Poetry Coursework Essay Example Essay Example

Poetry Coursework Essay Example Paper Poetry Coursework Essay Introduction Love is an important literary tradition, in that it, it has been written about by poets down the ages. Choose at least three love poems you have studied and comment on the different ways in which, the subject has been dealt with.Out of the poems I have studied, I have decided to choose â€Å"His Coy Mistress† written by Andrew Marvell, â€Å"My Last Duchess† written by Robert Browning and finally â€Å"The Flea† written by John Donne. In my essay I will explain what is going on in the poem, what relevance it has to the poet etc. The way the poem is structured and how it is written.Finally I will compare the poems and link them using similar things involved with love etc. Then I will write a final conclusion to the comparisons.The first poem that I am going to discuss is † To His Coy Mistress† by Andrew Marvell. This is a poem of seduction; the man is trying to persuade his mistress to have sex with him. He starts off by saying how he would treat her i f he had all the time in the world. In the first stanza, there is even reference to Noah’s Ark, in the line â€Å"Love you ten years before the Flood.† He uses the idea of waiting by saying, â€Å"Till the conversion of the Jews, my vegetable love shall grow.† To people in those times this would be extremely humorous. The man says he would do anything in the world to gain her love. From our point of view it seems the man does not love her, but it is rather a case of lust. He also describes it as being a race to be run or a hard fought battle, giving a more dramatic view on him trying to seduce her. He then praises her in the lines â€Å"Thine eyes, and on thy forehead gaze, two hundred to adore each breast, and thirty thousand to the rest.† This is a show of praise from the man that is clearly an attempt to impress her by using such adoring phrases.Moving on to the second stanza, he is trying to get the message across to her that they don’t have al l the time in the world to do these things and that they must do them right at that instant or else time will run out and no one shall experience the mistress’s true beauty. At the start of the second verse the lines read â€Å"And yonder all before us lie, deserts of vast eternity.† This stanza includes mostly words that look to the future and what lies ahead for them (the man and his mistress). He gives the indication there is no hope for either of them if they do not have sex. Included in the next few lines of the verse is the image of death. The man is trying to almost frighten the woman by using adjectives or phrases to do with death. This is contained in lines twenty-five to thirty two. An extract from lines twenty-five to twenty six, in which the man says, â€Å"My echoing song; then worms shall try, that long preserved virginity.†This is the strangest thing suggested by the man. He is saying that the woman would lose her virginity to the worms when she i s buried after death. This would obviously occur if she did not have sex with him or so the man insists. All in all the man is trying in a way to persuade her to have sex with him but in a strange way, by trying to frighten her.Moving on to the third stanza, the man is indicating to his mistress that because of all the things he has explained, that they should do what he says. He is telling his mistress in many ways that they should give into their desires and have sex. However later on in the verse he mentions the iron gates of life, this is seen to many of us as the gates of heaven and hell of morality on whether to have sex or not. Then in the last two lines of the poem he is stating that you cannot stop time, but if you enjoy it goes quicker, another indication to give into their supposed desires.The second poem that I’m going to talk about is † The Flea† which was written by John Donne. This is another poem that is to do with a man wanting to have sex with a woman. In this poem however the couple are soon to be married. He is again trying to persuade his future wife whenever he spots a flea.In the first stanza the man spots the flea and makes a point that the flea has his blood and her blood in it after biting them and sucking it out. He is making the point that they are one in this flea, so why cant they have sex. He tells her that it is no sin to lose your virginity before marriage. He makes the point that the flea has had more freedom on her body than he has. This is the clear point he is trying to make in the first verse, that they should have sex. He repeats his theory of using the flea to try and persuade her still.He is trying to use the idea of the flea again in the second stanza, he says in the first line of this stanza â€Å"Oh stay, three lives in one flea spare†. What this means is that if she kills the flea it is like killing not only the flea but also both of them. He then continues this theory by saying the flea is a â€Å"temple† of their marriage. We then understand that the woman’s parents don’t approve of the man marrying their daughter. He still goes on about his theory of killing the flea; we begin to think that the woman is getting annoyed with him being so supposedly stupid. We suspect she is going to kill the flea to end this annoying and silly episode. He now starts pleading with her not to kill the flea. He starts off jokingly saying he could kill him by killing the flea and then goes on to say that not only will she be killing the flea and himself but her as well. He says this as if she is really going to kill herself, he also demands that it would be sacrilege to kill this flea for it would kill all three, the flea, him and her.The woman now at the start of the third stanza has actually killed the flea. The man begs the question why have you killed innocent living things meaning the flea, himself and her. He then accuses her of being cruel. He criticises her by saying she is weaker than he is by killing the flea. The man says his hope is pointless as she has now killed him in killing the flea and to some extent that she has broken his â€Å"spirit.†In comparison with the first poem â€Å"His Coy Mistress† it is a similar poem to that, with the men in both poems trying to persuade the woman to have sex with them. Also in both, the man uses things or ways to try and seduce the woman. In â€Å"His Coy Mistress† the man uses many different ways to try and seduce her while in â€Å"The Flea† the man uses a only one way which is plainly and simply the flea. Both poems last word of each line rhymes with the previous line. Most of the lines are also the same length so both poems contain rhyming couplets. We think that in both poems the men are more for lust than love. They are both using strange ways to seduce their woman. Using an unusual object to signify something else, for example the flea used in the poem was kn own as conceut.The third poem I’m going to discuss is called â€Å"My Last Duchess.† Robert Browning wrote this. This poem is an example of a â€Å"Dramatic monologue.† This is a poem about a man who tells woman what to do and when he wants her to do it. This is an example of how society was when this poem was set; the man had a massive empowerment over his wife.At the start it seems that someone is looking at a painting of a duchess. He then starts talking to him about the painting. We guess that this man knows a lot about that duchess that is depicted in the painting. He says it looks as if she where alive, this makes us think that this woman is now dead. This man who is talked about is clearly proud of the painting in what is said in the first few lines.We then begin to learn of the story of an arrogant duke who knows what he likes and gets what he wants, this is down to the fact that he does not admire the beauty of the woman no more but the work of Fra Pand olph who painted the picture. The way the poem is written (involving the poems rhyme scheme) suits the duke’s arrogance. The duke talks about how beautiful she looked, wearing one of his many gifts to her. The gift, a broach shows how much affection the duke has for the woman. We learn that the duke is unimpressed with the duchess’ reaction to the gift he has bought for her. The duchess does not rank his gift.This is the part of the poem where the duke changes his complexion and becomes angry and frustrated with the duchess. He is annoyed with her response to the gift he has given her. The duke says she is cruel to his family’s name, he says it is a gift. This is because his family name is well known name in the aristocracy. He continues talking about this by saying his family name is a 900 years old and is a great legacy. The duke is becoming more and more frustrated. The duke now seems to have control of her and almost owns her. This was a common situation for the time the poem was written in as in that society a man controlled what his wife did or didn’t do. The duchess again goes against the duke’s wishes.The duke now decides to execute the woman as he claims she has no respect for him or his family name. To us this seems cruel and harsh on the lady because all of this has been done against her own will and her right to live. The duke is making a point in executing her by saying you don’t cross him or he will punish you severely. The duke is in effect dehumanising her. We learn then that the duke is about to get married again and has added her to his list of possessions etc. He treats her like an object not a human. We then realise what the moral too the poem is. It is that the duke collects his wives like he collects his paintings and makes the point again that the woman is simply just an object and one of the mans possessions.Unlike the other poems the duke demands rather than trying to persuade or seduce the wom an like in â€Å"The Flea† or â€Å"His Coy Mistress†. The woman pays the ultimate price for this and is executed. This poem was written more than two centuries later than the other two poems. It also has a rhyme scheme that suits the duke’s arrogance because the poem is presented in one big block, with assertive full stops and dominance unlike the other two poems in which the poem is split up into a few stanzas. In â€Å"My Last Duchess† the poem is written as one big verse. But similar to the other two poems it contains rhyming couplets.In conclusion all the poems deal with the situation of a man wanting to have sex with a woman, in all the poems we think the man was more for lust than true love. Some poems describe how society was in the time the poem was written. This is especially so in â€Å"My Last Duchess.† Since these poems were written there is now a better attitude to women than there was a long time ago as depicted in these poems. Women now have greater rights than they used to and when they are married they are not owned by their husband. They have the free right to do what they want. Finally, I think that all these three poems show clearly how much man’s attitude to woman has changed over the past centuries. They are no longer married because of money etc. but for love. Poetry Coursework Essay Thank you for reading this Sample!

Raves and Drugs essays

Raves and Drugs essays Generally people associate raves(Underground Techno parties) with designer drugs like Ecstasy(MDMA), Speed(amphetamine) and other acids like LSD. These drugs are called the Techno Drugs for that reason and most of the time have uplifting and sensatory effects. To understand more clearly the relationship between the raves and these drugs, we first have to understand the philosophy behind the Techno era, and a little about the music. Techno, can lift the spirit and become a new world of freedom and peace"(D'Vox Magazine The first electronic music Magazine). Most raves are covered with propaganda about freedom, peace, spirituality and the like. It is no surprise why teens use these specific drugs at raves. "The effects of E, are like a journey to another world, a world of happiness, love and euphoria" (Ecstasy and Mental Health: Nerves or neurosis by Dr. Karl Jansen) These ravers, have many reasons to take E, for example " The music lends itself to the intake of drugs, drugs are co mmon in youth culture, teens need energy to dance all night, the rave scene is bombarded with all kinds of E" (Drug Information Database, www.pharmlink.org/designer/index.html/). "The media has given E and the rave scene a bad reputation, since 30 years ago music has been greatly united with drugs. For example Weed and Rock in the 60's and acid in the 70's." (E for Ecstasy by Nicolas Saunders, ch.1) Ecstasy is just a hard and dangerous as weed, "a drug that 1 out of every 3 highschool students in the American population have had experiences with." (Drug Information Database, www.pharmlink.org/stats/index/main.html/) "Why is E judged so harshly when the ecstasy related deaths can not compare with those related with legal drugs just like tabacco and alcohol." (E for Ecstasy by Nicolas Saunders, ch.2) Of course the media has a lot to do with it, the media takes all the negative effects and doesn't include the positive ones. " 29 volunteers w...

Sustainability and population density Dissertation

Sustainability and population density - Dissertation Example The chief issue in such a situation is the creation of effective governance by the various State authorities that must necessarily work towards maintaining a sustainable development (SD) program, and apply adequate restraints on the human demand for natural resources, in order to protect the natural supply. 1.1 Sustainable development Sustainable development  (SD) refers to use of natural resources that aims at satisfying human needs, while safeguarding the  environment,  in order to create a developmental plan that aims that aims at meeting not only the requirements of the present generation but also that of the future generations. The term sustainable development was first coined by the  Brundtland Commission,  which defined it as the word as "which implies meeting the needs of the present without compromising the ability of future generations to meet their own needs† (United Nations, 42/187 Report of the World Commission on Environment and Development, 1987; WCED, 1987). Fig 1: Sustainable Development: Components, Scenarios, Consequences, this diagram shows the path of sustainable development that creates a link between the past, present, and future generations (Winograd and Farrow, 2002, 4). ... Sustainable development links the concerns that arise out of  bearing the total capacity  of  the natural resources  along with social pressures. In 1970, we find that the term "sustainability" was used to characterize an  economy  that was "in equilibrium with basic ecological support systems" (Stivers, 1976). SD can be divided into three basic parts:  environmental  protection,  social  sustainability, and economic progress (fig 2). Fig 2: A Visual Representations of Sustainable Development through pillars and circles, showing the three basic components (Adams, 2006, 2). Sustainable development is a quantitative variable and can be measured through observations on how well a community is adhering to the needs and conjectures of the present and future citizens. There are various indicators to measure the SD within a community. 1.2 Sustainability indicators Indicators are essential part of any process that helps to evaluate how much of the work done has achieved t he desired target, while also indicating how much work remains to be done. An appropriate indicator makes one aware of an existing problem, and helps to assess the various measures to fix the problem. Indicators of a sustainable development refer to the areas that form a weak connection between environmental protection, economic development, and social sustainability. Sustainability indicators reflect the close interrelation that exists between the three different dimensions for SDs, which are represented in the figure below: Fig 3: A diagram showing the close interactions between environment, the economy, and social sustainable measures of SD (Sustainable Measures, What is an indicator of sustainability? 2010). As seen in the above diagram the environmental or natural

Good Grocers, Inc Essay Example | Topics and Well Written Essays - 750 words - 1

Good Grocers, Inc - Essay Example This calls for the consideration of a mediator’s assistance. In addition, since ,mediation can be applied at any stage of a conflict, the two parties may consider adopting it. The mediator will support the two parties in exploring ways through which they can resolve their differences. Each of the parties may or may not consider a lawyer’s services when going to the mediation. This will depend on the nature of the problem (LexisNexis, 2013, p.78): the problem seems a bit serous since the customer plans to sue the manager, therefore, both parties may need a lawyer. Both parties must always consult their attorney before finalizing the agreement so that they can be sure that they have made complete informed decisions. This will also enable them determine whether all their rights are protected. In this situation, the mediator will help manage the mediation process and facilitate reconciliation between the two conflicting parties. The mediator will not determine the decision nor enforce an agreement. The two parties will participate directly and will be responsible for devising and enforcing their own agreement or settlement. The mediation can be done at the mediator’s office or an agreed location. When the mediation commences, the mediator will explain the process and the essentials such as rules. Either parties or their respective attorneys will have the chance of explaining their opinions in consideration to the dispute. The mediator will support them in understanding each other’s opinion. In some instance, the mediator may meet each of them separately. This may assist in addressing factual and emotional issues and offer both sides the time to receive legal advice from their attorney (LexisNexis, 2013, p.79). Generally, the agreements may be creative. The two parties may end up reaching a solution that is not present in a court of law. For instance, the manger after an agreement with the customer, may

Who Killed the Electric Car Analysis Essay Example for Free

Who Killed the Electric Car Analysis Essay Who Killed the Electric Car? is a powerful tool pertinent to many academic disciplines and adaptable to a variety of abilities, learning styles, and classroom goals. This rich, self-contained film requires little or no additional research on the part of the instructor or the class, but can be used as the foundation for independent student research. The film divides neatly into two nearly equal and independent segments that can be shown on successive days or at different points in a unit. Both segments offer excellent discussion opportunities. The classroom experience of students taking courses on environmental science or offerings that include a unit on air quality or environmental concerns would be enriched by viewing Who Killed the Electric Car?. Courses that encourage interest in engineering and practical math applications would also benefit. The ethical and civic questions that the film explores offer a natural connection for teachers working in the area of civics, government, ethics, and business ethics. In many of these courses the film could be treated as a case study. The ethical questions raised are nearly unlimited and a large variety of higher-level-thinking activities can be developed from the film. Included in this packet are discussion prompts, class activities, and research suggestions. 1 FILM SUMMARY included, the General Motors electric vehicle is featured. As this segment concludes, the success of the industry’s legal strategy is symbolized by a celebrity-studded funeral for the electric car. This segment is filled with factual analysis that examines conflicting claims about emissions, practicality, costs of various fuels, and consumer demand. Who Killed the Electric Car? is presented as a whodone-it mystery. Staying true to this genre, the film opens with necessary background information, describes the crime committed, answering all of the what, where, and when questions, and then in the style of Sir Arthur Conan Doyle gathers the suspects for close scrutiny, coming to a conclusion on the guilt or innocence of each. The second half of Who Killed the Electric Car? is Sherlock Holmes at his best. The seven suspects identified in the first half of the film are scrutinized. One by one, consumers, batteries, oil companies, auto manufacturers, the U. S. government, the California Air Resources Board, and the newest villain, the hydrogen car, pass under the bare bulb in the inspector’s interrogation room in an attempt to answer the question asked in the film’s title: Who Killed the Electric Car? At the end of each segment the featured suspect is judged as guilty or innocent. Opening with a bit of automotive history that establishes the electric car as a competitive alternative to the internal combustion engine, Who Killed the Electric Car? takes the viewer back to the beginning of the twentieth century and the dawn of the automotive age. A straightforward explanation of why gasoline beats out electricity as the fuel of choice and how the internal combustion engine wins dominance concludes the broad overview. The film then moves to the recent past with the introduction of the California Air Resources Board and their 1990 decision to require that ten percent of all cars sold in California by each car manufacturer be zero-emission vehicles by the year 2003. The Dr. Jekyll and Mr. Hyde response of automotive companies is revealed; production and marketing of zero-emission cars is detailed, a period during which the legal and political teams of the same manufacturers work to defeat the law that gave birth to modern electric vehicles. While several manufacturers are The film ends on a positive note, recognizing a grassroots movement that envisions cleaner air and energy independence. In a John Kennedy-style appeal, the film claims that those who solve our energy conundrum will be those that â€Å"change the world. † 2 SELECTED SCENES FOR CLASSROOM REVIEW 1:19 19:40 Two million new cars are sold in Television advertisement for G. M. ’s California each year. electric car. 2:55 21:21 Cheap oil supports the combustion Introduce Dr. Alan Lloyd of C. A. R. B. engine over the electric car. 3:35 22:10 Air quality in California: Manufacturer’s lawsuit to â€Å"Black cloud of death. † overturn emissions standards. 4:32 22:30 Each gallon of gasoline burned yields President Bush endorsing hydrogen 19 pounds of carbon dioxide. technology in the State of the Union. 4:55 22:43 Introduce S. David Freeman. Hydrogen Hummer and the hydrogen highway. 7:40 23:20 Creating demand for electric cars. C. A. R. B. hearing on the emissions standards. 8:50 25:30 C. A. R. B. and California’s C. A. R. B. vote to kill the standards. zero-emission policy. 12:40 26:15 Cost to run an electric car equals Manufacturers start to collect gasoline when gas is 60 cents per gallon. the electric cars. 14:10 27:35 Californians Against Utility â€Å"Save the electric car† campaign, Company Abuse including the mock funeral. 16:10 29:30 G. M. claims to have built electric cars Last EV1 collected. according to demand. 19:10 31:20 Marketing; How far, how fast, EV1s in a G. M. lot. how much? 3 33:20 50:36 G. M. spokesperson explains the Suspect: Car Manufacturers fate of the collected EV1s. 35:30 56:20 PBS at the car crusher. Suspect: Government 36:58 1:03:57 S. David Freeman, â€Å"We’re up against Suspect: C. A. R. B. most of the money in the world. † 37:15 1:07:02 Vigil for the EV1s. Suspect: Hydrogen Fuel Cell 38:40 1:11:08 Would you buy one of these electric President Bush at a hydrogen cars? Display check for 1. 9 million filling station. dollars offered to G. M. 39:20 1:15:05 â€Å"Who controls the future? Last cars moved. He who has the biggest club. † 1:18:52 39:34 1 Scene from Naked Gun 2 /2: Automotive Museum The Smell of Fear. 40:25 1:20:30 List of suspects. Verdicts. 40:58 1:22:32 Suspect: Consumers â€Å"The fight about the electric car was quite simply a fight about the future. † 43:20 1:23:58 Suspect: Batteries Introduce James Woolsey and Plug In America. 1:27:19 46:38 â€Å"The one group of people that steps Suspect: Oil Companies up to take it on is the group that will change the world. † 4 DISCUSSION PROMPTS. These prompts can be used for full-class discussion, small group conversations, or adapted for use as writing assignments of varying length and detail. †¢ What compromises related to cars and transportation are you willing to make to preserve and improve air quality? Brainstorm possibilities and then discuss each one, focusing on the average consumer. †¢ What one assertion in the film do you disagree with? Why? †¢ What one assertion in the film troubles you the most? Why? †¢ In your own words, explain why the car manufacturers collected and destroyed the electric vehicles. †¢ Did government serve the people in the case of electric cars? Why? †¢ Does government have the right to tell companies what to manufacture? Why? †¢ How important an issue is our nation’s dependence on oil? Explain. †¢ Do you agree that those who solve the energy question will change the world? Explain. †¢ Should the world oil supply be divided evenly according to population, given to those able to pay the highest price, or reserved for developing nations? Explain your opinion. †¢ Is it acceptable for a nation to use oil as a weapon? Why/why not? †¢ Would you characterize each of the following as a good citizen or a bad citizen? Why? -The oil companies -The automobile companies -U. S.consumers -Scientists researching hydrogen fuel -The citizens trying to save the electric car †¢ Is energy a national security issue? Why/how? Explain. †¢ How is the use of hydrogen as a fuel related to the reemergence of nuclear power? †¢ Does drilling for more oil in the pristine wilderness make sense? Why/why not? †¢ Given the information provided in the film, do you believe electric cars are a reasonable alternative to combustion engines? Why/why not? †¢ Given the information provided in the film, do you believe you will be able to buy a hydrogen-powered car in the next 10 years? 20 years? Ever? Why/why not? 5 MOCK COURT Choose defense and prosecution teams for each of the seven defendants identified in the film. Have the teams prepare for a mock trial using the information in the film and if desired, additional research. Stage a trial with a jury that has not seen the film. Roles: Judge: Acts as presiding officer maintaining order, resolving conflicts, and charging the jury. Prosecution team: Presents evidence against the named defendant using witnesses, charts, graphs, and physical evidence. The team would also cross-examine defense witnesses. The prosecution’s job is to prove beyond a reasonable doubt the guilt of the defendant. Defense team: Presents evidence that rebuts the prosecution’s view and may suggest alternative perpetrators. The defense may use witnesses, charts, graphs, and physical evidence. The team would also cross-examine prosecution witnesses. The defense’s job is to create reasonable doubt as to the guilt of the defendant. This activity can be used as an alternative assessment of student knowledge while also building critical thinking and oral presentation skills. 6 COMMON GOOD Open the activity by reading the paragraph below. Allow for a few minutes of general comment on the concept of the â€Å"common good† and the claim by then G. M. president Charles E. Wilson: What’s good for the country is good for General Motors and vice versa. The preamble to the United States Constitution opens with the words: â€Å"We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. † These words imply a common interest that is shared by citizens and government, a concept often referred to as the â€Å"common good. † In 1953, the then president of General Motors, Charles E. Wilson, was nominated by President Dwight Eisenhower to serve as his Secretary of Defense. During Wilson’s confirmation hearings, senators were concerned that he would have difficulty making a decision that could hurt General Motors, a major defense contractor, even if the decision was in the best interest of the United States. When asked this question, Wilson assured senators that he could make such a decision but that he could not imagine such a situation, â€Å"because for years I thought what was good for the country was good for General Motors and vice versa. † Student instruction Who Killed the Electric Car? implies that the â€Å"common good† is not being served by the decision to abandon electric vehicles and embrace hydrogen technology. Write your own definition of the â€Å"common good. † Make groups of 3 to 5 and share these definitions. Try to agree on a group definition. Evaluate General Motors’ decision to kill the electric car program in light of your group’s definition. Be ready to report your findings to the class. Do Mr. Wilson’s thoughts from 1953 reflect the General Motors Corporation that is presented in the film? If the Senate called the current president of G. M. to explain the death of the electric car, imagine what he might say that would be quoted more than 50 years later. 7 HIDDEN AGENDA Teacher introduction As a class, brainstorm about the term â€Å"hidden agenda. † When you get all the ideas on the board, make groups of 3 to 5. In groups, have the class discuss the ideas on the board and then write a definition of â€Å"hidden agenda† that the group can agree on. As a class, share these definitions and create one working definition for the whole class. Have students return to their groups and discuss what â€Å"hidden agenda(s)† the following may have had. To make a claim, the group must have at least one piece of solid evidence from the film. Each group should decide which three of their claims are the strongest and prepare to present them to the class. Present and discuss: Automobile companies: Hidden agenda: _____________________________________________________________________________________ Evidence: Oil companies: Hidden agenda: _____________________________________________________________________________________ Evidence: Filmmakers: Hidden agenda: _____________________________________________________________________________________ Evidence: Car companies: Hidden agenda: _____________________________________________________________________________________ Evidence: Federal government: Hidden agenda: _____________________________________________________________________________________ Evidence: Fans of the electric car: Hidden agenda: _____________________________________________________________________________________ Evidence: C. A. R. B. : Hidden agenda: _____________________________________________________________________________________ Evidence: 8 WHAT IS THE ROLE OF BUSINESS? What is the role of business in a democratic/capitalist society? The complex interaction between business, government, and consumers is presented as a case study in Who Killed the Electric Car?. After viewing the film, clarify your own attitude toward the role of business, before any discussion, by using the prompts that follow. Prioritize the entire list from 1, most important, to 10, least important, and then write just a sentence or two that explains each ranking. Using your results, make groups that include individuals with different attitudes. While you discuss the movie, analyze how different views of business influence opinions about the film. ______ The role of business is to make a profit. ______ The role of business is to make a good product. ______ The role of business is to serve the consumer. ______ The role of business is to support government. ______ The role of business is to educate government. ______ The role of business is to educate consumers. ______ The role of business is to improve life. ______ The role of business is to protect the environment. ______ The role of business is to provide consumers with choice. ______ The role of business is to invent solutions to society’s problems. 9 WHAT IS THE ROLE OF GOVERNMENT? What is the role of government in a democratic/capitalist society? The complex interaction between business, government, and citizens is presented as a case study in Who Killed the Electric Car?. After viewing the film, clarify your own attitude toward the role of government, before any discussion, by using the prompts that follow. Prioritize the entire list from 1, most important, to 10, least important, and then write just a sentence or two that explains each ranking. Using your results, make groups that include individuals with different attitudes. While you discuss the movie, analyze how different views of government influence opinions about the film. ______ The role of government is to defend the nation. ______ The role of government is to create a just society. ______ The role of government is to protect the consumer. ______ The role of government is to protect business. ______ The role of government is to regulate business. ______ The role of government is to educate consumers. ______ The role of government is to improve life for all citizens. ______ The role of government is to protect the environment. ______ The role of government is to provide consumers with choice. ______ The role of government is to invent solutions to society’s problems. 10 MAKING THE CASE. In the second half of Who Killed the Electric Car? , each of the suspects in this mystery is held up to scrutiny. Acting as an unbiased detective, develop a list of the evidence offered for guilt and the evidence that indicates innocence. In groups or as a class, use these evidence lists as the basis for a debate that leads to a vote on each suspect. The suspect___________________________________________________ Evidence to convict Evidence to acquit 11 BRIAN DANIELS teaches history and ethics at Hudson High School, Hudson, Massachusetts. He is the school facilitator for the democratic school initiative at. Hudson High and an active member of the school’s First Amendment Schools team. He has been teaching for thirty years and holds bachelor’s degrees in history and psychology from Boston College and a master’s degree in critical and creative thinking from the University of Massachusetts at Boston. He will become the Curriculum Director for English and Social Studies grades 6-12 in the Hudson school district in the summer of 2006. He has been published several times in the Boston Globe and has an article slated for publication in October of 2006 in the National Social Studies. Supervisors Association magazine. A SONY PICTURES CLASSICS RELEASE ELECTRIC ENTERTAINMENT PRESENTS A DEAN DEVLIN/PLINYMINOR PRODUCTION A FILM BY CHRIS PAINE â€Å"WHO KILLED THE ELECTRIC CAR? † NARRATED BY MARTIN SHEEN EDITED BY MICHAEL KOVALENKO CHRIS A. PETERSON DIRECTOR OF PHOTOGRAPHY THADDEUS WADLEIGH ORIGINAL MUSIC BY MICHAEL BROOK CONSULTING PRODUCER ALEX GIBNEY EXECUTIVE PRODUCERS DEAN DEVLIN TAVIN MARIN TITUS RICHARD D. TITUS PRODUCED BY JESSIE DEETER WRITTEN AND DIRECTED BY CHRIS PAINE FOR BRIEF MILD LANGUAGE. WWW. WHOKILLEDTHEELECTRICCARMOVIE. COM WWW. SONYCLASSICS. COM.

whip poor will Essay -- essays research papers

Whip-poor-will explanation The poem, â€Å"Whip-poor-will† by Donald Hall is written beautifully with a sense of nature and family. Throughout this poem, Hall illustrates these natural occurrences, such as the â€Å"sandy ground†, â€Å"the last light of June†, and â€Å"a brown bird in the near—night, soaring over shed and woodshed to far dark fields†. The bird in this instance is a whippoorwill, defined as a nocturnal nightjar of Eastern North America that uses loud, repetitive calls suggestive of its name. The whippoorwill is an imaginary representation of the poets long lost grandfather. The whippoorwill is active at night, when the subject of the poem is asleep, indicating that the memory of his grandfather is not needed at that time. When he hears the call â€Å"Wes-ley-Wells† each morning, he understands...

Mystuf

INTERNATIONAL BACCALAUREATE STUDENT INFORMATION MEETING JANUARY 18, 2010, 6:45 P. M. THEATRE I. What is the International Baccalaureate (IB and Pre-IB) II. What is the Nature of the IB Programme? III. The Six Major Areas of Study in the IB and Pre-IB Programmes: Courses Offered at Richmond High IV. Details of the Curriculum V. Choosing and Selecting a Diploma VI. Possible Diploma Options: Examples VII. Why do IB? VIII. What do Students Learn, and What Leads to Success? IX. How do Colleges and Universities Recognize IB Courses and the IB Diploma X. Some Facts and Common Sense Ideas About the IB ProgrammeIBO mission statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigoro us assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. RHS mission statementWe strive to do our best by creating an inclusive learning community through supporting and caring for one another. IB LEARNER PROFILE The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: INQUIRERS: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.KNOWLEDGEABLE:They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding acro ss a broad and balanced range of disciplines. THINKERS:They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. COMMUNICATORS:They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with thers. PRINCIPLED:They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. OPEN-MINDED:They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.CARING:Th ey show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. RISK-TAKERS:They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. BALANCED:They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.REFLECTIVE:They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. I. What is the International Baccalaureate (IB)? †¢ The International Baccalaureate Diploma Programme (IB) is a rigorous preuniversity programme leading to assessment in six subject areas. †¢ Established in 1968, the IB offers a challenging curriculum noted for its depth and international perspective. †¢ The two-year IB Diploma provides a coherent and demanding educational experience across the full curriculum. Beyond completing college-level courses and examinations, IB students are also required to engage in community service (CAS), individual research (EE), and inquiry into the nature of knowledge (TOK). †¢ The IB Diploma is accepted as an admission credential at universities in 106 countries. †¢ In addition, high scores on IB exams often entitle students to credit or placement at university. In some cases students will get first year credit. †¢ The International Baccalaureate (IB) offers high quality programmes of international education to a worldwide community of schools.There are more than 758,000 IB students at 2,750 schools in 138 countries. II. What is the nature of the IB programme? a. Has the strengths of a traditional and broad c urriculum. b. Three important additional features: 1. Theory of Knowledge (TOK): is an interdisciplinary requirement intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. The course challenges students to question the bases of knowledge, to be aware of subjective and ideological biases and to develop the ability to analyze evidence that is expressed in rational argument.TOK  is a key element in encouraging students to appreciate other cultural perspectives. 2. Creativity, action, service (CAS): The IBO’s goal is to educate the whole person and foster responsible, compassionate citizens. The CAS programme encourages students to share their energy and special talents with others. Students may, for example, participate in theatre or musical productions, sports and community service activities. 3. An extended essay of 4,000 words: Each student has the opportunity to investigate a topic of special interest.The essay re quirement acquaints diploma candidates with the kind of independent research and writing skills expected by universities. The IB Programme leads (to): †¢ interdisciplinary learning †¢ critical reflection †¢ questioning the bases of knowledge †¢ students to an appreciation of other cultural perspectives †¢ an education of the whole person (CAS) †¢ sharing energy and special talents with others †¢ independent research †¢ the demanding writing skills expected by universities III. SIX MAJOR AREAS OF STUDY IN THE IB PROGRAMME: COURSES OFFERED AT RICHMOND HIGH Group 1: Language A1 English A1 (HL) and English A1 (SL) †¢ Several Self-Taught (ST) Languages: Spanish, Yoruba, Chinese, Russian, etc. If a student is fluent (speaking and writing) in a language other than English, she may take a self-taught language. Group 2: Language B †¢ French B (SL) and French B (HL) †¢ Japanese B (SL) and Japanese B (HL) †¢ Mandarin B (SL) and Mandar in B (HL) †¢ Spanish B (SL) and Spanish B (HL) Group 3: Individuals and Societies †¢ Geography (HL) and Geography (SL) †¢ History (of the Americas) (HL) †¢Business and Management (HL and SL) †¢ ITGS (HL, SL) (Pre-requisite: IT 10)Group 4: Experimental Sciences †¢ Biology (HL) and Biology (SL) †¢ Chemistry (HL) and Chemistry (SL) †¢ Physics (SL) Group 5: Mathematics †¢ Mathematical Studies (SL) †¢ Mathematics (SL) †¢ Mathematics (HL) Group 6: The Arts and Electives †¢ Music (SL) and (HL) †¢ Theatre Arts (HL) and Theatre Arts (SL) †¢ Visual Arts (HL) and Visual Arts (SL) IV. DETAILS OF THE CURRICULUM The International Baccalaureate programme consists of courses in six major areas of study. Each course may be offered at the I. Standard level (SL), which involves approximately 200 hours of instruction, r at the II. Higher level (HL), which involves approximately 300 hours of instruction. Universities give credit and/o r placement for HL courses. An HL course is the equivalent of a first year university course. Many of our students get credit/placement for 3 HL courses. Each course credit is worth approximately $700-$800. Upon completion of any individual course the student receives a certificate from IBO and the course is recorded on the provincial graduation certificate with the special designation â€Å"IB†. V. CHOOSING/SELECTING A DIPLOMA In selecting a diploma a student must select a course from each of the six course groups. †¢ The only exception to this is that Group 6 may be skipped, and a second course from any of the other Groups may be chosen instead. †¢ A student may take as many as 4 HL courses, but no fewer than 3. †¢ A student may take as many as 3 SL courses, but no fewer than 2. VI. Programme Options: a. ONE DIPLOMA OPTION English A1 (HL) History (HL) Chemistry (HL) Math Methods (SL) French B (SL) Physics (SL) Extra: Biology (SL) b. ANOTHER DIPLOMA OPTION Man darin B (HL) History (HL) Chemistry (HL)English A1 (SL) Physics (SL) Math Methods (SL) c. ANOTHER DIPLOMA OPTION English A1 (HL) French B(HL) History (HL) Theatre (HL) Biology (SL) Math Studies (SL) d. ANOTHER DIPLOMA OPTION Geography (HL) Biology (HL) Visual Arts (HL) Spanish B (SL) Math Methods (SL) English A1 (SL) e. ANOTHER DIPLOMA OPTION English A1 (HL) Visual Arts (HL) Geography (HL) Spanish ST (SL) Math Studies (SL) Biology (SL) f. ANOTHER DIPLOMA OPTION Mandarin B (HL) Mathematics (HL) English A1 (HL) Geography (HL) Physics (SL) Biology (SL) Extra:ITGS (SL) VII. Why Do IB? A. A High Level of RecognitionUniversities in 102 countries welcome IB Diplomas as well as individual courses for admission, placement, and credit purposes. Individual IB courses are recognized as signifying a student’s rigorous preparation in an academic discipline; the IB Diploma signifies such preparation in all six academic disciplines, service to community, and development of an international p erspective. B. Fair and balance Assessment Using International Standards IB assessment is of many types, occurs several times over the usual two-year duration of IB courses, and includes the classroom teacher as a partner.IB students’ work is assessed by several examiners whose assessments are carefully moderated by an international examining board. IB teachers receive detailed formal feedback on every aspect of their students’ IB assessment each year. C. A Remarkable Degree of Flexibility IB curricula and examinations are available in IBO’s three official languages of English, Spanish, and French. The IB Diploma offers schools a wide variety of courses, teachers a wide choice of topics, and students a wide variety of assessments and areas of specialization. D. Commitment to Authorized SchoolsSchools must undergo an exhaustive application process for authorization to offer courses. Once authorized, schools are required to participate in IB professional developme nt on a regular basis and to be reviewed every five years by the appropriate regional IBO office. VIII. What do students learn, and what leads to success? †¢ self-awareness †¢ self-understanding †¢ self-regulation †¢ personal decision making †¢ managing feelings †¢ handling stress †¢ empathy †¢ communication/participation †¢ personal and social responsibility †¢ group dynamics †¢ conflict resolution individual growth †¢ world citizenship †¢ self-esteem †¢ moral responsibility †¢ self-reflection †¢ personal self-evaluation WHICH LEADS TO †¢ focus/concentration †¢ resourcefulness †¢ flexibility †¢ interest in process and results †¢ pace/steadiness †¢ responsibility/hard work AND †¢ writing skills †¢ thinking skills †¢ oral skills †¢ time-management skills AND †¢ marks IX. How do Colleges and Universities Recognize International Baccalaureate Courses an d the IB Diploma? †¢ IB has largely succeeded in its goal to be a universally recognized admissions credential. Specific agreements are in place with ministries of education and universities in 104 countries that recognize the IB Diploma as a valid means of earning entry to postsecondary study. †¢ The IB Diploma is increasingly being viewed as a strong indicator of academic promise and achievement. †¢ IB students often have an advantage in the admissions process at selective universities. †¢ In addition, IB courses and exams are recognized for the purpose of advanced credit and/or placement at over 900 North American colleges and universities. In fact, over a 100 postsecondary institutions now grant a full year of credit to students who have earned an IB Diploma. For a directory university recognition and policies, please use the following link: http://www. ibo. org/diploma/recognition/directory/index. cfm X. SOME FACTS/COMMON SENSE IDEAS ABOUT THE IB PROGRAMME à ¢â‚¬ ¢ There are three programmes, which are structured as follows: 1. Primary Years Programme:K-Grade 5 2. Middle Years Programme:Grade 6-Grade 10 3. Diploma Programme:Grade 11-Grade 12 †¢ Each of these programmes is an integrated programme. Thus the IB Diploma Programme is an integrated two year programme. A student taking the IB must complete the two years in it, if the student is to get IB credit for a course or for the complete programme. †¢ The IB programme is recognized by the vast majority of North American/world universities. †¢ The IB Diploma score is recognized for admission and entrance to all B. C. universities/most Canadian universities/most American universities. †¢ IB courses are evaluated on a 1-7 scale. Thus, a 7 represents the equivalent of a middle to a high A (90%-100%). †¢ A top score on a Diploma is 45 points.Last year, worldwide, there were well over 20000 diplomas. Approximately 50 of these achieved a perfect 45 points. †¢ A stu dent must achieve a minimum of 24 points to get a diploma. Also, a student must average a score of 4 in his HL courses. THE INTERNATIONAL BACCALAUREATE AND UBC International Baccalaureate Diploma Students For students who complete the IB Diploma, admission to the university will require a minimum of 24 points, including bonus points. Students who are on a full Diploma programme will get early admission to UBC on the basis of predicted IB scores.IB Diploma students, and IB Certificate students will qualify for Government scholarships on the basis of IB Diploma/Certificate scores. UBC uses an equivalency scale to award a percentage grade based on IB scores. The following grid establishes the equivalency scale: IB Diploma Admission Average Scale Points% 2467 2570 2673 2776 2880 2984 3088 3190 3292 3393 3494 3595 3695 3796 3897 3998 4098 4199 4299. 9 4399. 9 4499. 9 4599. 9 A Diploma student with a predicted score of 30 points will get early admission to SFU. 32 points will provide earl y admission to UBC. International Baccalaureate Certificate StudentsFor students who present results for one or more Higher Level International Baccalaureate certificate courses, admission will be based on the higher of either the school grade or the IB score on equivalent courses. The grade conversion scale that will be used to determine admission is as follows: IBHL Grade% Equivalent 796 690 586 476 370 Credit for equivalent first-year UBC courses will be awarded to students who achieve a grade of at least 5 in Higher Level IB Arts courses, and 6 in Higher Level Science courses. UBC also grants credit for Physics SL. Details are provided in the Undergraduate Information Guide.EARLY ACCEPTANCE SFU, UBC, and UVic give early acceptance, to Diploma holders, on the following basis: 32 point Diploma:$3500 (SFU) 34 point Diploma: $5000 (SFU) UBC will be granting scholarships in 2010 when students get a letter of acceptance to the university. Scholarship money will begin to be offered (mo st likely) at the 33 point level. IBO mission statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. RHS mission statement We strive to do our best by creating an inclusive learning community through supporting and caring for one another. RHS CORE VALUES These core values were developed through student and staff focus groups.At Richmond High, we endeavour to live by these values. Value 1We value the traditions that recognize, promote, and encourage all members of the RSS co mmunity to feel pride in what they do (e. g. ) academic excellence, artistic expression, technical excellence, athletic achievement, multiculturalism, community involvement, staff cohesiveness, school spirit, school logo and colours. Value 2We value communication among all members of the RSS community that is based on honesty, equality, integrity and mutual respect.Value 3We value an environment where all members of the RSS community feel safe physically, emotionally, intellectually and socially. Value 4We celebrate the differences among people and promote harmony and equality among members of the RSS community. Value 5We value opportunities for all students to be challenged, to excel and succeed at RSS. Value 6We value the diversity of student learning styles, and recognize that a positive environment enhances learning, and that course content must be made relevant to our students. SCHOOL GOALS These school goals were developed by our School Planning Council.Goal 1Social Responsibi lity To continue and further develop a school community where students are involved as leaders, motivators, and mentors and where they are openly looking after, being responsible for, and making positive connections with one another. Goal 2Literacy To improve and emphasize reading skills which are grade specific and applicable in all subjects. WHAT ARE THE BENEFITS OF DOING AN IB DIPLOMA? †¢ IB diploma students qualify for early admission on the basis of IB Diploma points at both UBC (32 points) and SFU (30 points).They also qualify for early admission to other provincial, national, and international universities. †¢ IB Diploma students are in a strong position to get scholarships. A student with 36 points (actual points as confirmed by the exams) is guaranteed to get a scholarship at UBC ($4,000); 32 points gives the students $2000, and 30 points $500. At SFU, 34 points will ensure a $5000 scholarship. †¢ IB Diploma students can get B C Government scholarships on the basis of IB Diploma scores. †¢ IB Diploma applicants have their applications reviewed several times. Less tuition needs to be paid (as long as students meet faculty requirements). †¢ IB Diploma students are treated like scholarship students: they are fast tracked. †¢ Conversion/equivalency has not changed, eg. 32 points is the equivalent of 92% average. †¢ It is easier for a student to achieve 32 points than it is for her to achieve a 92% average. †¢ â€Å"I just hope that when people ask an IB student to explain the differences between the regular provincial program and the IB program, he/she can name the most important aspects: time management skills, analytical skills† (Ricky Pak). In addition to what Ricky says, all representatives mentioned the fact that IB Diploma students have superior research and writing skills, and oral skills. †¢ IB Diploma students have the highest retention rates (in other words, fewer students quit during first yea r) at university(in both the US and Canada). †¢ â€Å"IB students who registered directly into 2nd year courses scored an average of 7% to 12% higher than their classmates. † (From UBC brochure about the IB Diploma) †¢ IB Diploma students may qualify for Broadbased Admission (UBC)/Diverse Qualifications (SFU). GPA based on an IB Diploma is sounder because of the solid academic load; there is no â€Å"fluff† in IB. †¢ An IB Diploma recipient will be in the top 10% of his/her graduating class (High School percentile rank). †¢ Admission Officers at universities know of the high academic quality of IB Diploma graduates. †¢ IB’s examination requirements and assessment procedures validate the integrity of student’s performance; there is less of a need to rely on SAT scores. †¢ The Extended Essay and the TOK essays validate the writing and research skills of IB candidates. Participation in an IB Diploma demonstrates that students ac cept rigorous academic challenges. †¢ Participation in the IB strengthens a student’s confidence, social sophistication, grace, and poise. †¢ CAS provides evidence of the student’s commitment to physical activity, service to the community, and personal creativity. †¢ The IB Diploma assists the student in developing time management, goal setting, and other organizational skills. †¢ Diploma students can get first year credit for up to five courses (at $700 a course, a student could save up to $3500).UVic gives students credit for first year if a student has a 28 point Diploma. †¢ Beginning September 2009, SFU will be granting 30 credits to IB Diploma students who have achieved nothing lower than a 4 in their May IB exams. †¢ Achievement across a range is still thought to be a better indicator of longer term success than A grades in three or four chosen subjects. †¢ Oxford and Cambridge start making offers to IB Diplomas at 38 points. â € ¢ â€Å"I am glad that I chose to pursue and â€Å"stay† in IB diploma. I felt a bit proud for not giving up and writing countless BIG essays! † (IB Diploma Graduate, 2002) ———————–The English programme is international. The perspective of the curriculum is global rather than local. Consequently, students study literature from other continents and languages as they develop their understanding of a literary theme and analyze historical events from a broad geographical perspective. The intention is not only to broaden the student's base of knowledge but also to promote a sense of the universality of learning. This sense of the universality of learning is addressed, in as far as it is possible, in every single course, but particularly so in the TOK and the Language A (English) courses.