Literature

Quick Read(s): Gargantua and Pentagruel Form: Novel (excerpt) Genre: Satirical Utopia Country of Origin: England Time Period: 1532-1564 (five books) Key Themes: Human Potential, Virtuous Action, Art and Beauty, Community Engagement, Language and Society, Religion, Giants Summary: This excerpt focuses on humanistic principles that worked to inspire French society via humor, criticism, and outrage. Key Passage: “After receiving and reading this letter, Pentagruel was filled with new zeal, positively on fire to learn more than ever before – so much so that, had you seen him at his studies, and observed how much he learned, you would have declared that he was to his books like a fire in dry grass, burning with such an intense and consuming flame.” Popul Vuh Form: Story Collection Genre: Creation Stories Country of Origin: Guatemala/Mayan Empire Time Period: Oral history, first written down ~1550 Key Themes: Disruption, Colonization, Indigeneity, Negotiation Summary: Written down decades after the Spanish conquest, this account charts the cultural and political negotiation that came of the encounter with colonizers and the urgent claims of indigenous peoples to participate in debates on moving forward in the colonial space. Part 1 tells of the three efforts at creating humans. The narrative them moves to the exploits of divine heroes. Part 3 confronts the scourge of death. Key Passages: “Three is not yet one person, one animal, bird, fish, crab, tree, rock, hollow, canyon, meadow, forest. Only the sky alone is there.” “And when his head was put in the fork of the tree, the tree bore fruit. It would not have had any fruit, had not the head of One Hunahpu been put in the fork of the tree.” The Huarochirí Manuscript Form: Codex Country of Origin: Peru Time Period: Compiled ~1598 Key Themes: Colonization, Indigeneity, Brutality, “Civilized” vs. “Savage,” Cultural Encounters Summary: Sixty years after the Spanish conquest of Peru, an anonymous indigenous author as supposed to document non-Christian religious practices (presumably so Spanish priests could eliminate them). Instead, the writer compiled a complex religious text that captured the many disparate Quechua voices, practices, beliefs, prophecies, and military history. Key Passage: “I set forth here the lives of the ancestors of the Huaro Cheri people, who all descend from one forefather: What faith they held, how they live up until now, those things and more.” Some Bits to Get You Thinking: Gargantua and Pentagruel This excerpt is an example of a popular genre of the time known as “satirical utopias.” The word “utopia” means “nowhere,” because these societies are not only fictional, but believed to be impossible to maintain. In Gargantua, the Abbey of Thélème appears to be a criticism of and a response to Catholic monasteries and cloisters: Rabelais flips many 16th century conventions in order to make fun of them. No protective walls or sundials to keep track of work, only good-looking and appealing people are permitted to enter these convents, they can leave when they want, and instead of Christian vows of “chastity, poverty, and obedience,” are replaced with “honor, wealth, and freedom.” Rabelais’ whole idea is that a humanist education is superior to Christian dogma in creating civic virtue. Humanism includes elements of satire that may be humorous or melancholy, depending on the writer’s approach. Humanists believed that education through ludic (playful) activities, rather than rule by an authority or studying rhetoric, would guide civilians to a virtuous and civic life. The kicker here is thinking about how many civilians could actually read in the 1500’s… Humanists didn’t specifically reject Christian traditions. Instead, there were just more focused on the material world and human potential in this lifetime instead of the Christian afterlife. These novels caused all sorts of heartache for 16th century France. Because they were so vulgar, filled with wordplay and double entendres, and outright didactic while doing so, it was broadly considered obscene. Considering the rampant religious oppression during this time (eventually leading to multiple wars between the Catholics and Huguenots), it was widely read but rarely discussed in public. Popul Vuh Like some of the other epics we’ve read that explore both myth and history,the Popol Vuh traces the Mayan creation myth through events at the time of writing (1530’s) during the peak of Spanish conquest and the establishment of Christianity in Quiché, Guatemala. And also like other oral epics that were recited over centuries (Odyssey, Beowulf), this was written in its native language (Quiché) but used a Roman alphabet, which means it was based on an older Mayan source. The Beowulf comparison is particularly appropriate, considering the blending of Christianity with Mayan myth. Like other epics, this contains many familiar elements: competitions and sport, honor, heroic valor, and supernatural elements. The issue of translation here impacts gender and how characters are gendered in this text. The character of Xbalanque is often considered a boy twin, for example, but other translations call for this element of the twins to be gendered female. Some anthropologists, like Susan Gillespie, argue that this character should be regendered in translations in order to acknowledge the gender fluidity of Mayan society during this text’s creation. Many “precreation” characters, like Xbalanque, display all sorts of ambiguity and fluidity in their personal, social, and gender qualities that contemporary translations don’t accurately reflect. This is to be expected from a cosmic origin story – human society, with all its rules and distinctions for roles and relationships was still taking shape through the actions of these mythic supra-human beings. The Huarochirí Manuscript The manuscript details the events from the Andean (Inca) conquest of the region through the arrival of the Spaniards and the end of the Paria Caca cult with the establishment of Christianity. The editor was Andean, possibly a scribe. Scholars suspect that he was recruited by Father Francisco de Avila for several reasons: to document non-Christian rites and beliefs, to blackmail local parishioners, and to show a parallel between ancient and Christian beliefs (while, you know, mostly deemphasizing ancient beliefs). Questions for Discussion How does the satire work in Gargantua “work” in these texts? What are some similarities and differences? Can you find specific examples? How does it compare to that found in The Book of Dede Korkut? Consider the the role of magical items, sacred names, and all the monsters running around this week’s texts. What sorts of roles do they play – are they used similarly or differently in these texts? How do they compare to previous weeks? What are some of the major differences in the way gender is depicted across these three texts? How are men and women described similarly or differently? Gods? Supernatural beings? Even animals? How do the stories and ownership of those stories compare between Popol Vuh and The Huarochirí Manuscript? What about the concept of immigration – how does The Huarochirí Manuscript compare to Sunjata in this regard? Part 1: 200+ words DUE Wednesday, July 8 11:59pm Choose one of the three reading and write a brief analysis and follow-up question(s) in response to the text. For clarity, please indicate at the top of your post which text you’re responding to. Your follow-up questions should relate directly to the text and require thoughtful responses. Ideally, we should seek to compare/contrast between the texts we’ve read so far, explore major themes and values, and identify contemporary applications for these texts.

Submit a 10- to 12-page paper that addresses the following: 1. Topic: Youth and Bullying. Conduct a literature review of best-practice interventions for this topic area. Critique those interventions (three or four). (E) Cross, D. S., Runions, K. C., Resnicow, K. A., Britt, E. F., & Gray, C. (2018). Motivational interviewing as a positive response to high-school bullying. Psychology in the Schools, 55(5), 464. (E) Stives, K. L., May, D. C., Pilkinton, M., Bethel, C. L., & Eakin, D. K. (2019). Strategies to combat bullying: Parental responses to bullies, bystanders, and victims. Youth and Society, 51(3), 358. 2. Identify the impact oppression and marginalization has on this population (individuals, families, and groups). 3. Select the intervention that best fits with your practice style (make sure to describe your practice style) and present a brief case example illustrating how you would implement the intervention. 4. Include a one-page dialogue between you and the client system that illustrates the use of the intervention. Describe how you would join with the client system to engage in collaborative practice. Describe the ways in which your approach is consistent with the values and ethics of the NASW Code of Ethics. Discuss the ethical implications of the practice intervention you have selected. 6. How would you measure the effectiveness of your intervention? How would you know whether the intervention is working? From whom would you gather information? What kind of information would you gather? 7. Describe a five-year plan for your professional development in the Social Work Field. How will you continue to build your knowledge and skills? What skills do you want to develop? How would you like your professional identity to evolve in five years? Specifications: The paper will be 10–12 pages, double-spaced in APA format with headings for each section. Weave citations from the literature throughout your paper. Include a corresponding references list. Include a cover page.

I’ve raised a dog since when I was 15. but I haven’t seen her after I came to the US. like almost for 5 years. would like to just make up any story about my dog. like the first time, I met her she was very aggressive, but now she’s really friendly etc.

Please follow from the weeks before choices. If anything is missed please contact me. Will attached Assignment Overview Earlier in the course, you converted your research topic into an overarching or primary research question. Even the most focused research question may contain within it a series of more fundamental and related questions. Once these are determined, the researcher must then determine the kinds of information necessary to answer them. By successfully completing this assignment, you will demonstrate your proficiency in the following EPAs and practice behaviours: C4: Engage In Practice-informed Research and Research-informed Practice C4.GP.B Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings. Assignment Description In this assignment, you will identify a series of subquestions that must be answered in order to find the answer or answers to the primary question. You will also begin to identify the kinds of data you will need, from whom you will gather it, and which methods you will apply to your proposed study. The approach you use “may depend on your topic, purpose, and intended use of the study results, as well as the orientation toward social science that you adopt” (Neuman, 2013, p. 110). The subquestions you have identified will help you determine the kinds of data you would need to collect in order to address your research question. Who will be answering these questions: Who will your participants be? Is the data quantitative or qualitative in nature—should it be in the form of numbers or words? What methods might you apply to glean the information that you seek? What instruments, measures, or tools would you use in your study? Also, identify how you would analyze the data that you collect. Will you be conducting statistical analyses of any kind? Or, will you be using coding and categorizing? Will you be using any computer software to assist with the analysis? Finally, consider the results of the study. Who should know about these results? How will you present them? Assignment Instructions For this assignment: Restate your overarching research question. Identify critical subquestions related to a primary research question. In other words, what questions require answers in order to address the primary question? Identify a relevant pool of participants. Describe data sources (artefacts, literature, et cetera) relevant to a given research problem. Are you seeking information represented by numbers or words? Stated differently, are you interested in quantitative or qualitative data, or both? Describe these. Identify contextually appropriate data-collection tools. Explain the approach to relevant data interpretation. Be sure to explain why you have selected this approach. Consider whether you will use any computer software or programs to assist with the data analysis. Explain the appropriate audience and medium for final data analysis. Include how you propose to present them and what format would be most appropriate to communicate your results to your audience.

Note that the descriptions, while lush, are often maddeningly incomplete. It’s impressionist writing, designed more to give you the feeling of a place rather than an exact picture. Is this effective? If so, why? If not, why not? An unnamed Narrator sets up Marlow, who speaks the rest of the story, all in quotes. Marlow is limited, fallible — an active witness, but a confused one. Do you think you’d be equally confused, given the odd circumstances around you? Much has been written about the “glow brings out the haze” in terms of his obscure writing. What do you think? “Men enough to face the darkness.” Comment, please. Fresleven, the Dane, killed over two hens. What do you make of the incident? What do you make of the Belgian doctor measuring Marlow’s head? There are African slaves chained together at the neck; they are clearly starving to death. Comment, please. We are introduced to Mr. Kurtz as a first-class agent. What do you think that means? Mr. Kurtz is also called a prodigy, an emissary of pity, science, and progress. What does all that mean? (As pointed out in the Content section, Conrad is a supreme ironist. What do you think he’s setting up with all this high-flown description?) Mr. Kurtz, finally, is a “universal genius” and Marlow hates lies. Hm. Heart of Darkness, Part II Now that you’ve finished Heart of Darkness, what do you think? Be honest. I can take it. Specifics: why does he miss his late Helsman awfully? This is an important point, one that Conrad uses to balance WHAT against corruption? Page 50, in my text; if you don’t have the same text, please find it: Conrad’s great comment about restraint. What restrains a human being from doing the unthinkable? Your thoughts on this passage, please. When we finally get to Kurtz we discover that he has become the worst mass murderer of them all. Human sacrifices offering to him. How has this happened? Comment please. (Also, please, on the gorgeous detail of the skulls at his compound all facing inward.) The worst thing anyone in the Company will say is that Kurtz’s methods were “unsound.” Why don’t they have any more condemnation than that? Why does Kurtz say “the horror”? Do you agree with Marlow’s take on it? Your thoughts on “what party? Any party” please. Finally, why does Marlow lie to the Intended?

Analyze a published article that says something important to you. How does the author connect with you as her or his audience?

In this paper, you will choose a topic from the list below and treat it in 8-10 pages using at least six secondary sources. What is the good life according to Lucretius? How does St. Augustine find happiness? What is a good man according to Marcus Aurelius? What makes a good state according to Thucydides? What is the difference between the East and the West according to Herodotus? How are women viewed in the East and West? How is a soldier viewed in East and West? How do East and West learn from each other? What is truly real according to Plato? How is justice found according to Aeschylus? A top of your choice using the Norton Book of Classical Literature approved by Dr Russell.

In one 500-word post, respond to at least one of the following questions: If you were asked for input into a sex education curriculum (you decide what grade levels), what suggestions might you make? How have the readings in our class so far informed your vision of effective sex education? How do this week’s readings prompt us to expand how we think about and address sexual violence — whether we address it through activism, policy changes, writing, art, media, or something else? You should provide examples and citations from at least two readings. Citations should look like (Garcia 2012: 61) or like (Garcia 61), for example. You are also welcomed and encouraged to reflect on your own experiences.

Impact of COVID-19 on the world economy?

Now that you have created your outline, you are ready to begin drafting your literary analysis essay. In this learning module, you will review formal vs. informal writing and APA page formatting to guide you as you write your literary analysis. NOTE: To consider the short nature of this course, there is a three-day grace period for your essay submission. The essay is due on the last day of Week 3 (Sunday), and you are encouraged to submit the essay on time. However, you may submit your essay as late as Wednesday of Week 4 without any points deducted for late work. If you need the extra time, it is my hope that you take advantage of the opportunity to polish your essay so that you can earn the highest grade possible. Take advantage of the resources that Keiser University provides, such as the Keiser OWL; the English Help Center; and, for visiting students, your home campus’s Writing Studio.