American literature Essay Example for Free

American literature Essay Instructor Information Instructor: Mrs. Katy Kownacki Office: Online! Office Hours: immediately following class sessions. Office Telephone: (571)344-3234 E-mail: [emailprotected] edu Course Description The eleventh-grade student will be able to make and analyze informative and persuasive oral presentations, with attention to the accuracy of evidence and the effectiveness of delivery. An examination of how media influences beliefs and behaviors will be introduced. The student will continue to develop and expand vocabulary. The study of both classic and contemporary American literature will enhance the student’s appreciation for literature. The student will be able to identify the prevalent themes and characterizations present in American literature, which are reflective of history and culture. Students will also use nonfiction texts to draw conclusions and make inferences citing textual support. The student will be able to write clear and accurate personal, professional, and informational correspondence and reports for research and other applications. Grammar development will continue through the application of rules for sentence formation, usage, spelling, and mechanics. The student will develop informative and persuasive writings by  locating, evaluating, synthesizing, and documenting information following ethical and legal guidelines. Students are required to take the English 11Standards of Learning End of Course Test. Prerequisite/Co-requisite: English 10 Textbook Course Materials Required Texts †¢Elements of Literature, Fifth Course Enhanced  ©2007 (http://my. hrw. com) †¢Elements of Language, Fifth Course  ©2004 (http://my. hrw. com) †¢The Great Gatsby by F. Scott Fitzgerald. http://ebooks. adelaide. edu. au/f/fitzgerald/f_scott/gatsby/ Other Readings oThe Crucible is found in the online textbook oOther readings will be made available in the FCPS Online Campus Learning  Modules. Page 1 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus Course Requirements †¢Computer with Internet connection (DSL, LAN, or cable connection desirable) †¢Headphones and microphone †¢Word processing program (Microsoft Word recommended) †¢Account access to FCPS 24/7 Course Structure This course will be delivered entirely online through the FCPS 24/7 and Elluminate. You will use your student account to login to the course from FCPS 24/7 (http://fcps. blackboard. com). In your FCPS Online Campus course, you will access online lessons, course materials, and resources. At a designated time during the week, we will participate in a synchronous activity using our virtual classroom, Elluminate. In addition to traditional writing and vocabulary assignments, activities will consist of chats, blogs, discussion forums, emails, journaling, and wikis. FCPS Online Campus Access To access this course within FCPS 24/7, you will need access to the Internet and a supported Web browser (Internet Explorer, Firefox). To ensure that you are using a supported browser and have required plug-ins, you must finish the prerequisite technology mini-course before starting the online English 11 course. Refer to the FCPS Online Campus welcome letter for instructions. Technical Assistance If you need technical assistance at any time during the course, call Presidium 1-866-434-8880. Also email your instructor about the problem. You will need to find an alternate means to access the course (a friend’s computer, a parent’s computer, the library, etc). Important Note: This syllabus, along with course assignments and due dates, are subject to change. It is the student’s responsibility to check FCPS 24/7 for corrections or updates to the syllabus. Any changes will be clearly noted in course announcement or through instructor’s email. English 11 Summer Syllabus Fairfax County Public Schools— Online Campus PART 2: COURSE OBJECTIVES †¢COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY oUse a variety of oral-communication skills and provide accurate evidence to give informative and persuasive oral presentations. oCritique and assess the effectiveness of persuasive presentations by others. oExamine how persuasive media messages influence audiences’ beliefs and behaviors. †¢READING oApply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. oEnhance appreciation for literature by studying both classic and  contemporary American literature. oRead a variety of literary genres and informational texts to identify the prevalent themes in American literature that are reflective of American history and culture. oDevelop vocabulary and reading comprehension skills and apply those skills in other content areas, including history and social science, science, and mathematics. oIdentify the contributions of other cultures to the development of American literature. †¢WRITING oWrite in a variety of forms with an emphasis on persuasion. oProduce arguments in writing that demonstrate knowledgeable judgments and address counterclaims. oUse knowledge of genres, formats, purposes, audiences, and situations to produce clear and effective products that reflect use of all stages of a writing process. †¢RESEARCH oEngage in research that requires the selection, evaluation, use, and documentation of a variety of sources. oVerify the validity of all information and follow ethical and legal guidelines for using and gathering information. oPresent a research product that is clearly written and accurately documented according to Modern Language Association (MLA) standards. Page 3 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus. PART 3: TOPIC OUTLINE/SCHEDULE Important Note: Refer to the course calendar for specific meeting dates and times. Activity and assignment details will be explained in detail within each weeks corresponding learning module. If you have any questions, please contact your instructor. †¢Poetry and Short Stories oIntroduction/ Review of Literary Elements oVariety of short stories and poems by American authors †¢Drama oThe Crucible †¢Fiction oThe Great Gatsby †¢Non-Fiction oThe Autobiography of Ben Franklin oNarrative of Frederick Douglass oAutobiographical Notes essay by James Baldwin oLetter from a Birmingham Jail by M. L. King, Jr. oFrom Resistance to Civil Government by Henry David Thoreau †¢Research oBackground information on F. Scott Fitzgerald and The Great Gatsby. †¢Writing oThesis-driven writing (claim, assertion, commentary) oJournals oPoetry oLiterary Analysis Page 4 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus PART 4: GRADING POLICIES Graded Course Activities Visit the Eng 11 Units button in your FCPS Online Campus course for instructions and information about assignments. Students will submit work through the Assignments button, through the Discussion Board button, or via email. Click on the Assessments button to access quizzes and exams. Submitted work is available for view through the student gradebook in FCPS 24/7. Procedures for Submitting Work You use the Assignment Button to submit assignments. Name the document correctly by using the file naming convention: lastname_assignmentname_date. doc. Please add a header at the top of the document containing your name, the date, and assignment title. If I receive a document without a name, it will be returned (and then you run the risk of turning in a late assignment). When you email me, please type your name in the subject line and sign your emails with your first and last names. Save (and backup) all of your submitted work. You are advised to keep copies of everything, including emails that show the date and time that you’ve submitted your assignments. Late work must be emailed to teacher with an explanation. Late Work Policy ALL WORK IS DUE BY MIDNIGHT ON THE DAY IT IS ASSIGNED. Work received between midnight and 8:00 am the next day will be accepted, but with a ten percent reduction in the grade earned. Work received between 8:00 am and 11:59 pm that same day will be accepted, but with a twenty percent reduction in the grade earned. After 11:59 pm on the day after the work was originally due, no late work will be accepted. Discussion boards are NOT accepted late. Viewing Grades in FCPS Online Campus Instructor will update the online grades each week—typically 2-3 days after each due date. Grade Reports will be emailed to parents, students and counselors every week. Grade Reports will reflect the student’s quality of work by the scores on the assignments but will also contain missing assignment if the student is behind schedule to finish the class. Page 5 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus. *during summer school this is expedited since a single summer day is 8 academic days The grade percentage chart will be used to convert to letter grade reporting (chart below). Final Mark Each quarter will count as 20% of the final grade. The final exam will count as 1/5 of the final grade. Letter Grade Percentage Definition A 93-100% Designates the status of a student who consistently demonstrates accurate and complete knowledge of content and skills specified in the FCPS Program of Studies (POS), and applies that knowledge to solve problems in a variety of settings A- 90-92% B+ 87-89% Designates the status of a student who demonstrates knowledge of content and skills specified in the FCPS Program of Studies (POS), with some improvement needed in accuracy and/or consistency in performance, applying that knowledge to solve problems in a variety of settings B 83-86% B- 80-82% C+ 77-79% Designates the status of a student who demonstrates knowledge of basic content and skills specified in the FCPS Program of Studies (POS), but requires additional practice and instructional experiences to acquire skills necessary to solve problems C 73-76% C- 70-72% D+ 67-69% Designates the status of a student who needs significant practice and instructional experiences to acquire the  knowledge of basic content and skills specified in the FCPS Program of Studies (POS) necessary to solve problems. As a final mark, it is not necessarily sufficient to meet the prerequisite requirements for the next level in a sequence of courses. D 64-66% F 0-63% Designates the status of a student who has not demonstrated the basic knowledge of content and/or skills specified in the FCPS Program of Studies (POS) and requires additional practice and instructional experiences in order to succeed. I * Designates the status of a student who has not been able to complete tasks that are major components of the quarter  grade for reasons considered appropriate by the teacher or team or by the principal or his or her designee. The student is required to make up work within a specified time period in order to convert this incomplete to a grade by the next quarterly progress report. *I (Incomplete) = May not be given as a permanent final grade. Page 6 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus Important note: For more information about grading, visit the grading and reporting policies at the FCPS website. Page 7 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus COURSE POLICIES Participation. Students are expected to participate in all online activities as listed on the course calendar. Consistent participation is required and submission of work is the evidence of that participation. Communicate If you find that you have any trouble keeping up with assignments or other aspects of the course, make sure you let your instructor know as early as possible. As you will find, building rapport and effective relationships are key to becoming an effective person. Make sure that you are proactive in informing your instructor when difficulties arise during the year so that we can help you find a solution. Complete Assignments. All assignments for this course will be submitted electronically through FCPS 24/7 unless otherwise instructed. Assignments must be submitted by the given deadline or special permission must be requested from instructor. Extensions will not be given beyond the next assignment. Late or missing discussion assignments will affect the student’s grade. Understand When You will be Removed from This Course It is state law that a student will no miss 15 days of class. The instructor will notify parents and counselor at 5 and 10 days of no work submitted. At 15 days the student is removed from the course and returned to the counselor  for appropriate placement. Our goal is to get students to receive credit for graduation, and if online is not an appropriate environment, a return to face to face instruction is necessary. During summer school three days of non-activity will warrant dismissal from the course; your teacher will evaluate this after Sunday night. Inform Your Instructor of Any Accommodations Needed If you have a documented disability and IEP, and you wish to discuss academic accommodations, please contact your instructor as soon as possible. IEP and 504 accommodations must be submitted to the Online Campus before the class starts. The Online Campus can be contacted by phone at (703) 503-7781 (Voice) or via email at [emailprotected] edu . Commit to Ethical Conduct As a student in this course, you are expected to maintain high degrees of professionalism, commitment to active learning and participation in this class Page 8 English 11 Syllabus Fairfax County Public Schools— Online Campus and also integrity in your behavior in and out of the classroom. Page 9 English 11 Syllabus Fairfax County Public Schools— Online Campus FCPS Ethical Conduct for Users (SRR regulation 2601) It is the responsibility of the student to: †¢Use only his or her account or password. It is a violation to give access to an account to any other user. †¢Recognize and honor the intellectual property of others; comply with legal restrictions regarding plagiarism and the use and citation of information resources. †¢Not read, modify, or remove files owned by other users. †¢Restrict the use of the FCPS network and resources to the mission or function of the school system. The use of the FCPS network for personal use or for private gain is prohibited. †¢Help maintain the integrity of the school information system. Deliberate tampering or experimentation is not allowed; this includes the use of FCPS network and resources to illicitly access, tamper with, or experiment with systems outside FCPS. The information systems and Internet access available through FCPS are available to support learning, enhance instruction, and support school business practices. †¢Refrain from using offensive, obscene, or harassing language when using FCPS network systems. †¢Abstain from accessing, changing, or deleting files belonging to others. Important Note: Any form of academic dishonesty, including cheating and plagiarism, will be reported to the administration office. Page 10

J.L. Cabell’s A Testimony of Modern Science to the Unity of Mankind and

J.L. Cabell’s A Testimony of Modern Science to the Unity of Mankind and the Human Unity Debate If there is any one ideal that we can say each individual in the world desires, it could very likely be equality. Over the ages, humans have been particularly interested in the equality between their fellow man. More specifically, man has been more curious about the concept of race and in finding a scientific validation for the noticeable difference between the races. As the field of science gained authority, the search for a scientific explanation for variations in mankind came to a head in the middle of the nineteenth century. While it was very easy to classify the other forms of life on the planet by species, it was more difficult for humans. There were those who believed that all of humans came from the same, original creation and were, therefore, of the exact same species. On the other hand, there were many who advocated a multiple-creation theory that involved a separate origin for different types, or races, of man. A great debate raged between scientists from all around the world on this topic for much of the eighteen-forties and fifties. The human unity debate saw some of the most intriguing scientific dialogue the world had seen up to that day, and includes a great deal of discussion on the role, or non-role, of religion in scientific theory. Of the many biologists, zoologists, physiologists, and many others to take part in this debate was professor of comparative biology and physiology at University of Virginia, James Lawrence Cabell. Born in 1813 to a large family of prominent doctors, Cabell attended the University of Virginia and attended classes in each of the Universit... ...eliefs and truly question themselves. A nation should be proud to look back at its history, no matter how unfortunate, and be satisfied with the changes it has made for the better. While we have come far since the nineteenth century, no one can deny that many injustices still exist in the U.S. today. We should remember our past and how bravely and fiercely many have fought for equality for all, and maybe someday we could truly realize that ideal. Works Cited 1. Dain, Bruce. A Hideous Monster of the Mind: American Race theory in the Early Republic. Harvard University Press, Cambridge. 2002 2. Lurie, Edward. â€Å"Louis Agassiz and the Races of Man†. Isis, Vol. 45, No. 3 (Sep., 1954), 227-242 3. Stanton, William. The Leopard’s Spots: Scientific Attitudes Toward Race in America 1815-59. The University of Chicago Press, Chicago. 1960

Women in Law Enforcement

Women in Law Enforcement Essay There are many stereotypes that women in law enforcement field had to face throughout time. Women troubled with being taken serious as a crime fighter, or if a women would ever be allowed to become a police officer, was a question because women are usually viewed from others as too small, weak and gentle to ever be taken serious from the public. In this research paper I will explain the background on women in the law enforcement and how women have the same intelligence, communication, compassion, and diplomacy as a male officer.Having examples from articles and an interview from a women officer will help my thesis on how women can be successful as any male officer. Women have struggled since the early 1800s to have a career with law enforcement so one day hope to succeed and be recognized as a valued part of law enforcement just like their male counterparts. Women dealt with lack of respect, sexual harassment, discrimination.These times were very diffic ult and challenging for female officers not only verbally and emotionally but also because the police department only made uniforms to fit men officers, who made the female officers, look unprofessional and uncomfortable and very hard to do their job, when they could hardly walk in the heavy yet loose-fitting uniforms they wore. â€Å"In the past women had two choices: They could wear a very high-waisted, darted pants pattern from the 1970s or they could wear men's pants,†(Garret).These uniforms make a female’s job even more difficult with the extra weight and fabric bunched inside of their uniform, also caused a delay when reaching for their firearm. The uniforms made their job even more dangerous for females than for male officers. This demonstrates an immense example of how fearless women had to be, known that they were an easier target to take advantage of and was more overlooked from citizens. During World War II women were hired into law enforcement agencies, exc ept most of these women who were hired to auxiliary work.The women that joined the police force during the war helped to assist new men that were employed or couldn’t join the military. Many women worked as dispatchers or clerical workers within the departments. While men officers still had patrol duties and worked as the crime fighters. The women were stuck with any job that a male officer wouldn’t like to do or feel comfortable doing, like helping with children and young women, or talking to families.After the war had ended a new push toward advancing women in the career through integration with the men officers, became more demanding than ever before. The amount of women wanting a career in law enforcement encouraged them to work harder for a higher profession as a career distinct from a social worker and office help to working in the field with the men; starting with patrol ride along. These changes led to greater demands for equal treatment and opportunities for w omen police officers.The 1950s and early 1960s was when women started to double with the number of them working in law enforcement. This was the beginning of a change in policing that would have a dramatic effect on women in law enforcement everywhere. The changes helped women excel with the police force throughout the 70's and 80's. In 1972 the Civil Rights Act Title VII expanded to include public agencies and as a result police departments were prohibited by law from discriminating against women in hiring, recruiting, promotions, and working conditions.The Revenue Sharing Act and the Crime Control Act, both helped women significantly on holding funds from departments that discriminated against. The percentage of women in police agencies from 1960 to around 1980 kept ever-increasing with larger numbers of women joining which brought more opportunities and challenges for them. From 1970 into the early 1990’s women in law enforcement have worked and fought for the same equal j obs of policing as men officers. A few examples would be on patrol, in command positions, and in promoting and recruiting officers. It is clear that the structural changes in the law in the United States have helped to create an increase in the numbers of women in this traditionally male dominated field of police work. In policing, as departments expanded in the early 1970's, a related increase of black and white women police occurred driven by affirmative action practices†(Price). In 1985 Penny Harrington became the first woman to be named Chief of Police for a major city, Portland, Oregon, and in Atlanta, Georgia in 1994 Beverly J. Harvard became the first African American woman to be made Chief of Police for a large city.These accomplishments are a strong testament to the courage and perseverance that women have shown throughout the history of women in policing. Despite the fact that the law enforcement fields are heavily male dominated, woman have been making a large impac t for themselves throughout country. Until the women's liberal movement in the 1970s, women generally had clerical roles or held jobs as dispatchers. Then, civil rights and affirmative action laws enabled women to assume they would have a job in law enforcement.

Brand-Related Information Influence And Purchase Decisions

The last couple of decades have witnessed rapid technological advancements, which have consequently caused dramatic changes in the way we live, work, and play (Peterson, Balasubramanian, Bronnenberg, 1997). Likewise, it is little doubt that the lives of consumers and their purchase behavior have also undergone change. The advent of the Internet has been increasingly considered as a unique and interactive medium for conducting research on brand information (Porter, 2001; Steckel et al., 2005). For example, imagine that Joes cell phone recently stopped working and now, Joe is in the market to buy a new phone. Joe is not quite sure which cell phone brand is the most popular and which brand is most likely to deliver what he is looking for†¦show more content†¦Others, however, argue on the contrary and suggest that exchanging information with unknown people through customer-to-customer sources is not perceived as trustworthy or even valuable to consumers when making a purchase d ecision (Mathwick, Wiertz, De Ruyter, 2008). In addition, Hà ¤ubl and Trifts (2000) demonstrate that agent recommendations, those that are based on self-explicated information about a consumers desired utility and function, reduce the search effort and aids in making purchase decisions. Contrarily, Steckel et al. (2005) argue that if agents are neither autonomous nor believable, they may lead to bias in consumer decision-making. Some studies also show that consumers favor peer sources more than corporate information (Bickart Schindler, 2001; van Beuningen et al., 2009). Lastly, it is also likely that consumers may not perceive all information sources as equally valuable due to the characteristics of those sources (Lurie,2004). Although these studies have demonstrated that online information sources influence consumer decision-making, research has yet to be conducted that demonstrates the incorporation of the three types ofShow MoreRelatedConsumer Behaviour1699 Words   |  7 PagesA MODEL OF CONSUMER DECISION MAKING The process of consumer decision making has 3 stages: input stage, process stage and output stage. The input stage influences the consumer’s recognition of a product need and consists of 2 major sources of information: 1) the company’s marketing efforts (product, price, promotion and price) and the external sociological influences on the consumer (family, friends, neighbours other informal and non-commercial sources, social class and cultural and subculturalRead MoreConsumer Behaviour And Decision Making Process Essay1264 Words   |  6 PagesThis chapter is a presentation of existing literature on purchase intention of counterfeit goods. The literature covers the theory that was the basis of the study and the review of related literature based on the order of the objectives. The literature review is on purchase intention, financial capability, and social factors, consumers’ attitudes and online buy. While analysing the literature, contributions, weaknesses and gaps in the existing literature were identified. 2.2. Theoretical reviewRead MoreThe Literature On Purchase Intention Of Goods Essay1464 Words   |  6 PagesThis chapter presents the existing literature on purchase intention of goods. The literature covers the theory that was the basis of this study and the review of related literature based on the objectives. The literature review focus on purchase intention, economic factors, and social factors, as well as consumers’ attitudes and online buy. While analysing the literature, contributions, weaknesses and gaps in the existing literature were identified. Theoretical review While consumers/buyers haveRead MoreHow Branding Affects Consumer Purchasing Research Proposal Essay1682 Words   |  7 PagesProposal. How Does Branding Affect Consumers’ Purchasing Decisions? 1. Introduction Branding is an important element in business. Without a brand, customers have to explain to the sellers in detail about the products that they want, while sellers may be confused or give the wrong products to the customers. Therefore, it can be assumed that brand acts as a sign, name or symbol for the products and services. The main aim of the brand is to identify the products or services of a seller or groups ofRead MoreThe Contributions of Consumer Behaviours to Marketing Effectiveness and a Marketing Manager1178 Words   |  5 Pagespsychology, sociology, social anthropology and economics. It attempts to understand the buyer decision making process, both individually and in groups. The study of consumer behavior helps firms and organizations improve their marketing effectiveness and strategies by understanding issues such as how: †¢ The psychology of how consumers think, feel, reason, and select between different alternatives (e.g., brands, products, and retailers); †¢ The psychology of how the consumer is influenced by his orRead MoreEmerging Issues in Consumer Behavior1355 Words   |  6 Pageshas many differences between the brands will cause a different behavior than an inexpensive item that is purchased all the time. Understanding these differences can spell the difference between a successful product campaign and an unsuccessful one. if the company fails to track their customers successfully then there arises some issues on the behavior of the consumer Characteristics of Consumer Behavior 1. Information Search The search for information is a common characteristic of consumerRead MoreProcess of Purchase1206 Words   |  5 Pages Consumer buying behavior is the decision process and acts of people involved in buying and using products. The final purchase decision is often a result of the interaction between the final decision maker and a range of influencer. 1 The process of purchasing decision passes through five different stages 1- Needs recognition 2- Information Search 3- Evaluation 4- Decision 5- Post purchase evaluation Consumer behavior and purchasing decision is a phenomenon affected by internal and external factorsRead MoreMac Vs. Makeup Art Cosmetics1695 Words   |  7 Pages MAC or Makeup Art Cosmetics is one brand known around the world. MAC cosmetics target consumers from young to older women who love its high contrasts, and vibrant colors. A brand is only accomplished if the â€Å"specific cosmetic is dependent upon the consumer’s perception that the cosmetic will make him/her more attractive.† (Hunt, Fate, Dodds, 2011) Advertising to makeup artist who worked with celebrities Mac was able to define its label with stars such as Lady Gaga, Elton John, and Nicki Minaj.Read MoreConsumer s Influence On Consumer Behavior1272 Words   |  6 Pagesof their decisions in regards to purchasing. Advancements in technology have not only allowed consumers the capability to research, price shop and purchase products, but have also given businesses the ability to reach a targeted market based on data collection and past purchase history. Given that consumers have the purchase power in today’s society, many businesses have implemented situational factors to influence a consumers buying behavior. Consumers typically have a level of purchase involvementRead MoreUnderstanding The Concepts Of Price, Quality And Value From The Consumer Perspective Essay1734 Words   |  7 Pagesimproving brand attitude and increasing purchase likelihood and increasing brand loyalty/enhancing favorable word-of-mouth. A sample of 147 college students was taken out of which 76 were from China and 71 were from USA. Responses were measured on a seven-point Likert-type scale ranging from 1 (strongly disagree) to 7 (strongly agree). He concluded that as compared to U.S. consumers, Chinese consumers are considerably more receptive to ads featuring ACEs, especially toward the information contained