The first part of the case, presented in Chapter 2, discussed the situation of Computron Industries after an expansion program. A large loss occurred in 2016, rather than the expected profit. As a result, its managers, directors, and investors are concerned about the firm’s survival.
January 23, 2018
Explain the phrase “cogito ergo sum”, and the role it plays in Descartes’ version of Foundationalism. Could God have a reason to deceive humanity? Explain Descartes’ answer, and discuss whether you agree or disagree (and why).
January 23, 2018

Emily is her house. We are not merely reading a story where a character is impacted by her setting; we are reading a story where character and setting are one. Consider the way in which we get to know Emily and the way in which we get to know the home in which she lived.

Week 2 Assignment: Essay

Resources

Read/review the following resources for this activity:

· Textbook (Foster): Chapter 19

· Textbook (Charters):

· Zora Neale Hurston – “The Gilded Six-Bits”

· Art Spiegelman – “Prisoner on the Hell Planet: A Case History”

· Marjane Sartrapi – “Persepolis: The Veil”

· William Faulkner – “A Rose for Emily”

· Lecture 1, 2, 3

· Minimum of 3 outside resources (Resources may include .edu or .org website and/or peer-reviewed journal articles from the TU library.)

Activity Instructions Please select one of the two essay topics below. Please use cited examples and quotes from the stories. If you are applying concepts from Foster, please be sure to cite examples and quotes from his text as well.

  1. The events that happen to us when we are children often determine the adults we will later become. Often, what happens to a child cannot be overcome. Whether that is positive or negative depends on the event and the child. This is why we often refer to youth as the formative years.’

  2. How did setting determine the adult Marjane Sartrapi became?

  3. Explore how time, place, and history formed this character’s personality.

  4. Use outside sources to find out more about Marjane Sartrapi’s life and the actual events that took place during her childhood in Iran.

  5. Emily is her house. We are not merely reading a story where a character is impacted by her setting; we are reading a story where character and setting are one. Consider the way in which we get to know Emily and the way in which we get to know the home in which she lived.

  6. Using examples from “A Rose for Emily,” explain how an exploration of Emily’s setting is in fact an exploration of character.

  7. Use outside sources to back up any claims you make about how people are represented by (or are represented of) their environments. Suggestions for such sources include articles by designers, psychological theories, etc.

Writing Requirements (APA format)

· Submitted file type must be .docx or .doc or .rtf (rich text format). If you use an Apple format or something else, you should download/export/save-as a .docx or .rtf before submitting.

· 3-4 pages (approx. 300 words per page), not including the reference page

· 1-inch margins

· Double spaced

· 12-point Times New Roman font

· Reference page (minimum of 3 outside resources)

Grading and Assessment This activity will be graded based on academic content, integration of resources, and college-level writing and grammar.

Course Learning Outcome(s): 1, 2, 3, 4, 5, 6, 7 1. Gain an appreciation for short stories, their themes, and the social or political backdrops against which they were written. 2. Improve interpretive and critical thinking skills through reading, discussion, and writing. 3. Evaluate the works’ importance to readers on emotional, artistic, social, and literary levels. 4. Research secondary, supporting sources for further opinions about the literature. 5. Develop analytical essays with a clear thesis for a defined audience. 6. Demonstrate competency in sophisticated sentence construction. 7. Present organized and coherent analyses and show technical control of writing skills.

 

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