English Literature and Background Essay

MA (Previous) Semester I Paper I Paper II Paper III Paper IV Paper V Semester II Paper I Paper II Paper III Paper IV Paper V Semester III Paper I Paper II Paper III Paper IV Paper V History, Structure and Description of English –I English Literature up to the Early Seventeenth Century—I English Literature up to the Early Seventeenth Century—II English Literature of the Seventeenth & Eighteenth Century—I English Literature of the Seventeenth & Eighteenth Century—II History, Structure and Description of English –II English Literature of the Nineteenth Century—I English Literature of the Nineteenth Century—II English Literature of the Twentieth Century—I English Literature of the Twentieth Century—II MA (Final) American Literature—I Indian Writing in English—I Postcolonial Literature English Language Teaching Inter-Disciplinary (ID-I) : Writing for Academic and Professional Purposes Seminar Semester IV Paper I American Literature—II Paper II Indian Writing in English—II Paper III Specializations: 1) Women’s Writing 2) Indian Literatures in Translation 3) Modern Classics in Translation one specialization to be offered in each college Paper IV Project Work Paper V Inter-Disciplinary (ID-II) : Literature and Film Seminar Department of English University College of Arts & Social Sciences Osmania University, Hyderabad MA (Previous) Semester I—(Papers I to V) Semester I—(Papers I to V) Paper I Unit 1 History, Structure and Description of English-I a) Indo-European Family of Languages b) Descent of English: Old English, Middle English and Modern English a) Language as a System of Communication b) Levels of Language Description: Phonology and Morphology a) Phonetic Description of Consonants b) Phonetic Description of Vowels a) Noun Phrase Structure (Determiners, pre and post modifiers, number, and gender) b) The Simple Sentence in English a) Verb Phrase Structure (Verb types, tense, aspect, concord; phrasal verbs) b) Coordination and Subordination (Semantic Implications) Look more:  example of satire in huckleberry finn Unit 2 Unit 3 Unit 4 Unit 5 Paper II Unit 1 English Literature up to the Early Seventeenth Century—I Background Renaissance; Reformation; Development of British Drama; University Wits Poetry Geoffrey Chaucer Edmund Spenser General Prologue to The Canterbury Tales Sonnets 34 (â€Å"Lyke as a Ship†¦Ã¢â‚¬ ) Sonnet 54 (â€Å"Of the World’s Theatre†¦Ã¢â‚¬ ) Sonnet 68 (â€Å"Most Glorious Lord of Life†¦Ã¢â‚¬ ) Everyman in His Humour The Duchess of Malfi The Spanish Tragedie Doctor Faustus Unit 2 Unit 3 Drama Ben Jonson John Webster Drama Thomas Kyd Christopher Marlowe Unit 4 2 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Unit 5 Prose Francis Bacon Sir Philip Sidney Essays (â€Å"Of Truth†, â€Å"Of Death†, â€Å"Of Revenge†) An Apologie for Poetrie Paper III Unit 1 Unit 2 English Literature up to the Early Seventeenth Century—II Background Translation of the Bible; Utopia; Tragedy; Comedy Drama William Shakespeare Drama William Shakespeare Poetry John Donne George Herbert Poetry Andrew Marvell Richard Lovelace King Lear Henry IV: Part I Twelfth Night The Tempest â€Å"A Valediction†, â€Å"The Canonization† â€Å"The Good-Morrow† â€Å"Virtue†, â€Å"Pulley†, â€Å"Collar† â€Å"To His Coy Mistress†, â€Å"Garden† â€Å"To Althea From Prison† To Lucasta, Going Beyond the Seas† Unit 3 Unit 4 Unit 5 Paper IV Unit 1 Unit 2 Unit 3 Unit 4 English Literature of the Seventeenth and Eighteenth Centuries—I Background Allegory; Neo-Classicism; Epic; Rise of the English Novel Poetry John Milton Paradise Lost (Bks I & IX) Poetry John Dryden Absalom and Achitophel â€Å"Mac Flecknoe† Fiction Daniel Defoe Robinson Crusoe Henry Fielding Joseph Andrews Prose John Dryden Essay of Dramatic Poesy (Up to â€Å"Examen of ‘The Silent Woman’†) Preface to Shakespeare (Up to the paragraph Samuel Johnson beginning â€Å"So careless was this great poet†¦Ã¢â‚¬  3 Unit 5 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Paper V Unit 1 Unit 2 Unit 3 English Literature of the Seventeenth and Eighteenth Centuries—II Background Pastoral Poetry; Restoration Comedy; Satire; Sentimental Comedy Poetry Alexander Pope Poetry William Blake â€Å"The Rape of the Lock† (Canto I) â€Å"An Essay on Criticism† (Part I) Songs of Innocence (â€Å"The Lamb†, â€Å"Holy Thursday†, â€Å"The Chimney Sweeper†) Songs of Experience (â€Å"The Tyger†, â€Å"Holy Thursday†, â€Å"The Chimney Sweeper†, â€Å"London†, â€Å"A Poison Tree†) â€Å"Elegy Written in a Country Churchyard† The Way of the World The Rivals â€Å"Sir Roger in Church† â€Å"The Aims of the Spectator† â€Å"Mr. Bickerstaff on Himself† â€Å"The Spectator Club† Unit 4 Unit 5 Thomas Gray Drama William Congreve R B Sheridan Prose Joseph Addison Richard Steele 4 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad MA (Previous) Semester II—(Papers I to V) Paper I Unit 1 History, Structure and Description of English—II a) Word Formation in English b) Change of Meaning a) Levels of Language Description: Syntax b) Varieties of Language: Dialect, Idiolect, Register, and Style a) Word Stress in English b) Properties of Connected Speech: Weak forms/Elision and Intonation a) Behaviourist and Cognitivist Approaches to Language Learning/Teaching; Differences between First Language Acquisition and Second Language Learning b) Role of English in India and the Objectives of Teaching English at the College Level a) Techniques of Teaching Prose, Poetry, Grammar, and Vocabulary b) Language Testing Unit 2 Unit 3 Unit 4 Unit 5 Paper II Unit 1 Unit 2 English Literature of the Nineteenth Century—I Background Romanticism; Fancy and Imagination; Gothic; Historical Novel Poetry William Wordsworth S T Coleridge Poetry P B Shelley John Keats â€Å"Intimations Ode†, â€Å"Tintern Abbey† â€Å"Rime of the Ancient Mariner† â€Å"Ode to the West Wind†, â€Å"To a Skylark† Odes: â€Å"On a Grecian Urn,† To Autumn,† â€Å"To a Nightingale† Emma Wuthering Heights Unit 3 Unit 4 Fiction Jane Austen Emily Brontà © 5 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Unit 5 Prose Charles Lamb William Hazlitt â€Å"Dream Children†, â€Å"Old China† â€Å"The Indian Juggler†, â€Å"The Fight† Paper III Unit 1 English Literature of the Nineteenth Century—II Background Science and Religion; Pre-Raphaelites; Dramatic Monologue; Realism and Naturalism Poetry Alfred Lord Tennyson Robert Browning Poetry Elizabeth Barrett Browning â€Å"Ulysses†, â€Å"Lotos Eaters† â€Å"My Last Duchess†, â€Å"Andrea Del Sarto† Unit 2 Unit 3 G M Hopkins Matthew Arnold Unit 4 Fiction Charles Dickens Thomas Hardy Prose Matthew Arnold John Ruskin Sonnets from the Portuguese 21 (â€Å"Say over Again †¦Ã¢â‚¬ ) 32 (â€Å"The first time that †¦Ã¢â‚¬ ) 43 (â€Å"How do I love thee †¦Ã¢â‚¬ ) â€Å"Pied Beauty†, â€Å"God’s Grandeur†, â€Å"Windhover† â€Å"Dover Beach† Hard Times Tess of the d’Urbervilles â€Å"The Study of Poetry† Unto This Last (Section I) Unit 5 Paper IV Unit 1 Unit 2 English Literature of the Twentieth Century—I Background Modernism; Dada and Surrealism; Symbolism; Stream of Consciousness Poetry W B Yeats T S Eliot â€Å"Easter 1916†, â€Å"Second Coming†, â€Å"Byzantium† The Waste Land 6 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Unit 3 Fiction D H Lawrence Joseph Conrad Prose Virginia Woolf E M Forster Drama G B Shaw J M Synge Sons and Lovers Heart of Darkness A Room of One’s Own â€Å"Art for Art’s Sake† (from Two Cheers for Democracy) Saint Joan Riders to the Sea Unit 4 Unit 5 Paper V Unit 1 Unit 2 English Literature of the Twentieth Century—II Background Postmodernism; Impressionism; Existentialism; Movement Poetry Poetry Ted Hughes Phillip Larkin Seamus Heaney Fiction William Golding Graham Greene Drama Samuel Beckett Tom Stoppard Short Story Roald Dahl A S Byatt â€Å"Thought Fox†, â€Å"Hawk Roosting† â€Å"Churchgoing,† â€Å"Toads† â€Å"Digging†, â€Å"Punishment† Lord of the Flies The Power and the Glory Waiting for Godot Indian Ink â€Å"Lamb to the Slaughter† â€Å"The Umbrella Man† â€Å"Sugar† (from Sugar and Other Stories) Unit 3 Unit 4 Unit 5 7 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Syllabus of M A (English) (With effect from 2009-10) MA (Final) Semester III—(Papers I-V) Paper I Unit 1 American Literature—I Background American Frontier; American Renaissance; American Transcendentalism; American Puritanism Poetry Phyllis Wheatley Walt Whitman â€Å"On Being Brought from Africa to America† â€Å"When Lilacs Last in the Door-yard Bloom’d†, â€Å"Out of the Cradle Endlessly Rocking†, â€Å"Crossing the Brooklyn Ferry† â€Å"I taste a liquor never brewed†, â€Å"She sweeps with many-colored brooms†, â€Å"After great pain a formal feeling comes† The Scarlet Letter The Adventures of Huckleberry Finn The Hairy Ape Death of a Salesman â€Å"The American Scholar† â€Å"Civil Disobedience† Unit 2 Emily Dickinson Unit 3 Fiction Nathaniel Hawthorne Mark Twain Drama Eugene O’Neill Arthur Miller Prose Ralph Waldo Emerson Henry David Thoreau Unit 4 Unit 5 8 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Paper II Unit 1 Indian Writing in English—I Background Indian Nationalist Movement; Use of English for political awakening; Reform Movements; Rise of the Indian Novel Poetry (Selections from Indian Poetry in English. Ed Makarand Paranjape. Macmillan, 1993) Sri Aurobindo â€Å"I have a hundred lives† â€Å"The Golden Light† â€Å"Thought the Paraclete† Toru Dutt â€Å"Sita†, â€Å"Our Casuarina Tree† Sarojini Naidu â€Å"The Pardah Nashin†, Ghanashyam† Fiction Krupabai Satthianandhan Mulk Raj Anand Fiction Raja Rao R K Narayan Prose Rabindranath Tagore B R Ambedkar Kamala: a Story of Hindu life Untouchable Kanthapura The Man-Eater of Malgudi â€Å"Nationalism in India† (from Nationalism) â€Å"The Annihilation of Caste† (Collected Works of B R Ambedkar, Vol III) Unit 2 Unit 3 Unit 4 Unit 5 Paper III Unit 1 Unit 2 Postcolonial Literatures Background Colonialism-Imperialism; Postcolonialism; Nationalism; Diaspora Poetry Christopher Okigbo Edward Brathwaite Judith Wright â€Å"Heaven’s Gate†, â€Å"Death lay in Ambush† â€Å"Didn’t He Ramble†, â€Å"Calypso† â€Å"Eve to Her Daughters†, â€Å"Bullocky† Things Fall Apart The Edible Woman Unit 3 Fiction Chinua Achebe Margaret Atwood 9 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Unit 4 Drama Wole Soyinka Derek Walcott Prose V S Naipaul Ngugi wa Thiong’o Kongi’s Harvest Dream on Monkey Mountain Unit 5 â€Å"Indian Autobiographies† (from Literary Occasions: Essays) â€Å"The Language of African Literature† (from Decolonizing the Mind) Paper IV: ENGLISH LANGUAGE TEACHING Unit I History of English Language Teaching in India: Some important landmarks: a) Critique of Macaulay’s Minute; b) Landmarks of English Education in India after Independence: Kunzru Committee, the three language formula and Kothari commission. c) Ramamurthy Commission Report d) Curriculum and its components; Syllabus/ Paper Design; materials development Major Approaches, Methods and Syllabi: a. Traditional methods – Use of the Grammar Translation method, Direct method, Reading method; b. Structural Approach: Audio-Lingual Method, Types of syllabi: structuraloral-situational, notional-functional; linguistic competence and communicative competence; Error analysis and Remedial teaching c. Communicative approach, Krashen’s Monitor Model (Natural method); task based syllabus d. Humanistic Approaches: Community Language Learning, Suggestopaedia Classroom Techniques: a. Lecture mode; classroom discussion; Peer and pair work; b. Role play; Team teaching; Teaching large classes. c. Teaching Aids: Use of the Blackboard, flip charts, , OHP, audio visual tools, Television, d. Traditional and digital Language Lab; the Computer and the Internet. Teaching of Language skills: a. The teaching of listening, speaking, reading, writing and related study skills b. Teaching of literature c. Stylistic approach to the teaching of literature (norm, deviation, and foregrounding); d. Teaching of language through literature. 10 Unit II Unit III: Unit IV: Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Unit V: Testing and Evaluation: a. Importance of Testing, traditional testing methods; Different types of tests b. Group Discussion (GD) c. Interview d. Course Evaluation Paper V : Inter –Disciplinary ID-I : Writing for Academic and Professional Purposes Unit 1: Language CompetenceA. Communicative Grammar: Nouns, articles, prepositional phrases, tenses subject verb agreement, modal verbs, difference between spoken & written language B. Sentence structure, kinds of sentences-statements, interrogatives, question tags passive constructions, reported speech; use of conditionals, compound & complex sentences C. Academic Reading : read to write- focus on the gist, idiom, rhetoric, style and genre specific features in different texts ; intensive & critical reading, note making Unit 2: Organization of writing A. Guided writing, expansion, use of connectives, sequencing, writing a paragraph free writing, mind mapping. Paraphrasing, summarizing, writing an abstract Writing letters, resume and email ( e-mail etiquette) B. C. Unit 3: Academic Writing A. B. C. proposals, SOPs ( statement of purpose) structure of a report, report writing Writing an essay; (descriptive, argumentative and scientific) Unit 4: Professional Writing A. Inter office memos, professional reports( business, survey, minutes of a meeting) B. Editing, writing a review, creative writing (Ad writing, slogan writing and writing headlines). C. Technical writing; product and process writing, writing a user manual SEMINAR PRESENTATION 11 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad MA (Final) Semester IV—(Papers I-V) Paper I Unit 1 Unit 2 American Literature—II Background American Dream; Multiculturalism; Lost Generation; American Comedy Poetry Robert Frost Wallace Stevens Robert Lowell Unit 3 Fiction Ernest Hemingway Saul Bellow Drama Lorraine Hansberry Neil Simon Short Fiction Henry James William Faulkner Issac Asimov â€Å"West Running Brook†, â€Å"Home Burial† â€Å"Sunday Morning† â€Å"The Emperor of Ice-Cream â€Å"For the Union Dead† â€Å"At a Bible House† The Old Man and the Sea Seize the Day Raisin in the Sun Sunshine Boys â€Å"The Middle Years† â€Å"Go Down Moses† â€Å"The Bicentennial Man† Unit 4 Unit 5 12 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Paper II Unit 1 Indian Writing in English—II Background Decolonization; Counter DisPapers; Partition Literature; Myth and Literature Poetry (Selections from Indian Poetry in English. Ed Makarand Paranjape. Macmillan, 1993) Nissim Ezekiel Kamala Das A K Ramanujan Unit 3 Fiction Salman Rushdie Shashi Deshpande Drama Girish Karnad Mahesh Dattani Short Fiction Bharati Mukherjee â€Å"Enterprise† â€Å"Poet, Lover, Birdwatcher† â€Å"An Introduction† â€Å"The Old Playhouse† â€Å"A River†, â€Å"Love Poem for a Wife-I† Unit 2 Midnight’s Children The Binding Vine Hayavadana Final Solutions â€Å"A Wife’s Story†, â€Å"Management of Grief† (both from The Middleman and Other Stories, 1989) â€Å"The Accompanist† â€Å"A Devoted Son† (both from Games at Twilight, 1978) Unit 4 Unit 5 Anita Desai 13 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Paper: III: (Specializations) A) Women’s Writing B) Indian Literatures in Translation C) Modern Classics in Translation Paper III A) Women’s Writing Unit 1: Background The Woman Question: New Woman; Women’s Liberation Movement; Feminism; Re-reading the Canon Prose Mary Wollstonecraft Unit 2: Vindication of the Rights of Women (Introduction and Chapter 2) The Second Sex (Essay on Biology) Simon de Beauvour Unit 3: Poetry Elizabeth Barret Browing Sylvia Plath Margaret Atwood Grace Nichols Anne Stevenson Fiction Virginia Woolf Nadine Gordimer Drama Carly Churchill Alima Ata Aidoo â€Å"A Curse for a Nation† â€Å"Lady Lazarus† â€Å"Circle† – Mud Poems â€Å"Making Poetry†, The Spirit is too Blunt an Instrument Unit 4: Mrs Dalloway July People Unit 5: Top Girls Anowa Paper III (B): INDIAN LITERATURES IN TRANSLATION Unit 1: i) ii) Background Types of Natya (Nataka, Prakarana, and Prahasana) and Theory of Rasa and Kavya Indian Concept of Translation (from Translation as Discovery by Sujit Mukherjee, Chapter 2 & 3) Scope of Comparative Literature (â€Å"Comparative Literature in India: A Perspective† by Bijay Kumar Das from Comparative Indian Literature ed. Rao & Dhawan) 14 iii) Department of English University College of Arts & Social Sciences Osmania University, Hyderabad iv) Dalit Aesthetics (â€Å"Dalit Literature and Aesthetics† from Towards an Aesthetics of Dalit Literature by Sharavan Kumar Limbale) Poetry Sangam Poety – from Poems of Love and War Trans by AK. Ramanujan, Akam Poems – â€Å"Kurinci† (page 15), â€Å"Neytal† (page 41),†Palai† (page 53), â€Å"Mullai† (page 81), â€Å"Marutam† (page 97), Puram Poems – â€Å"King Killi in Combat† (page 123) Gurram Joshua – I was one of them†, The Bat Messenger† (From Twentieth Century Telugu Poetry. An Anthology ed. By Velcheru Narayan Rao, OUP 2002) Jibananda Das – â€Å"Banalata Sen†, The Naked Solitary Hand† (From Signatures ed by Satchidanandan, Sahitya Academi, New Delhi) Drama Kalidas Unit 2: i) ii) iii) Unit 3 i) Abhgnana Shakuntalam from The Plays of Kalidasa by Barbara Stoller Miller, Ed Columbia University Press, 1984 Silence! the Court is in Session (OUP) ii) Unit 4: i) Vijay Tendulkar Fiction Premchand Godan; a novel of peasant India Tans by Jai Ratan and P. Lal Bombay: Jaico, 1979 ii) U.R Anantha Murthy Smakara: A Rite of Dead Man Trans by A.K. Ramanujan (OUP) Short Fiction Unit 5: i) Folktales – â€Å"Bopoluchi† (A Punjabi Folk Tale), â€Å"Why the Fish Laughed† (A Kashmiri Folk Tale), Folktales from India selected and ed. By A.K. Ramanujan, Penguin Books India, 1994. Ismat Chugtai – â€Å"Chauti Ka Jowra† from Inner Courtyard. Ed Lakshmi Holmstrom, Rupa, 2002. Mahasweta Devi – â€Å"Shishu† from Women’s Writing, Vol II Ed by Tharu & Lalitha, OUP, 1991. ii) iii) 15 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Paper III (C) : Modern Classics in Translation Unit 1: Background Enlightenment; Bourgeois Experience; Epic Theatre ; Magic Realism. Poetry Charles Baudelaire : The Sick muse, Even She was called Bautrice By Many Who knew Not Wherefore, The Remorse of the Dead Pablo Neruda: What Spain was Like, The Heavenly Poets, Opium in the East Joseph Brodsky: Odysseus to Telemachus, Nune Dimmittis, Nature Morte Unit 3: Fiction Gustav Flaubert: Milan Kundera: Drama Anton Chekhov Betrolt Brecht Unite 2: Madame Bovary Book of Laughter Forgetting Unit 4 The Cherry Orchard Mother Courage Unit 5: Short Fiction Franz Kafka Gabriel Garcia Marquez PROJECT WORK Metamorphosis No one Writes to the Colonel PAPER IV Paper V: Inter-Disciplinary (ID-II) Literature and Film Unit1: Background: a) Elements of a narrative: Theme, Plot, Structure, Setting, Character, Point of View b) Narrative devices : genres, montage, film noir, flashback, special effects Unit 2: Drama and Film a) George Bernard Shaw – Pygmalion (1913) b) George Cukor (Director) – My Fair Lady (1964) Unit 3 : Novel and Film a) EM Forster – A Passage to India (1924) b) David Lean (Director) – A Passage to India (1984). Unit 4: Short Fiction and Film a) Ruskin Bond – â€Å"The Blue Umbrella† b) Vishal Bhardwaj (Director) – â€Å"The Blue Umbrella† (2007) 16 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Suggested Reading Beja, Morris. Film & Literature, an introduction, Longman, 1979. Bluestone, George. Novels into film, Johns Hopkins Press, 1957. Boyum, Joy Gould. Double Exposure : Fiction into Film, Seagull Books, 1989. Corrigan, Timothy, ed Film and Literature: An Introduction and Reader. Prentice Hall, 1999. Das Gupta, Chidananda. Talking about films. Orient Longman, 1981 Deborah Cartmell and Imelda Whelehan, eds. Adaptations: from text to screen, screen to text. Routledge, 1999. Elliott, Kamilla. Rethinking the novel/film debate. CUP, 2003. Literature –Film Quarterly. McFarlane, Brian. Novel to film: an introduction to the theory of adaptation. OUP, 1996. Ray, Satyajit. Our Films, Their Films. Orient Longman, 1976. Reberge, Gaston. The Subject of Cinema, Seagull Books, 1987. Stam, Robert and Alessandra Raengo, eds. A Companion to literature and film. Blackwell Pub., 2004. SEMINAR PRESENTATION

Family, one word with many meanings. Essay

Family, one word with many meanings. In the Merriam-Webster dictionary family means a group of individuals living under one roof and usually one head. What does family mean to you? Most people would say family means love, friendship and caring. Others may say anger,disfunctional, and pain. For the past seventeen years of my life my immediate family have been my biggest support system. My immediate is my parents, sisters, brothers, grandparents, aunts and uncles. They have been my guiding lights through life. To me family means to love, being caring,supportive and being happy. However, there are other team environments that can also be considered as family. Cheerleading from age 3 to 14(delete) I participated in cheerleading for the Detroit Police Atletic League (PAL) from age 3 to 14 years old. Cheerleading is an activity performed by a team of individuals dedicated to working together to acheive excellence and a common goal. The cheerleading team can be considered as a form of family. They act as family members in time of need. They listen to problems, help solve problems, assist with homework, and help you acheive the cheer team goals. Cheerleading is a very competive sport. Many people believe that cheerleading is not a sport. They are right it is not just a sport it is more so a family. The team works togehter, help each other, listen to each other and work toward the common team goal. Cheerleaders are stereotype all the time. It is said that cheerleaders are out there to be pretty and popular, but what people don’t know is that the countless hours of hard work the team must endure to acheive the goal of excellence. The cheering team works together to acheive perfection and perform awesome routines. Cheerleaders develop friendships that will often last a lifetime. The squad becomes your second family and together the team grows and mature. They develop life lifr skills that will benefit each cheerleader forever. As a former cheerleader for 12 years I have made special bonds with people that I truly care about. Cheerleading taught me to be strong and fight for what I believe in. It has taught me to be a think postive and keep a happy spirit. My cheerleading experience helps me keep my life in order. Participating in cheerleading has developed a sense of displine in me to make sure I continue  to do the right things. My coaches were like parents to me. They treated me as if I were one of their child and wanted me to do my very best with anything they taught the cheerteam. They are the reason I have a love for cheerleading.The sport of cheerleading teaches hard work, perseverance, competitiveness, and teamwork. My immediate and cheerleading family have supported me through this whole journey. Every time I had to participate in a cheering activities, my immediate family was there cheering me on. When we had cheerleading competitions my parents made sure I could see them in the stands before I performed. My family showed so much love and support it had an impact on me excelling in this sport. Dancing from age 7 to 15(delete) Dancing has been apart of my life as well for nine years. When I was seven years my mother enrolled me into a dance school named MBS Training Center. My mother, father and other immediate family members showed how proud they were of me by coming to my recitals at the end of the year and showing their graditude for doing so well. Over the years dance has helped me to grow in other ways. From it I have learned that hard work really does pay off. I learned that discipline and self control are not only a vital part of dancing, but a necessary part of life. Also,I have recognized that motivation and perseverance are keys to success. What matters is not who wins in the beginning, but who is still on her feet in the end. Perhaps the most important lesson dance has taught me is responsibility. (Need to expand on this) Marching band senior year(delete) Joining the flag team in band auxiliary was something new for me senior year. I didn’t believe I could do it but all of my family supported me through it all. They had faith in me and it motivated me to do nothing but the best. The band is like a family as well. Everyone in the band has to play a different role to support each other and keep everyone strong. You depend on your bandmates to lead you in the right direction. With love, care and support from family and band leaders I will be able to achieve this new  challenge just like the rest. (Need to expand on this) School work (delete) My education is important to me and important part of life. Education is a tool that is an essential part of acheiving my future goals. Even though I participated in extracurricula activities throughout my entire life I still manage to maintain a 3.5 or above Grade Point Average (GPA). My family and I have high expectations for me. In order for me to continue to do the things I loved I had to maintain excellent grades. Establishing a school familt is vital to completing your high school education. Your school family is with you during the hours you spend at school. They can help you accomplish your goals. I have put forth a commendable effort in my academic career, by being on the Honor Roll and maintaing an excellent GPA all four years in high school. I have also been recognized by the National Honors Society award and received Principal’s award. It makes me happy to know that my accomplishments brings a smile to my family’s faces. Everything I do is to make them proud and continue to live our legacy. Education is an important aspect in life and vital to acheiving successful I have as a goal. I know I have to be on my p’s and q’s to achieve every goal my family and I have for myself. Knowing that they are there to encourage me makes it a bit easier. CLOSING (delete) Without my family I AM NOTHING. They are the reason I strive to be the best at any obstacle thrown at me. Anything that I planned on doing or wanted to achieve their were there for me. Now I am looking to establishing a college family at your university. Having a college family will be vital to my future success since immediate family maynot be located in near the immediate family.

Kyoto Protocol And Global Warming - 1173 Words

In December 1997, Kyoto protocol was signed to address global warming specifically. Global warming is the â€Å"gradual increase in the average temperature of the Earth s atmosphere and its oceans due to green house gases emissions.†(NRDC, 2005) In the past 100 years, the rate of global warming is unprecedented. In fact, global warming has become one of the most challenging environmental problems in the 21st century. In order to effectively address this issue, international cooperation is necessary. Through international cooperation, undeveloped countries are able to overcome financial obstacles in meeting their targets. In addition, it could also promote worldwide technology sharing, data foundations and public awareness of climate change.†¦show more content†¦For starters, modern economy relies heavily on fossil fuels, which is a main resource that contributes to global warming. Adopting renewable energy might sharply reduce GHG emissions. However, according to inte rnational energy agency, â€Å"switching from fossil fuels to low-carbon sources of energy will cost $44 trillion between now and 2050†(IEA, 2009). In case 44 trillion is too abstract, 1 trillion dollar can fill up an entire soccer field and stack more than 10 feet high. This cost could be intimidating for any country. Moreover, the cost also depends on how long it takes for us to start reducing emissions. â€Å"The IPCC report showed that continuing to hold off on reducing emissions could increase costs by 40 percent† (IPCC, 2008) For developing countries, this cost would be a financial burden and a limiting reagent on GDP growth. Socially, civilian’s life quality will be affected by the GDP reduction. As a result, it becomes more challenging for countries to take initiative in addressing this problem. The question eventually came down to whom should bear the astronomical cost? Are we willing to invest in something that might cost more than its benefits? Evaluation on its Successfulness The achievements of Kyoto Protocol have been controversial. Nevertheless, the agreement has had a mix of success. In order to evaluate its successfulness, we need data of the emission level of Annex I parties from 1990 to 2012 explicitly. As a result, the United States did not ratify theShow MoreRelatedGlobal Warming And The Kyoto Protocol1470 Words   |  6 Pagesthe global warming agenda and tackle the issues surrounding the Kyoto Protocol. The second part will look at climate change and the protocol from the respective lenses of realism and liberalism. I will argue that while none of the theories precisely covers the entirety of the issue, each provides helpful analysis falls short of clarifying the entire climate change picture. Can states cooperate effectively through the structure of the Kyoto protocol to solve an international problem of global warmingRead MoreGlobal Warming : The Kyoto Protocol1183 Words   |  5 PagesIntroduction According to the American Meteorological Society, there is a 90 percent probability that the global temperature will increase between 3.5 to 7.4 â„Æ' by 2100 [1]. This increase in global warming could trigger widespread catastrophes such as rising sea levels and famine. International cooperation is crucial because there is not a single country that accounts for 26% of global emissions, and mitigation will require more than 15 countries in order to account for at least 75% of emissionsRead MoreGlobal Warming And The Kyoto Protocol1737 Words   |  7 Pagesgovernments have been working on addressing one of the major challenges the world has been challenged to this day which widely is known as Global Warming. The Kyoto protocol is the well-known abiding playground internationally recognized as a global treaty placing obligations on developed nations to significantly minimize their Green House Gas emissions first adopted in Kyoto, Japan in 1997. Three actions are recommended for th e UN to take up on: First, the UN shall bring all the major actors onboard toRead More Global Warming and the Kyoto Protocol Essay886 Words   |  4 Pages Global Warming and the Kyoto Protocol   Ã‚  Ã‚  Ã‚  Ã‚   In the world today there are talks about why and how the people of this planet are polluting the rivers, lakes, soil, and even air. With these talks countries are coming up with great ways to reduce this problem. They see the effects and they are happy and life goes on but there is another problem, the one the everyday people just can’t solve with their own hands, that problem is the theory of global warming. 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An Meeting Hosted By The Austin Association For Marriage...

An Afternoon with my Future Colleagues: A Brief Overview of the October Meeting Hosted by the Austin Association for Marriage and Family Therapy Brea Moffett St. Edward’s University An Afternoon with my Future Colleagues: A Brief Overview of the October Meeting Hosted by the Austin Association for Marriage and Family Therapy No one truly knows what to expect when entering graduate school. Now, of course, people have told me about their own experiences, but I’m the type of girl who likes to experience stuff for myself before formulating an opinion. Honestly, the most intimidating assignment to me of the fall semester was attending a professional event and networking with future colleagues. Networking is terrifying for an introverted-extroverted hybrid like myself because I do not shine in large groups, however; I am able to relax and be myself in a more small, intimate group setting. Also, I get super anxious when I’m put on the spot to talk about myself and my super-awesome professional accomplishments. Essentially, that’s what networking is; a bunch of like-minded individuals conversing and showcasing their talents with the hopes of gaining alliances for later down the road. Needless to say, I was petrified about this upcoming assignment, but a part of me was also feeling excited because I was able to choose an event that tickled my fancy. My heart lies in understanding romantic relationships and family systems. So, I was immediately drawn to the localShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesLibrary How Well Do I Respond to Turbulent Change? 578 Myth or Science? â€Å"Men Experience More Job Stress Than Women† 596 Self-Assessment Library How Stressful Is My Life? 600 An Ethical Choice Responsibly Managing Your Own Stress 601 glOBalization! Work–Family Stress in Different Cultures 604 Point/Counterpoint Responsible Managers Relieve Stress on Their Employees 607 Questions for Review 608 Experiential Exercise Power and the Changing Environment 608 Ethical Dilemma Changes at WPAC 609 Case IncidentRead MoreExploring Corporate Strategy - Case164366 Words   |  658 Pagescrack-down: If they say ‘we’re going to kill you’, you know what you’re up against. But the threats [from London’s East End drugs gangs] are much more sinister. The word is fed back that if the business is cut off, they will follow you home, go for your family, stab you or murder you.2 But Palumbo persisted in making his club a safer, cleaner environment. During the 1990s, he campaigned nationally against the use of drugs in youth venues. Thus the Ministry of Sound led in the transformation of club culture

The Effects Of Domestic Violence On Children - 3463 Words

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Long Swings in the Exchange Rate and the Excess Re Essay Example For Students

Long Swings in the Exchange Rate and the Excess Re Essay turns Puzzle: The Role ofImperfect KnowledgeLong Swings in the Exchange Rate and the Excess Returns Puzzle: The Role ofImperfect KnowledgeWilliam StraussThe paper is a clear breath of dirty air in the sterile world of perfectforesight. The authors offer a well worked out model of how agents persistentlybid the exchange rate away from the expected long-run equilibrium rate. Itseems intuitively comfortable to see the mathematical justification for theunexplained excess returns to be a function of the distance from the bench-mark(PPP). The uncertainty of a switch occurring in a regime (the Peso Problem) isan interest-ing form within which to embed the imperfect information. It is aformat that seems ready to ex-pand into many other areas of economic modeling inwhich expectations are at the core of the models dynamics. Of course, the choice of the benchmark is key to the mechanics of the process. In this case, PPP is an obvious choice but, since the idea of PPP drives thismodel so strongly, it is interesting to look at its place and itscharacteristics. In the paper, the authors note that if PPP holds, relativeexcess demand for domestic and foreign goods is zero. The obvious suggestion,based on the model, is that the flow of goods and services is the foundation forthe equilibrating dynamic. Behind the flow of goods and services is the gapbetween the gap between, domestic and foreign short-term rates, and the steadystate long-run interest rate gap that sets goods flows to zero. The assumptionis that the prices of the domestic and foreign goods in their respective for-eign currencies are incorrect based on the fundamentals of the respectivecountries and that agents know this (and know that the exchange rate path isunstable) but cannot be sure of the de-gree of incorrectness or thepersistence of the di vergence. Embedded into this model are as-sumptions aboutPPP that provide comf ort about this benchmarks ability to give the correctrelative prices. It is possible that these assumptions, to some degree, maskthe complexity of the situation with respect to PPPs ability to proxy relativeprices. At the theoretical level, PPP should simply offer equal purchasingpower for equal commodity bundles through the exchange rate. Unfortunately, theproblem of explaining stylized facts requires some matching with reality. Set-tling for getting the signs right mitigates much of the angst, but, as has beendemonstrated by the predictive abilities of many of the models to date, theproblem is not really solved. Perhaps the model of PPP as a function ofinterest rates only misses somethingBut here we have a BIG step (from the real exchange rate side, not from the sideof better modeling PPP) toward not only getting the signs right, but alsounderstanding the dynamics of the switch. If PPP were built from a micro-foundation choice-based model (where demand-side ef-fects influencesavin g/investment and interest rates), I suspect that we might see a realconver-gence toward understanding the excess returns puzzle. Business

The Jade Peony Essay Research Paper A free essay sample

The Jade Peony Essay, Research Paper A victim could be described as a individual cheated, injured, or even fooled by fortunes. Yet it seems that the thought of victimization has become a symbol of Canada for Canadian writers. Margaret Atwood explains in, ? The Victim Theory, ? that in most cases of literature, the cardinal subject is? au naturel endurance in the face of? hostile? elements? ( Atwood, ? The Victim Theory? 77 ) Hence, for the Gallic Canadians after the English took over, ? it became cultural endurance, hanging on as people, retaining a faith and a linguistic communication under an foreign authorities? ( Atwood 77 ) . Unlike the manner of the Americans or the English, who hold out excitement and security, the Canadian literature can be seen on the opposite side of the spectrum with its unwanted anxiousness. Consequently, The Jade Peony, written by Wayson Choy, is a narrative about a Chinese household life in Vancouver, within the bosom of Chinatown. We will write a custom essay sample on The Jade Peony Essay Research Paper A or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The narrative presents the battles and bad lucks that the characters have undergone, therefore admiting the thought of endurance. As a co-relation to survival, Margaret Atwood introduces places that make the character a victim, ? First of which is denying the fact that you are a victim at all? ( Atwood 79 ) . In the 2nd place, nevertheless, the character is a victim but believes that it is at that place merely by Fate. Furthermore, in Canadian literature, the subsister is non a master or even receive victory but has merely the fact of cognizing his ordeal ; and sometimes, the obstructions that a character faces are non even external factors, but instead it is a religious endurance. Therefore, The Jade Peony, written by Wayson Choy agrees with Margaret Atwood? s? The Victim Theory. ? Jung-Sum is a victim, but denying the fact that he is makes him carry through the first primary place. Jung-Sum was brought in to Canada, due to the war that had took topographic point in China ; and shortly became the adoptive boy of a Chinese twosome. Jung-Sum efficaciously proves that he is a victim, for both his parents had died early in his life and he was left all entirely with no 1 to take attention of him. He is four old ages old, and yet he is forced to populate a life that merely one can awfully conceive of of. Nevertheless, Jung-Sum denies the fact that he is a victim. During the procedure of acceptance, his stepmother cutely asks him, ? Who feeds you now? ? ( Choy, The Jade Peony 83 ) Granted the state of affairs, he replies, ? I FEED MYSELF NOW? ( Choy 84 ) . His response to his stepmother proves that he is non ready to give up on life and he realizes there is a future in front of him. At such a stamp age, he is willing to take attention of himself. With all the choler i nside of him and no superior authorization to care of his demands, he tends to? feign that certain seeable facts do non be? ( Atwood 79 ) . He still thinks that his parents are alive and will come back for him, although he himself witnessed the decease of his parents. Furthermore, he suppresses his choler by seeking to transport on life by himself. ? I grabbed my bag to run off. The Old One pulled me back? ( Choy 82 ) . He has bravery to travel on with life, although he has so many grounds non to. Yet, the fact that he thinks he can take on heavy duties of life himself makes him a stronger individual. He tries to deny the fact that he is a victim by making out for the hereafter. Therefore, he is willing to bury the yesteryear, and wants to do a life of his ain. Poh-Poh, the grandma, believes that there is an unmanageable force behind her ordeal # 8211 ; Fate. Her ordeal is something most atrocious to the human oculus. When she was brought into the universe, her female parent confessed that she was? twice-cursed for being born ugly and a girl-child? ( Choy 41 ) . Furthermore, Poh-Poh? s male parent desiring a boy, bicker at her female parent? s face and left them everlastingly. However, she is enduring because she believes that she can non alter the state of affairs herself. She doesn? t talk about her ordeals with anyone, even her household members, for she believes that it will allure the Gods to convey more expletives on her. Furthermore, she neer fought to work out her ordeals, since destiny would convey her something better in the hereafter. As a consequence, she took in all the troubles that life presented with endurance and submissiveness. She vividly proves the victim theory because she doesn? Ts need the feel to set her status, hol ding a inactive credence of her destiny. However, her ordeal did non stop at a immature age. When she was nine old ages old, she was sold into the Shanghai household as a retainer. During her stay at that place, the First Concubine was non affectionate of Poh-Poh. Because Poh-Poh had non learned fast plenty to knot pom-pom flowers, ? her thin kid? s back was whipped with a knotted belt and beaten with a switch? ( Choy 35 ) . She believes that all these ordeals that she experienced was merely lesson in life. Although life seemed to give her the worst side early, she got the best of life in the terminal. She was pronounced an ugly kid at birth, and yet she grew up to get married and give birth to one boy. She is everlastingly grateful that destiny had given her such a beautiful gift. Therefore, Poh-Poh neer wasted her energy seeking non to be a victim, for she knew that she would merely have what destiny would let. Although Wong-Suk survived his ordeals, he neer received victory for his accomplishments. He had come to Canada, seeking to bury the life in China. His chance came when Canadian companies issued forth statements in China naming for able-bodied workers in constructing the railway. Many work forces took this chance, non merely to go forth the ordeals behind but besides to look for a new hereafter and a new gap. They had besides heard rumor of gold in the rivers that passed down the mountain drops, which would do a adult male really affluent. However, in order for Wong-Suk to come to Canada, he? was to pay back, through his labor, the steerage menu from Canton, his adhering revenue enhancement, plus give back so many old ages of his rewards for shelter, nutrient, and the privilege of being allowed to pay involvement on his debts? ( Choy 50 ) . His privation for a new life moved him to come to Canada. Even after he had come, it wasn? t easy. The labour cantonments were frequently soiled, with no care. He barely had any money left for himself, for he sent most of it place. Finally, at the age of 80, he had finished paying his dues to the authorities. Meanwhile, his stay in Chinatown was non pleasant either. Wong-Suk? s face had the figure of a monkey. Peoples were stating that his female parent possibly? fell in love with a monkey? ( Choy 60 ) . The whole town talked about his monkey-face figure. Though Wong-Suk had gone through many ordeals, there was no triumph or victory in sight. Therefore, he proves that he has small left after his ordeal, and that is? gratitude for lasting the ordeal? ( Atwood 77 ) .