular culture, investigating the ways in which poets draw on the latest trends in popular and literary culture and, in turn, the ways in which that culture incorporates and transforms poetry—on the stage, in music, and on the screen.We will consider how poets borrow from and respond to one another, experimenting with traditional forms and familiar themes to make the old new. In order to recognize and interpret this experimentation, we will first study those traditional forms, learning to read and interpret poetry. While we will be reading a range of poems in modern editions, we will be situating them in their social, historical, lite rary and material contexts, analyzing the ways in which these contexts shape our interpretation.How for example might our reading of a poem change if we encountered it scribbled in the margins of a legal notebook or posted as an advertisement on the El rather than as part of an authoritative anthology? Teaching Method: Discussion. Evaluation Method: Two papers, short assignments, and class participation. Texts Include: Poetry by Shakespeare, Donne, Marlowe, Sidney, Spenser, Keats, Shelley, Williams, Stevens, and Eliot. WQ Section 22: Representing the Prostitute in Early Modern EnglandCarissa Harris TTh 2-3:20 Course Description: The London stage was continually populated by actors playing prostitutes, from the morality dramas of the 16th century to early 17th-century plays in which the prostitute takes 16 center stage, such as The Dutch Courtesan and The Honest Whore Part 1 and 2. Why was the figure of the prostitute particularly important to early modern English writers, and what did staging the prostitute mean for both authors and audiences?In this course we will explore how early modern English writers used the character of the prostitute to embody a variety of popular anxieties concerning female sexuality, social disorder, the continual influx of foreigners to London, the rapid spread of syphilis, urban growth, and widespread poverty. We will study the literary and cultural meanings of the prostitute, seeking to identify what precisely representing the prostitute on stage accomplished for both authors and audiences in early modern London.We will also investigate the roles the prostitute performs in particular genres, including satirical love poetry, erotica, gender debates, and drama. Readings for the course will include William Shakespeare’s comedy Measure for Measure, Thomas Dekker’s plays The Honest Whore Part 1 and 2, Thomas Nash’s poem A Choyse of Valentines, several short poems by court poet John Skelton, and John Marstonâ€℠¢s plays The Insatiate Countess (unfinished) and The Dutch Courtesan (selections). Teaching Method: Seminar. Evaluation Method: 2 short close-reading papers (3- 4 pp. , an in-class presentation with an accompanying paper (2 pp. ), and a final paper (5-7 pp. ). Texts include: Shakespeare, Measure for Measure (Arden Shakespeare edition); and a course reader Textbooks will be available at: Quartet Copies. SQ Section 20: Modern Poetry & Poetics: Experiments in Reading Harris Feinsod MWF 2-2:50 Course Description: This course offers an introduction to key texts and major paradigms for the reading and interpretation of modern poetry in English. The first half of the course contends with questions at the heart of the discipline of poetics: what is poetry?Is it of any use? How do poems employ figures, rhythms, sounds, and images to address problems of experience and society? How do poems acknowledge or reject tradition? How does poetry enhance or alter our relationships to language and to t hinking? We will read â€Å"experimentally,† pairing works by poets such as Dickinson, Yeats, Frost, Hughes, Stevens, Moore, Crane, Pound and Eliot with theoretical statements of poetics by Paz, Jakobson, Agamben, Stewart, Frye and others. This will allow us to gain fluency with poetic forms and genres, and to practice the fundamentals of close reading.In the second half of the course our attention will shift from individual poems to a series of scandalously inventive collections and sequences (including Williams, Brooks, Oppen, Ginsberg, O'Hara, or others). We will learn to shuttle with agility between the observations of minute formal elements and larger historical, performative, and transnational logics. We will continue to experiment widely and self-consciously with practices of close reading, but we will also flirt with alternatives such as â€Å"close listening† and â€Å"wild reading. We will move between an understanding of a â€Å"text† and its social â€Å"context,† between iterative â€Å"forms† and unrepeatable â€Å"performances,† between discrete â€Å"works† and the wider â€Å"networks† of poems to which they belong. At the conclusion of the course, we will begin to speculate about the future of poetry and poetics in the new media environment of the 21st century. Teaching Method: Lecture and discussion. Evaluation Method: frequent short writing assignments, one ~10 page paper, one in-class presentation. Careful preparation and participation is crucial.Texts include: Individual poems and collections by Dickinson, Yeats, Frost, Hughes, Stevens, Moore, Crane, Pound, Eliot, Williams, Bishop, Ginsberg, and others; criticism by Agamben, Adorno, Culler, de Man, Frye, Greene, Jakobson, Ramazani et. al. ; Brogan, The New Princeton Handbook of Poetic Terms. This list is subject to change, contact me for the syllabus during enrollment. Texts available at: Beck’s Bookstore SQ Section 21: Adapt ation John Alba Cutler TTh 11-12:20 Course Description: This seminar will examine literary adaptation as a way to approach questions of reading, interpretation, genre, and literary culture.Literary works have much to teach us about the act of reading itself, especially when those works adapt some other source material and in the process 17 interpret it. The process of adaptation into poetry or fiction foregrounds how literary texts make meaning. Adaptation will thus provide us a framework for studying basic concepts from poetics, including meter, rhyme, and form, as well as from narratology, including point of view, characterization, plot, and narrative temporality. We will consider literary adaptation from a variety of perspectives: what choices do writers make when creating a work of fiction from historical records?Or a play from a poem? How have poets from the Early Modern period to the present used sources as various as the Bible and visual art as inspiration? What do all of th ese adaptations teach us about how literature compares to other forms of cultural production? The seminar will end by considering what happens when a canonical work of American literature, F. Scott Fitzgerald’s The Great Gatsby, becomes the subject of adaptation and re-adaptation. Teaching Method: Discussion Evaluation Method: Quizzes, short essays. Texts include: Poems by John Milton, W. H.Auden, Langston Hughes, and Frank O’Hara; â€Å"Benito Cereno,† by Herman Melville; A Raisin in the Sun, by Lorraine Hansberry; and The Great Gatsby, by F. Scott Fitzgerald SQ Section 22: Many Faces of Gothic Fiction Sarah Lahey TTh 3:30-4:50 Course Description: The Turn of the Screw has famously been interpreted as both a ghost story and a psychological drama. Some claim it is a novella about supernatural events, and others argue it revolves around a crazy governess suffering hallucinations. As a genre, gothic literature inspires an unusually diverse range of critical reacti ons.Yet, how many ways can we accurately read the same story? What prompts one form of criticism over another? What are the stakes of choosing to read a story in a particular way? These questions will drive our discussion as we examine classic works of gothic fiction in the British tradition from the 18th and 19th centuries. We also will pair each primary text with an excerpt of literary theory or criticism. Our aim is to understand the practice of literary criticism, while at the same time enjoying the thrills – and horrors – of gothicism’s most famous creations.Teaching Method: Discussion Evaluation Method: In-class presentation, two short papers (4-5 pages), and one longer paper (6-8 pages). Texts include: The Castle of Otranto (1764); Confessions of a Justified Sinner (1824); Strange Case of Dr. Jekyll and Mr. Hyde (1886); Dracula (1897); and The Turn of the Screw (1898). ENG 302 History of the English Language Katherine Breen TTh 11-12:20 Fall Quarter Cours e Description: Have you ever noticed that, unlike many other languages, English often has two different names for the same animal?These double names can be traced back to 1066, when the French- speaking Normans, led by William the Bastard, conquered England and installed their countrymen in almost every position of power. In the aftermath of this victory, William the Bastard became William the Conqueror and cows and pigs and sheep became beef and pork and mutton – at least when they were served up to the Normans at their banquets. Like many other high-falutin’ words in English, these names for different kinds of meat all derive from French.As long as the animals remained in the barnyard, however, being cared for by English-speaking peasants, they kept their ancient English names of cow and pig and sheep. In this course we will investigate this and many other milestones in the history of the English language, focusing on the period from the Middle Ages through the eight eenth century. We will pay particular attention to the relationship between language and power, and to the ways people in these periods conceived of their own language(s) in relation to others.This class will also help you to develop a more sensitive understanding of the English language that you can bring to other classes and to life in general. Have you ever thought about analyzing a poem – or a political speech – in terms of which words come from Latin, which from French, and which from Old English? Teaching Method: Mostly discussion, with some lecture. Evaluation Method: Quizzes, a midterm exam, and a final exam, plus a couple of short papers and an oral report. Texts Include: David Crystal, The Stories of English; a course reader. 18Texts available at: Beck’s Bookstore and Quartet Copies NOTE: This course fulfills the English Literature major Theory requirement. ENG 306 Combined w/ CLS 311 Advanced Poetry Writing: Theory and Practice of Poetry Translation Reg Gibbons MW 2-3:20 Spring Quarter Course Description: A combination of seminar and workshop. Together we will translate several short poems and study theoretical approaches to literary translation and practical accounts by literary translators. We will approach language, poems, poetics, culture and theoretical issues and problems in relation to each other.Your written work will be due in different forms during the course. In your final portfolio, you will present revised versions of your translations and a research paper on translation.. Prerequisite: A reading knowledge of a second language, and experience reading literature in that language. If you are uncertain about your qualifications, please e-mail the instructor at to describe them. Experience writing creatively is welcome, especially in poetry writing courses in the English Department. Teaching Method: Discussion; group critique of draft translations; oral presentations by students.Evaluation Method: Written work (â€Å" blackboard† responses to reading, draft translations, revised translations, and final papers) as well as class participation should demonstrate students’ growing understanding of translation as a practice and as a way of reading poetry and engaging with larger theoretical ideas about literature. Texts include: Essays on translation by a number of critics, scholars and translators, in two published volumes and on the Course Management web site (â€Å"blackboard†). ENG 307 CROSS-GENRE Advanced Creative Writing: Finding a Place Goldie Goldbloom TTh 12:30-1:50 Fall QuarterCourse Description: Setting is an often overlooked aspect informing fiction, and yet, when we think back on our favourite books, what remains with us, besides character, is often connected with setting. What would Harry Potter be without Hogwarts? What would The Lord of the Rings be like without Middle Earth, Charlotte's Web without the farmyard, To Kill a Mockingbird without Maycomb, Alabama? We wi ll be examining setting in our own work and in the work of published writers, to determine what it adds to the dreamscape of a story, and how it can be manipulated to express hidden emotion.This is a workshop class, and you will be expected to bring in your own writing for analysis and critique. Prerequisites: Prerequisite English 206. No P/N registration. Attendance at first class is mandatory. This course may be used toward the inter-disciplinary minor in creative writing. Texts include: The Street of Crocodiles, Bruno Schulz, 978-0-14018625-5; Nadirs, Herta Muller, 978-0-80328254-4; Too Loud a Solitude, Bohumil Hrabal, 978-0-15690458-2; Being Dead, Jim Crace, 978-0-31227542-6; The Woman in the Dunes, Kobo Abe, 978-0-67973378-2; Bastard Out of Carolina, Dorothy Alison; Lord of the Rings, J.R. R. Tolkein ENG 307 Advanced Creative Writing: Fabulous Fiction Stuart Dybek TTh 12:30-1:50 FICTION Winter Quarter Course Description: Fabulous Fictions is a writing class that focuses on writ ing that departs from realism. Often the subject matter of such writing explores states of mind that are referred to as non- ordinary reality. A wide variety of genres and subgenres fall under this heading: fabulism, myth, fairy tales, fantasy, science fiction, speculative fiction, horror, the grotesque, the supernatural, surrealism, etc.Obviously, in a mere quarter we could not hope to study each of these categories in the kind of detail that might be found in a literature class. The aim in 307 is to discern and employ writing techniques that overarch these various genres, to study the subject through doing—by writing your own fabulist stories. We will be read examples of ? 19 fabulism as writers read: to understand how these fictions are made—studying them from the inside out, so to speak. Many of these genres overlap. For instance they are all rooted in the tale, a kind of story that goes back to primitive sources.They all speculate: they ask the question What If? T hey all are stories that demand invention, which, along with the word transformation, will be the key terms in the course. The invention might be a monster, a method of time travel, an alien world, etc. but with rare exception the story will demand an invention and that invention will often also be the central image of the story. So, in discussing how these stories work we will also be learning some of the most basic, primitive moves in storytelling.To get you going I will be bringing in exercises that employ fabulist techniques and hopefully will promote stories. These time tested techniques will be your entrances—your rabbit holes and magic doorways–into the figurative. You will be asked to keep a dream journal, which will serve as basis for one of the exercises. Besides the exercises, two full-length stories will be required, as well as written critiques of one another’s work. Because we all serve to make up an audience for the writer, attendance is mandatory . Prerequisites: Prerequisite English 206.No P/N registration. Attendance at first class is mandatory. addition to our readings and discussions of published fiction, we will spend time workshopping your own stories. Dependent on time, each student will have their creative prose workshopped twice. ENG 307 CROSS-GENRE Advanced Creative Writing: Cross-Genre Experiments Mary Kinzie TTh 2-3:20 Spring Quarter Course Description: A creative writing course for any undergraduate who has taken at least two of the Reading & Writing prerequisites (poetry and one prose course).We will explore the blending of prose with poetry in genres such as the â€Å"lyric essay† as well as the insertions of prose into works by poets; the blending of narrative with visual art (as in Donald Evans’s series of stamps