Bullying Is A Type Of Unwanted Aggressive Behavior Among...

Bullying Jonae Herring PSY 150- 5152 Introduction What is bullying? There is no universal definition of the term bullying. However, it is widely agreed upon that bullying is a type of unwanted aggressive behavior among individuals. A bully is defined as one who uses superior strength or influence to intimidate. It is common for us to think that bullying most likely takes place at school but now, bullying can be found anywhere. Bullying has recently been blamed for the increasing number of suicides in teenagers. Origins of Bullying Among all living things, the longing to survive is instinctive and mutual. Since the beginning of time, there has been a constant drive to out-perform others and overcome obstacles. As the human race has evolved, this survival instinct has remained the same. However, this factor has sprung over into the education and social realms. Ever since we were a child, we have always been taught to be the best that we could be. As a child develops overtime throughout their education, this guiltless lesson can transform into something bigger. Students often learn corrupt ways to get ahead in both educational and social environments. This can be used as bullying tactics which can include pressuring others to attain higher grades leading to better opportunities or spread rumors about other students. These tactics can be harmful once an individual realizes the effectiveness leading to them constructing a lifestyle from it. Developing a consistent use ofShow MoreRelatedThe Dange rs Of Bullying That Teens And Kids Face811 Words   |  4 PagesThe Dangers of Bullying that Teens and Kids Face Getting kidnapped, having problems with drugs, being bullied, and teen pregnancy are just a few of the many dangers that teens and kids face every day. One of the biggest concerns today is bullying. Bullying can happen anywhere and is a problem that affects millions of kids and teens each year. Bullying is defined as an unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeatedRead MorePersuasive Essay On School Bullying1714 Words   |  7 Pagesthe significance of school bullying. For victims of bullying, they go to school every day facing harassment, taunting, and humiliation. Kids today come home and kill themselves or never want to go back to school because of BULLYING. â€Å"Studies show that 25-35% of teens encountered some type of bullying in their lifetime (Nansel et al,).† Bullying is a form of violent behavior that happens not only in the schools but everywhere. Kids everywhere have been exposed to bullying in school for generationsRead MoreBullying And Bullying Among Youth1429 Words   |  6 PagesBullying has been around for many years, yet it was only in 2014 that an official federal definition of bullying was released for research purposes. The Department of Education and Cente rs for Disease Control released this definition when they researched and surveilled bullying among youth (Gladden, Vivolo-Kantor, Hamburger, Lumpkin, 2014). Although many people associate bullying with childhood settings, it is actually something that can be carried on throughout adulthood, especially in the workplaceRead MoreAsperger Syndrome : A Neurological Disorder Associated With Autism1341 Words   |  6 PagesSuch individuals can easily become victims of bullying. Asperger syndrome:In criminal law, assault may refer to a verbal threat of violence, whereas battery refers to the actual violence. Most jurisdictions in the United States define assault as an attempt to cause, or actually causing, bodily injury. Some states expand this definition to include an attempt to menace someone by putting a person in fear of imminent injury. Assault is also defined as unwanted physical contact or unwanted sexualRead MoreBullying Is Becoming A Growing Problem876 Words   |  4 PagesBullying is becoming a growing problem among teens, parents, and society over all. Bullying has always been around and it is a problem many individuals fight to end every day. Bullying has become one of the leading causes of depression among teens and it is also a leading cause of suicide between young adults. Adults are to be blamed for bullying and cyberbullying amongst children and teenagers. Parents or guardians should get educated in the subject in order to educate their children. WhetherRead MoreBullying And Suicide : A Public Health Approach1025 Words   |  5 Pagesabout bullying and the alarming effects it has on our society. Bullying is defined by the Center for Disease and Control (CDC) as â€Å"any unwanted aggressive behavior(s) by another youth or group of youths who are not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated.† (â€Å"Featured Topic: Bullying Research† ) There are many forms of bullying, including but not limited to physical bullying, verbalRead MoreBullying Is Becoming An Increasing Problem Among Teens943 Words   |  4 Pages Bullying is becoming an increasing problem among teens, parents, and society overall. Bullying has always been around and it is an issue many individuals fight to end every day. It has become one of the leading causes of depression among teens and, it is also a leading cause of suicide between young adults. Adults are to be accused for bullying and cyberbullying among children and teenagers. Parents or guardians should get involved in the subject in order to educate their children. WhetherRead MoreBullying in School Should Not be Taken Lightly Essay1709 Words   |  7 Pagesmany problems. Among all of the problems, bullying is likely to be the most serious and probably the worst. Statistics show that one in seven children in grades K-12 have either been bullied or are a bully. It’s likely that the issue of bullying is most common among teens. It is said that 30% of teens have been involved in bullying, as either the bully or the victim. Bullying is also common in the coll ege and workplaces but it is now where as serious as teen bullying. This bullying is sort of takenRead MoreThe Importance of Understanding Bullying1279 Words   |  5 PagesBullying has been an ongoing problem that is detrimental to not only the bully but most especially the victim. Multiple negative effects arise from participating in bullying activity. Bullying is defined as â€Å"unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time (ED et al., 2014).† Although there is no direct solution to this problem, there are ways to reduce bullyingRead MoreBullying Is A National Tragedy That Claims The Lives Of1575 Words   |  7 PagesBullying is a national tragedy that claims the lives of thousands of young children and teenagers every year and even though there is national spotlight on the issue, there seems to be little done about it due to the con stant ability to change around the old prevention methods and the expansion of loop-holes. The effects of bullying have deep emotional trauma because nobody likes to be circled out from a group and get picked on knowing that you’re always going to be the center of attention and hate

Elderly Interview - 1449 Words

cRunning head: ELDER INTERVIEW Elder Interview Jorge Fernandez Texas Tech University Health Sciences Center School of Nursing NURS 3313 – Care of the Healthy Aging Adult Elder Interview General Appearance Normal Signs of Aging Mrs. L is a 64 year old female Caucasian who lives in West Texas. Her hair is naturally gray, but she dyes it, and appears thin and evenly distributed on her head. There are no signs of baldness but her hair is thinning. Tabloski (2006) states â€Å"the hair of a older person looks gray or white due to a decrease in the number of functioning melanocytes and the replacement of pigmented strands of hair with non-pigmented ones† (p. 335). Mrs. L’s skin is thin and pale in color. No other parts of her body were visible.†¦show more content†¦L was married for 20 years. She has 2 daughters; one is going to school and the other lives in Texas. Her mother has been living with her for 3  ½ years. She enjoys movies, having coffee with her friends once a week, and her two grandchildren. She is active in her church, and used to do prison ministry. She works in Gerontology at the Health Sciences Center and has been a Tech employee for 25 years. Current Medications Mrs. L stated that she takes Baby Aspirin daily, two Vitoran pills for blood pressure, pills for high cholesterol, fish oil, and extra Vitamin B. She did not mention any adverse effects the medications had on her. Health Promotional Activities Use of Exercise Mrs. L stated that she likes to take walks at least 3 to 4 times a week. Her back problems affect her ability to do a wide range of exercises. Use of Relaxation Techniques Mrs. L stated that she enjoys coffee or sharing with friends. She does not do many of the things she used to do since her mother moved in with her. She likes to cross stitch and listen to music. She said that doing all these things helped her to relax. Current Immunizations Mrs. L stated that she has had her current pneumonia and shingles immunizations. She has also had her flu shot for the year. For the prevention of pneumonia and influenza, it is recommended that older persons receive an influenza vaccination yearly and a pneumococcal immunization every 10 years (Tabloski, 2006, p. 508). Last Physical ExamShow MoreRelatedInterview with Elderly Person1101 Words   |  5 PagesViewing for an Effective Outcome Professor Dr. Jorge Cardenas July 23, 2012 Introduction Elderly people are so comfortable in their own skin because they have lived their lives and some have a continuance, which indicate that this is a true blessing and most of them still have their right frame of mind in order to assist in their living conditions along with their personal retirement plans. The elderly sometimes need that extra assistance from families that sometimes may require time that theRead More Interview With an Elderly Person Essays2516 Words   |  11 Pagesof finding contentment in old age and generally do not expect to feel good when they are older. To my surprise, my aunts views about aging were very positive. The Interview Questions The following interview was held on the 1st of March 2014 over the phone. I asked my aunt a few questions and gave her the reason for the interview. The following questions were asked: 1. Are you happy with the way things are? This is a vital question because it will show my aunt’s attitude towards life now, withRead MoreHealth Care Consumer Interview : The Elderly1556 Words   |  7 PagesHealth Care Consumer Interview In a health care system beset by inequality, excessive spending, and average outcomes, one segment of the population in particular presents a variety of problems and opportunities that need to be addressed: the elderly. Individuals over the age of sixty-five in the United States utilize a disproportionate share of medical services compared to the rest of the population, and the growth of this demographic means that any concerns associated with it will only continueRead MoreEssay on Interview with an Elderly Woman2246 Words   |  9 Pagesearly 1940’s Marie was born into a small tight knit family living in a small rural Kentucky town. Marie is now in her seventies and has led a very interesting life traveling the country, raising four children, and shaping her chosen profession. Our interview sessions were conducted over a period of time, as Marie is very active and has little â€Å"free time† to spare. Early Life Her parents meet at a social gathering in town and where married shortly thereafter. Marie’s name was chosen by herRead MoreAn Interview With A Healthy, Non Institutionalized Elderly Latino1630 Words   |  7 PagesThe paper is based on an interview with a healthy, non-institutionalized elderly Latino man in relation to the current nursing techniques. The focus on this individual helps to investigate the relationship between the race/ethnicity, psychosocial characteristics and the United States nursing home utilization projections. Notably, focusing on the individual aged 65 years and above helps analyze the characteristics of the baby boom generation in its entrance to retirement age. Consideration of thisRead MoreThe Interview with a Ms.Brown, Elderly Person Essay example629 Words   |  3 Pagesshared with Ms. Brown about different topics concerning elderly, in particular, Ageism, social network, Caregiving. I countries like , Mexico, where grandparents form a co nstituent part in a family, the United States has seen a major shift away from this reality. On my second interview with Ms. Brown, I decided to bring my Gerontology notebook â€Å" Aging, the Individual, and Society†, so I could share with her some facts about aging, elderly, how society views it, and most important. From the bookRead MoreAdult Aging Interview At The Feet Of An Elderly Person Essay2126 Words   |  9 PagesAdult Aging Interview â€Å"The best classroom is at the feet of an elderly person,† said by a famous American radio and television writer, Andy Rooney. Elderly has so much to teach the younger generation because they have been through an array of events in life that are worth sharing and knowing. The purpose of the study is to understand the experience of aging and late adulthood by using case study method through interview and informal interaction with an older adult. Given the circumstance of longRead MoreIvan Miranda, A Native Of Acapulco, Mexico868 Words   |  4 Pageswasn’t for them†, Ivan stated during the interview. I interviewed Ivan Miranda; a native of Acapulco, Mexico, about elderly roles in his family. Ivans grandparents are the first and the oldest generation of his family in America, therefore, a majority of the answers are of direction of his family’s values towards his grandparents and the ethics that are taught by them. In addition, I came to understand mo re about his family’s thoughts on the importance of elderlies, along with the loss of their heritage’sRead MoreLife Review Paper1424 Words   |  6 Pages N3261 Nursing of Older Adults Denise Cauble RN, PhD (c), CWOCN July 3, 2013 Life Review Assignment After learning of this opportunity to interview an elderly adult, I already had a candidate in mind. S.F. is the grandfather of my boyfriend and this was the perfect opportunity to learn more about his family roots. It made for an easier interview because I was able establish more intimate connections by interviewing the grandfather of someone so close to me. S.F. is an 80 year old CaucasianRead MoreInferential and Cognitive Interviewing Techniques Essays1646 Words   |  7 PagesYou will interview a friend or family member who is elderly, a child, or who has a developmental disability, about an event or incident in his or her daily life. Summarize the story they tell you and identify the set of interview techniques that you utilized. Explain why you used these interview techniques. Discuss what considerations you took into account prior to interviewing this individual. Identify and define any techniques you utilized during the interview. I interviewed my grandma who is

English William Shakespeare Free Essays

string(598) " Drama 313 Studies in Fiction 323-1 Chaucer 324 Studies in Medieval Literature 331 Renaissance Poetry 332 Renaissance Drama 333 Spenser 35 Milton 338 Studies in Renaissance Literature 339 Special Topics in Shakespeare 340 Restoration 18th Century Literature 353 Studies in Romantic Literature 359 Studies in Victorian Literature 365 Studies in Post-Colonial Literature 366 Studies in African American Literature MWF 11-11:50 Passin TTh 3:30-4:50 Hedman TTh 4-5:20 Schwartz TTh 12:30-1:50 Harris TTh 12:30-1:50 Roberts TTh 2-3:20 Thompson TTh 2-3:20 Law TTh 11-12:20 Feinsod MW 9:30-10:50 T\." ?ENGLISH NOTES 2012-2013 Advising and Preregistration ONLY declared English majors (who have formally declared their major by Monday, April 30th) may preregister for English classes via the web on Monday, May 7th during their registration appointment times according to the following schedule: The last day to add a class for Fall Quarter is Friday, September 7th. The last day to drop a class for Fall Quarter is yet to be determined. PLEASE NOTE: The Registrar has indicated that students may preregister for a maximum of two courses in any one department. We will write a custom essay sample on English William Shakespeare or any similar topic only for you Order Now Students can sign up for additional courses in that department during regular advanced registration. Information Sources When you declare, the undergraduate program assistant automatically signs you up for the departmental listserv. Consult your email regularly for announcements about upcoming deadlines and special events. Additional information is posted in University Hall, published in the WCAS column in the Daily Northwestern, and posted on the English Department web page at URL: www. english. northwestern. edu. Also, up-to-date information on courses can be found on the Registrar’s home page at: http://www. registrar. northwestern. du/ Contact the English Department: Northwestern University Department of English 1897 Sheridan Rd. University Hall 215 Evanston, IL 60208 (847) 491-7294 http://www. english. northwestern. edu/ english-dept@northwestern. edu 1 ?ENGLISH NOTES 2012-2013 Applications for the following are available early spring quarter through either the English O ffice in University Hall 215 or the departmental website at www. english. northwestern. edu Annual Writing Competition The English Department will be conducting its annual writing competition Spring Quarter, with prizes to be awarded in the categories of essay, fiction, and poetry. Announcements about specific prizes, eligibility and submission will be available in the English office by April 1st. The following rules apply: 1) Students may not enter competitions for which they are not eligible. 2) Students may submit only one work per genre. 3) The maximum length for essay and fiction manuscript is 20 pages; the maximum length for a poetry manuscript is 10 pages or 3 poems. Students should submit only one copy of each work. The deadline for submission of manuscripts for the 2012 contest is Thursday, May 3rd by 3:00pm. Awards will be announced at a ceremony on May 25th, 2012 at a time that is yet to be determined. A reception will follow. Literature Major 399 Proposals Individual projects with faculty guidance. Open to majors with junior or senior standing and to senior minors. Students interested in applying for independent study in literature during spring quarter should see the potential adviser as soon as possible. Guidelines for 399 are available in UH 215 and on the English webpage. Writing Major Honors Proposals Writing majors should apply for Honors in the spring of their junior year. The department will have application forms available early spring quarter. The application deadline for the 2012-2013 academic year is yet to be determined. Literature Major 398 Honors Applications Literature majors who wish to earn honors may apply during the spring of their junior year for admission to the two- quarter sequence, 398-1,2, which meets the following fall and winter quarter. The departmental honors coordinator for 2012- 2013 is Professor Paul Breslin. The application deadline to apply for the 2012-2013 academic year is Tuesday, May 8th, 2012by 4:30pm. Declaring the Major or Minor In the past, in order to declare the English Major or Minor, students needed to complete prerequisites. Prerequisites are no longer required to declare the Major or Minor. To declare the Major or Minor, pick up the appropriate declaration form in UH 215 and consult the Director of Undergraduate Studies (Professor Grossman) in stipulated office hours. At this point, the new major will choose a Departmental Advisor and become eligible for English preregistration in succeeding quarters. WCAS policy requires instructors to return student work in person or by mail. Student work is not to be kept in the departmental office, nor is it to be distributed in any public place. **Reminder to Seniors: Seniors who have not yet filed their Petitions to Graduate must do so immediately. A Calendar of Course Offerings Taught by English Department Faculty *Class times and course descriptions are subject to change without notice. 105 Expository Writing 205 Intermediate Composition 206 Reading Writing Poetry MW 9:30-10:50 Webster MWF 11-11:50 Curdy MWF 1-1:50 Kinzie MWF 2-2:50 Curdy TTh 9:30-10:50 Goldbloom MWF 10-10:50 Bresland MW 9:30-10:50 Webster MW 3:30-4:50 Curdy T Th 12:30-1:50 Altman TTh 2-3:20 Breslin MW 11-12:20 Seliy MW 12:30-1:50 Donohue TTh 9:30-10:50 Goldbloom TTh 12:30-1:50 Goldbloom MW 9:30-10:50 Bouldrey TTh 9:30-10:50 Bresland TTh 2-3:20 Bresland MWF 1-1:50 Lane (210-2) MWF 1-1:50 Gibbons MW 3:30-4:50 Curdy MWF 11-11:50 Webster MW 11-12:20 Seliy TTh 12:30-1:50 Goldbloom MW 9:30-10:50 Biss MWF 2-2:50 Webster TTh 9:30-10:50 Kinzie TTh 11-12:20 Bouldrey MWF 11-11:50 Soni (210-1) 207 Reading Writing Fiction 208 Reading Writing Creative Non Fiction 210-2,1 English Literary Traditions (Additional Discussion Section Required) FALL WINTER SPRING Several Sections Offered Each Quarter Several Sections Offered Each Quarter ? 3 211 212 213 220 Gender Studies 231 234 270-1,2 273 275 298 302 306 307 Introduction to Poetry (Additional Discussion Section Required) Introduction to Drama Introduction to Fiction (Additional Discussion Section Required) The Bible as Literature (Additional Discussion Section Required) Gender Studies Introduction toShakespeare (Additional Discussion Section Required) American Literary Traditions (Additional Discussion Section Required) Intro. to 20th-Century American Literature (Additional Discussion Section Required) Introduction to Asian American Studies Introductory Seminar in Reading and Interpretation History of the English Language Advanced Poetry Writing Advanced Creative Writing MWF 11-11:50 Gottlieb FALL WINTER SPRING TTh 9:30-10:50 Phillips MWF 12-12:50 Erkkila (270-1) MW 12:30-1:50 Kim MWF 11-11:50 Grossman TTh 9:30-10:50 Thompson TTh 3:30-:50 Roberts TTh 11-12:20 Breen TTh 12:30-1:50 Goldbloom MWF 12-12:50 N. Davis MWF 2-2:50 Feinsod TTh 11-12:20 Cutler TTh 3:30-4:50 Lahey MW 2-3:20 Gibbons TTh 2-3:20 Kinzie TTh 11-12:20 Froula MWF 11-11:50 Thompson MWF 12-12:50 Stern (270-2) TTh 9:30-10:50 Erkkila TTh 11-12:20 Phillips TTh 2-3:20 Harris TTh 12:30-1:50 Dybek TTh 3:30-4:50 Cross MWF 1-1:50 Manning MWF 10-10:50 Newman ?4 311 Studies in Poetry 312 Studies in Drama 313 Studies in Fiction 323-1 Chaucer 324 Studies in Medieval Literature 331 Renaissance Poetry 332 Renaissance Drama 333 Spenser 35 Milton 338 Studies in Renaissance Literature 339 Special Topics in Shakespeare 340 Restoration 18th Century Literature 353 Studies in Romantic Literature 359 Studies in Victorian Literature 365 Studies in Post-Colonial Literature 366 Studies in African American Literature MWF 11-11:50 Passin TTh 3:30-4:50 Hedman TTh 4-5:20 Schwartz TTh 12:30-1:50 Harris TTh 1 2:30-1:50 Roberts TTh 2-3:20 Thompson TTh 2-3:20 Law TTh 11-12:20 Feinsod MW 9:30-10:50 T. You read "English William Shakespeare" in category "Essay examples" Davis MWF 10-10:50 Breen MWF 11-11:50 Newman TTh 9:30-10:50 Masten TTh 11-12:20 Evans TTh 2-3:20 Grossman/Soni TTh 9:30-10:50 Soni MW 3:30-4:50 Lane MW 11-12:20 Weheliye MW 3:30-4:50 Hedman MW 9:30-10:50 Johnson MWF 1-1:50 Newman TTh 3:30-4:50 Harris MW 11-12:20 West MW 3:30-4:50 Evans TTh 12:30-1:50 Harris TTh 2-3:20 Sucich TTh 11-12:20 Roberts TTh 11-12:20 Lane TTh 12:30-1:50 Lahey TTh 9:30-10:50 Dangarembga FALL WINTER SPRING ?5 368 Studies in 20th-Century Literature 369 Studies in African Literature 371 American Novel 372 American Poetry 377 Topics in Latina/o Literature 378 Studies in American Literature 383 Studies in Theory and Criticism 385 Topics in Combined Studies 386 Studies in Literature and Film 393- Theory Practice of Poetry FW/TS 394- Theory Practice of Fiction FW/TS 95- Theory Practice of FW/TS Creative Nonfiction 398-1,2 Senior Seminar Sequence (Lit) TTh 12:30-1:50 Hedman TTh 4-5:20 Mwangi TTh 2-3:20 Mwangi MWF 11-11:50 Lahey MWF 2-2:50 Grossman MWF 10-10:50 Bouldrey TTh 3:30-4:50 Weheliye MWF 1-1:50 Leong MW 3:30-4:50 Leahy MW 12:30-1:50 Webster MW 12:30-1:50 Bouldrey MW 12:30-1:50 Bresland W 3-5 Breslin MWF 11-11:50 Hedman MW 1 2:30-1:50 Passin TTh 12:30-1:50 Cross MW 3:30-4:50 Stern TTh 2-3:20 Erkkila MWF 1-1:50 Cutler MW 2-3:20 Roberts TTh 12:30-1:50 Lahey MW 2-3:20 Froula TTh 2-3:20 N. Davis TTh 3:30-4:50 Leong MW 12:30-1:50 Webster/Curdy MW 12:30-1:50 Bouldrey/Seliy MW 12:30-1:50 Bresland/Bouldrey W 3-5 Breslin MW 9:30-10:50 diBattista MW 12:30-1:50 Passin TTh 11-12:20 Froula T 6-8:20 diBattista TTh 3:30-4:50 Cutler MWF 10-10:50 Smith TTh 12:30-1:50 Savage MWF 2-2:50 Soni MWF 1-1:50 Breslin MWF 11-11:50 Feinsod MW 12:30-1:50 Curdy MW 12:30-1:50 Seliy MW 12:30-1:50 Biss FALL WINTER SPRING ?6 399 Independent Study SeveralSections Offered Each Quarter FALL WINTER SPRING ?7 ENG 206 [Prerequisite to English Major in Writing] Reading Writing Poetry Course Description: An introduction to the major forms of poetry in English from the dual perspective of the poet-critic. Creative work will be assigned in the form of poems and revisions; analytic writing will be assigned in the form of critiques of other members’ poems. A scansion exercise will be given early on. All of these exercises, creative and expository, as well as the required readings from the Anthology, are designed to help students increase their understanding of poetry rapidly and profoundly; the more wholehearted students’ participation, the more they will learn from the course. Prerequisites: No prerequisites. No P/N registration. Attendance of first class is mandatory. Course especially recommended for prospective Writing Majors. Literature Majors also welcome. Freshmen are NOT permitted to enroll until their spring quarter. Seniors require department permission to enroll in English 206. Teaching Method: Discussion; one-half to two-thirds of the classes will be devoted to discussion of readings and principles, the other classes to discussion of student poems. Evaluation Method: Evidence given in written work and in class participation of students’ understanding of poetry; improvement will count for a great deal with the instructor in estimating achievement. Texts include: An Anthology, a critical guide, 206 Reader prepared by the instructor, and the work of the other students. [Prerequisite to English Major in Writing] Reading Writing Fiction Course Description: A reading and writing course in short fiction. Students will read widely in traditional as well as experimental short stories, seeing how writers of different culture and temperament use conventions such as plot, character, and techniques of voice and distance to shape their art. Students will also receive intensive practice in the craft of the short story, writing at least one story, along with revisions, short exercises, and a critical study of at least one work of fiction, concentrating on technique. Prerequisites: English 206. No P/N registration. Attendance of first class is mandatory. Course especially recommended for prospective Writing Majors. Literature Majors also welcome. Teaching Method: Discussion of readings and principles; workshop of student drafts. Evaluation Method: Evidence given in written work and in class participation of students’ growing understanding of fiction; improvement will count for a great deal with the instructor in estimating achievement. Texts include: Selected short stories, essays on craft, and the work of the other students. Fall Quarter: Rachel Webster Averill Curdy Mary Kinzie Averill Curdy Winter Quarter: Rachel Webster Averill Curdy Toby Altman Paul Breslin Spring Quarter: Reg Gibbons Averill Curdy Rachel Webster ENG 207 MW 9:30-10:50 MWF 11-11:50 MWF 1-1:50 MWF 2-2:50 MW 9:30-10:50 MW 3:30-4:50 TTh 12:30-1:50 TTh 2-3:20 MWF 1-1:50 MW 3:30-4:50 MWF 11-11:50 Sec. 20 Sec. 21 Sec. 22 Sec. 23 Sec. 20 Sec. 22 Sec. 23 Sec. 24 Sec. 20 Sec. 21 Sec. 22 Fall Quarter: Goldie Goldbloom Winter Quarter: Shauna Seliy Sheila Donohue Goldie Goldbloom Goldie Goldbloom Spring Quarter: Shauna Seliy Goldie Goldbloom TTh 9:30-10:50 MW 11-12:20 MW 12:30-1:50 TTh 9:30-10:50 TTh 12:30-1:50 MW 11-12:20 TTh 12:30-1:50 Sec. 20 Sec. 21 Sec. 22 Sec. 23 Sec. 20 Sec. 22 ENG 208 [Prerequisite to English Major in Writing] Reading Writing Creative Non Fiction Course Description: An introduction to some of the many possible voices, styles, and structures of the creative essay. Students will read from the full aesthetic breadth of the essay, including memoir, meditation, lyric essay, and literary journalism. Discussions will address how the essay creates an artistic space distinct from the worlds of poetry and 8 fiction, and how truth and fact function within creative nonfiction. Students will be asked to analyze the readings closely, and to write six short essays based on imitations of the style, structure, syntax, and narrative devices found in the readings. Students can also expect to do some brief writing exercises and at least one revision. Prerequisites: English 206. No P/N registration. Attendance of first class is mandatory. Course especially recommended for prospective Writing Majors. Literature Majors also welcome. Teaching Method: Discussion; one-half to two-thirds of the classes will be devoted to discussion of readings and principles, the other classes to discussion of student work. Note: Prerequisite to the English Major in Writing. Fall Quarter: moment, does it become possible to ignore or overlook the political projects embedded in these texts? In readings of Chaucer, More, Sidney, Shakespeare, Milton, Behn and Swift, among others, we will consider how important it is to understand these texts from a political erspective, and wonder why this perspective is so often ignored in favor of psychologizing and subjectivizing readings. Teaching Method: Two lectures per week, plus a required discussion section. Evaluation Method: Regular reading quizzes (15%); class participation (25%); midterm exam (20%); final exam (20%); final paper (20%). Texts include: Beowulf; Mystery Plays; Chaucer, Canterbury Tales; More, Utopia; Sidney, Defense of Poesy; Shakespeare, Tempest and selected sonnets; Milton, Paradise Lost; Behn, Oroonoko; Swift, Gulliver’s Travels. ENG 210-2 English Literary Traditions Christopher Lane MWF 1-1:50 Winter Quarter Course Description: English 210-2 is an English Literature major requirement; it is also designed for non-majors and counts as an Area VI WCAS distribution requirement. This course is a chronological survey of important, representative, and highly enjoyable British works from Romanticism to the modern period (roughly the French Revolution to the First World War). Focusing on poetry, drama, essays, and several short novels, we’ll examine compelling themes, styles, movements, and cultural arguments, paying particular attention to the way literary texts are located in history. For perspective, the course also tackles several comparative issues in nineteenth-century art and intellectual history, drawing on such large-scale themes as tensions between individuals and communities, the narrative fate of women and men, and the vexed, uncertain role of authors as commentators on their social contexts. An overview of English literary history and its traditions during a fascinating century, English 210-2 provides excellent training in the analysis of fiction. Teaching Method: Two lectures per week and one required discussion section each Friday (section assignments will be made during the first week of class). John Bresland Winter Quarter: Brian Bouldrey John Bresland John Bresland Spring Quarter: Eula Biss Rachel Webster Mary Kinzie Brian Bouldrey MWF 10-10:50 MW 9:30-10:50 TTh 9:30-10:50 TTh 2-3:20 MW 9:30-10:50 MWF 2-2:50 TTh 9:30-10:50 TTh 11-12:20 Sec. 20 Sec. 21 Sec. 22 Sec. 20 Sec. 21 Sec. 22 Sec. 23 ENG 210-1 English Literary Traditions Vivisvan Soni MWF 1 1-11:50 Spring Quarter Course Description: English 210-1 is an English Literature major requirement; it is also designed for non-majors and counts as an Area VI WCAS distribution requirement. This course is an introduction to the early English literary canon, extending from the late medieval period through the eighteenth century. In addition to gaining a general familiarity with some of the most influential texts of English literature, we will be especially interested in discovering how literary texts construct, engage in and transform political discourse. What kinds of political intervention are literary texts capable of making? What are the political implications of particular rhetorical strategies and generic choices? How do literary texts encode or allegorize particular political questions? How, at a particular historical ? 9 Evaluation Method: Two short analytical papers; one final essay; performance in discussion section; final exam. Texts include: The Norton Anthology of English Literature: The Major Authors (8th edition; volume B); Jane Austen, Sense and Sensibility (Penguin); Charles Dickens, Hard Times (Norton); Virginia Woolf, Mrs. Dalloway (Harvest/HBJ). Please buy new or used copies of the editions specified. Texts available at: The Norris Center Bookstore. ENG 211 Introduction to Poetry: The Experience and Logic of Poetry Susannah Gottlieb MWF 11-11:50 Fall Quarter Course Description: The experience of poetry can be understood in it at least two radically different ways: as a raw encounter with something unfamiliar or as a methodically constructed mode of access to the unknown. The experience of poetry includes both of these models, and theories of poetry from antiquity to the present day have grappled with these two dimensions of the poetic experience. In order to understand a poem, a reader must, in some sense, enter into its unique and complex logic, while nevertheless remaining open to the sometimes unsettling ways it can surprise us. In this class, we will read some of the greatest lyric poems written in English, as we systematically develop an understanding of the formal techniques of poetic composition, including diction, syntax, image, trope, and rhythm. Students should come prepared to encounter poems as new and unfamiliar terrain (even if you’ve read a particular poem before), as we methodically work through the formal elements of the poetic process. Teaching Method: Lectures and weekly discussion groups. Evaluation Method: Three papers (5-7 pages), weekly exercises, active participation in section discussions, and a final exam. Texts Include: The Norton Anthology of Poetry. ENG 212 Introduction to Drama: Modernism in Performance Susan Manning MWF 1-1:50 Spring Quarter Course Description: This survey course follows the emergence of modernism in diverse genres of theatrical performance—drama, dance, cabaret, and music theatre. In London, Paris, Berlin, and New York, new theatrical practices emerged in the late 19th century and through the first half of the 20th century, practices that have continued to inspire theatre artists into the present. Readings are complemented by film and video viewings and by excursions to Chicago-area theatres. Teaching Method: lecture with weekly discussion sections Evaluation Method: three short papers and a take- home final exam. Texts include: Noel Witts, ed. , The Twentieth- Century Performance Reader (3rd edition); Gunter Berghaus, Theater, Performance and the Historical Avant-Garde. ENG 213 Introduction to Fiction: Worlds in a Grain of Sand Christine Froula TTh 11-12:20 Winter Quarter Course Description: What is fiction? How is it different from history, biography, nonfiction? How and why do people invent and tell stories, listen to them, pass them on, often in new versions, forms, or media? In this course we’ll study a selection of fictional narratives from around the globe and from different historical moments, in a variety of prose and verse forms—short story, novella, novel, myth, story cycle, serial—and in visual and aural as well as literary media: ballad, theatre, zine, painting, photograph, graphic novel, film. If, as Ezra Pound put it, literature is news that stays news, we’ll consider how these fictional works bring news from near and far. We’ll think about the traditions, and occasions of storytelling, the narrators who convey them, the conventions and devices they inherit or make new, and some ways in which stories may influence or talk to one another, as well as to audiences and communities within and across cultures. We’ll consider whether and how each work’s historical origin and context may illuminate ? 10 the situation and conflict it depicts; and how its point of view, narrative voice, techniques of character- drawing, plot, imagery, dialogue, style, beginning and end help shape our questions and interpretations. As we taste some of â€Å"the rarest and ripest fruit of art which human thought has to offer,† in Nabokov’s words, we’ll seek to develop skills and awareness that will deepen our pleasure in the inexhaustible riches of imaginative literature. Teaching Method: Lecture and Discussion Evaluation Method: Attendance, participation, weekly exercises, two short papers, midterm, final. Texts include: Texts and course packet TBA. Texts Include: Bible, New Revised Standard Version (NRSV) with apocrypha (Oxford U. Press). GNDR ST 231/co-listed w/ Comp Lit 205 Gender Studies: Feminism as Cultural Critique Helen Thompson MWF 11-11:50 Winter Quarter Course Description: In this class, we will consider the origins and ongoing powers of feminism as a critique of culture. At its origins in the 1790s through the middle of the twentieth century, modern Western feminism fought on two fronts, condemning women’s legal and political disenfranchisement as well as more subtle practices and norms, like the wearing of corsets, that shored up women’s subordinate status at the level of everyday life. In this class, we will explore feminism in America after the legal and political battle has, to some extent, been won: we’ll examine the so-called second wave of feminism, from roughly 1960 to 1980. This exciting, volatile, and radical phase of the feminist movement dedicated its critical energies to problems that persisted beyond women’s nominal political and legal enfranchisement. By disrupting everyday institutions like the Miss America pageant, second- wave feminism revealed that mainstream norms, habits, and assumptions might operate just as powerfully as repressive laws. Because so much second-wave feminism consists of physical activism, cultural interventions, and artistic production, in this class we will encounter a variety of media: academic writing, but also manifestos, journalism, film, visual art, novels, performances, and documentaries. An ongoing goal of the class will be to explore the critical methodologies enabled by the second wave. What tools does second-wave feminism use to read culture? What tools does second-wave feminism use to re-tell history? The class will begin by looking at part of Simone de Beauvoir’s The Second Sex (French, 1949; English, 1953) to examine how its foundational claim that â€Å"one is not born, but rather becomes, a woman† invites us to analyze culture rather than nature. The remainder of the class is broken into units. Unit One, â€Å"Beauty,† includes the documentary â€Å"Miss . . . or Myth? † (1987) on the Miss American pageant and its feminist re-staging, Gloria Steinem on her experience as a Playboy Bunny (1969), and founding discussions of women’s looks by Kate Millet, Germaine Greer, Betty Friedan and others. Unit Two, â€Å"Housework/ Domesticity,† covers pivotal texts on women’s lives at home (â€Å"The Politics of Housework,† â€Å"The ENGLISH 220 The Bible as Literature Barbara Newman MWF 10-10:50 Combined w/ CLS 210 Spring Quarter Course Description: This course is intended to familiarize literary students with the most influential text in Western culture. No previous acquaintance with the Bible is presupposed. We will consider such questions as the variety of literary genres and strategies in the Bible; the historical situation of its writers; the representation of God as a literary character; recurrent images and themes; the Bible as a national epic; the New Testament as a radical reinterpretation of the â€Å"Old Testament† (or Hebrew Bible); and the overall narrative as a plot with beginning, middle, and end. Since time will not permit a complete reading of the Bible, we will concentrate on those books that display the greatest literary interest or influence, including Genesis, Exodus, Psalms, Ecclesiastes, the Song of Songs, Ruth, Job, Daniel, and Isaiah; the Gospels according to Luke and John, and the Book of Revelation. We will look more briefly at issues of translation; traditional strategies of interpretation (such as midrash, typology, and harmonization); and the historical processes involved in constructing the Biblical canon. Teaching Method: Three lectures, one discussion section per week. Evaluation Method: Two midterms and final exam, each worth 25% of grade; participation in sections; occasional response papers; some interactive discussion during lectures. ?11 Personal is Political,† â€Å"Why I Want a Wife,† and others); we will examine one mainstream reaction to the feminist critique of domestic labor, Ira Levin’s horror novel and adapted film The Stepford Wives. Unit Three, â€Å"Sex,† will look at second-wave feminist challenges to both the social and anatomical determinants of eroticism and pleasure (The Myth of the Vaginal Orgasm, Sex and the Single Girl, Lesbian Nation, Pornography); we will read one early 70s feminist novel (Erica Jong, Fear of Flying) and one early 70s mainstream romance (Janet Woodiwiss, The Flame and the Flower) to examine their contesting representations of women’s sexual desire and agency. In the course of this comparison, we’ll take up the issue of rape, or â€Å"rape culture† (Susan Brownmiller, Against our Will, and others); the material conditions and ideologies at stake in romance reading; and the charge that second-wave feminism reflected the concerns of only white middle-class women (bell hooks, Ain’t I A Woman? ). Unit Four of the class will look at feminist cultural production. We’ll look at avant-garde art (short films include Carolee Schneeman’s â€Å"Meat Joy,† Martha Rosler’s â€Å"Semiotics of the Kitchen,† and other videos, images, and performances) and artistic provocations (like Valerie Solanas, â€Å"The S. C. U. M. Manifesto†) to consider how these texts challenge high art and cultural values down to the present day. Macbeth, Henry V, Anthony and Cleopatra, Measure for Measure, and The Tempest. Teaching Method: Lectures with Q; required weekly discussion section. Evaluation Method: Attendance and section participation, two papers, midterm, final exam. Texts include: The required textbook is The Norton Shakespeare, ed. Stephen Greenblatt et al. Textbook available at: Norris Center Bookstore. ENG 234 Introduction to Shakespeare Susie Phillips TTh 9:30-10:50 Fall Quarter Course Description: What spooks America? From the Puritan â€Å"city upon a Hill,† to Tom Paine’s Common Sense, to Emerson’s American Adam, America was imagined as a New World paradise, a place to begin the world anew. And yet, from the story of Pocahontas and John Smith, to the origins of the American Gothic in the Age of Reason, to Melville’s Moby Dick, American literature has been haunted by fantasies of terror, sin, violence, and apocalypse. Why? This course will seek to answer this question. Focusing on a selection of imaginative writings, including origin stories, poems, novels, and a slave narrative, we shall seek to identify and understand the significance of the terrors—of the savage, the dark other, the body, nature, sex, mixture, blood violence, authoritarian power, and apocalypse—that haunt and spook the origins and development of American literature. Students will be encouraged to draw connections between past American fantasies and fears and contemporary popular culture and politics, from classic American films like Hitchcock’s Psycho to The Hunger Games, from American blues and jazz to Michael Jackson’s Thriller, from the Red Scare and the Cold War to the war on terror. Teaching method: Lecture and discussion; weekly discussion sections. Evaluation Method: 2 papers; quizzes; final examination. Texts Include: The Norton Anthology of American Literature: Beginnings to 1820 (Volume A; 8th edition); Charles Brockden Brown, Edgar Huntly; or Course Description: This course will introduce students to a range of Shakespeare’s comedies, tragedies, histories and romances. During the quarter, we will be considering these plays in their Early Modern context—cultural, political, literary and theatrical. We will focus centrally on matters of performance and of text. How is our interpretation of a play shaped by Shakespeare’s various â€Å"texts†Ã¢â‚¬â€ his stories and their histories, the works of his contemporaries, the latest literary fashions, and the various versions of his plays that circulated among his audience? Similarly, how do the details of a given performance, or the presence of a particular audience, alter the experience of the play? To answer these questions, we will consider not only the theaters of Early Modern England, but also recent cinematic versions of the plays, and we will read not only our modern edition of Shakespeare but also examine some pages from the plays as they originally circulated. Our readings may include Much Ado About Nothing, Romeo and Juliet, Hamlet, Othello, ENG 270-1 American Literary Traditions: What Spooks America? Betsy Erkkila MWF 12-12:50 Fall Quarter ?12 Memoirs of a Sleep-Walker; Ralph Waldo Emerson, Selected Writings; Edgar Allan Poe, Great Short Works; Frederick Douglass, The Narrative of Frederick Douglass; Nathaniel Hawthorne, The Scarlet Letter; Herman Melville, Moby Dick. ENG 273 Post 1798 Introduction to 20th-Century American Lit. Nick Davis MWF 12-12:50 Spring Quarter Course Description: This course aims to draw English majors and non-majors alike into a substantive, wide-ranging, and vivacious conversation about American literature and life, spanning from modernist watersheds of the 1920s to the present moment. In all of the literature we read, the impressions we form, and the insights we exchange, we will track complex evolutions of â€Å"America,† both as a nation and as a notion, deepened and ransformed over time by new ideas about language, history, movement and migration, individuality and collectivity, social positioning, regional identities, political attitudes, and other forces that shape, surround, and speak through the texts. However, we shall remind ourselves at all points that literature is not just a mirror but an engine of culture; it produces its own effects and invites us into new, complicated perspectives about language, form, structure, voice, style, theme, and the marvelous, subtle filaments that connect any text to its readers. Teaching Method: Lecture and discussion Evaluation Method: Two formal essays, quizzes, and a final exam, plus participation in discussion sections and occasionally in lecture Texts include: William Faulkner’s As I Lay Dying; Marita Bonner’s The Purple Flower; Nathanael West’s Miss Lonelyhearts; Don DeLillo’s White Noise; Suzan-Lori Parks’s The America Play; and others. ENG 270-2 American Literary Traditions Julia Stern MWF 12-12:50 Winter Quarter Course Description: This course is a survey of American literature from the decade preceding the Civil War to 1900. In lectures and discussion sections, we shall explore the divergent textual voices – white and black, male and female, poor and rich, slave and free – that constitute the literary tradition of the United States in the nineteenth century. Central to our study will be the following questions: What does it mean to be an American in 1850, 1860, 1865, and beyond? Who speaks for the nation? How do the tragedy and the triumph of the Civil War inflect American poetry and narrative? And how do post- bellum writers represent the complexities of democracy, particularly the gains and losses of Reconstruction, the advent of and resistance to the â€Å"New Woman,† and the class struggle in the newly reunited nation? Evaluation Method: Evaluation will be based on two short (3-page) essays, in which students will perform a close reading of a literary passage from one of the texts on the syllabus; a final examination, involving short answers and essays; and active participation in section and lecture. Texts include: Herman Melville, â€Å"Bartleby, Scrivener†; Harriet Wilson, Our Nig; Rebecca Harding Davis, â€Å"Life in the Iron Mills†; Harriet Jacobs, Incidents in the Life of a Slave Girl; Emily Dickinson, selected poems; Walt Whitman, â€Å"Song of Myself† and other selected poems; Mark Twain, The Adventures of Huckleberry Finn; Charles Chestnut, selected tales; Kate Chopin, The Awakening. Textbooks will be available at: Norris Bookstore. Note: Attendance at all sections is required; anyone who misses more than one section meeting will fail the course unless both his or her T. A. and the professor give permission to continue. ENG 275/co-listed w/ Asian_Am 275 Introduction to Asian American Studies Jinah Kim MW 12:30-1:50 Fall Quarter Course Description: This course examines literature, film, and critical theory created by Asian Americans in order to examine the development of Asian America as a literary field. We will explore how Asian American literature and theory engages themes and questions in literary studies, particularly related to questions of race, nation and empire, such as sentimentalism, the autobiography, bildungsroman and genre studies. For example, how does Carlos Bulosan draw on tropes and images of 1930’s American depression to Post 1798 ?13 draw equivalence between Filipino colonial subjects and domestic migrant workers? How does Siu Sin Far use sentimentalism as a strategy to evoke empathy for her mixed race protagonists? How does Hirahara manipulate conventions of literary noir to contest dominant recollections of WWII? Thus we are also learning to ‘deconstruct’ the text and understand how Asian American literature and culture offers a parallax view into American history, culture and political economy. Starting from the premise that Asian America operates as a contested category of ethnic and national identity we will consider how Asian American literatures and cultures â€Å"defamiliarize† American exceptionalist claims to pluralism, modernity, and progress. The novels, short stories, plays and films we will study in this class chart an ongoing movement in Asian American studies from negotiating the demands for domesticated narratives of immigrant assimilation to crafting new modes of ritique highlighting Asian America’s transnational and postcolonial history and poesis. Teaching Method: Lecture, Discussion, Readings, Class participation, Guest speakers, Writing assignments, Films / video. Evaluation Method: Presentations, attendance, class participation, mid-term paper, final paper. Texts Include: Carlos Bulosan, America is in the Heart, University of Washington Press, 1974; Don Lee, Country of Origin, W. W. Norton and Company, 2004; Karen Tei Yamashita, Through the Arc of the Rainforest, Coffee House Press, 1990; Jhumpa Lahiri, Interpreter of Maladies, Mariner Books, 1999; Susan Choi, Foreign Student, Harper Collins, 1992; John Okada, No-No Boy University of Washington Press, 1978; A required reader is available from Quartet Copies and films for the course will stream on blackboard. ENG 298 Introductory Seminar in Reading and Interpretation Course Description: English 298 emphasizes practice in the close reading and analysis of literature in relation to important critical issues and perspectives in literary study. Along with English 210-1,2 or 270- 1,2 it is a prerequisite for the English Literature Major. The enrollment will be limited to 15 students in each section. Nine sections will be offered each year (three each quarter), and their specific contents will vary from one section to another. No matter what the specific content, 298 will be a small seminar class that features active learning and attention to writing as part of an introduction both to the development of the skills of close reading and interpretation and to gaining familiarity and expertise in the possibility of the critical thinking. Prerequisites: One quarter of 210 or 270. Note: First class mandatory. No P/N registration. This course does NOT fulfill the WCAS Area VI distribution requirement. Fall Quarter: Jay Grossman Helen Thompson Wendy Roberts Winter Quarter: Betsy Erkkila Susie Phillips Carissa Harris Spring Quarter: Harris Feinsod John Alba Cutler Sarah Lahey FQ Section 20: MWF 11-11:50 TTh 9:30-10:50 TTh 3:30-4:50 TTh 9:30-10:50 TTh 11-12:20 TTh 2-3:20 MWF 2-2:50 TTh 11-12:20 TTh 3:30-4:50 Section 20 Section 21 Section 22 Section 22 Section 21 Section 20 Section 20 Section 21 Section 22 Literary Study: â€Å"Coming to Terms† Jay Grossman MWF 11-11:50 Course Description: This seminar will introduce you to some of terms–and through these terms, to some of the materials, methods, theories, and arguments– that have become central to literary study today. By coming to know these terms, we will begin to come to terms with literary study in other, broader ways–to think about what the study of texts might have to do with reading, writing, and thinking in twenty-first century American culture. The seminar is organized around the following terms: writing, author, culture, canon, gender, performance. Some of these terms are of course familiar. Initially, some will seem impossibly broad, but our approach will be particular, through particular literary texts and critical essays. Throughout the course we will also return to two important terms that aren’t a part of this list: literature (what is it? who or what controls its meaning? why study it? ) and readers (who are we? what is our relation to the text and its meaning[s]? what does â€Å"reading† entail? hat is the purpose of reading? what gets read and who decides? ). ?14 Teaching method: Mostly discussion. Evaluation method: Mandatory attendance and active participation. Shorter papers, some of them revised, and one longer final paper. No exams. Texts Include: Mostly fiction and poetry, including some of the following: Walt Whitman, Leaves of Grass; Emily Dickinson’s poetry; Elizabeth Bishop, Geography III; Michael Chabon, The Mysteries of Pittsburgh; Henry Blake Fuller, Bertram Cope’s Year; Critical Terms for Literary Study (eds. Lentricchia and McLaughlin; second edition). FQ Section 21: Romanticism and Criticism Helen Thompson TTh 9:30-10:50 Course Description: This seminar pairs a series of key texts in the history of critical thought with canonical fiction and poetry of the Romantic era. You’ll learn about critical movements— psychoanalysis, Marxism, feminism, and post- structuralism or deconstruction—by testing their substantive and methodological claims against poems, novels, plots, images, and fictions. As the class proceeds, you’ll be able to mix and match critical and literary texts to experiment with the kinds of interpretations and arguments their conjunctions make possible. How do entities like history, class struggle, the unconscious, manifest versus latent content, patriarchy, the body, sex, gender, signification, and textuality continue to engender literary meaning and galvanize the claims we make for the poems and novels we read? We’ll pair Karl Marx’s Communist Manifesto and William Blake’s Songs of Innocence and Songs of Experience; Sigmund Freud’s The Interpretation of Dreams and Mary Shelley’s Frankenstein; William Wordsworth’s Lyrical Ballads and key essays in Jacques Derrida’s theory of deconstruction; and Jane Austen’s Pride and Prejudice and Simone de Beauvoir’s The Second Sex. There will be short supplemental critical or historical materials to flesh out some of these methodologies and provide context for the literary texts. Again, you’ll be encouraged to recombine authors and approaches as we proceed. A central aim of this class will be to facilitate your appreciation of not only the substantive claims made by Marx, Freud, Derrida, and Beauvoir, but also the methodological possibilities that their challenging worldviews open for the interpretation of literature. At the same time, we’ll appreciate that Blake, Shelley, Wordsworth, and Austen are also critical thinkers: indeed, perhaps their poetic and fictional texts anticipate the methodological and historical provocations offered by Marx and the rest. As we gain facility with some of the dominant methodological strands of literary analysis, we’ll think about their historical roots in the Romantic era and ponder the still urgent critical possibilities they open for us today. Teaching Method: Seminar. Evaluation Method: TBA FQ Section 22: Contact Wendy Roberts TTh 3:30-4:50 Course Description: European contact with the â€Å"new world† initiated various textual interpretations of people groups and cultures, including our own. The very project of defining what it means to be American can be said to egin in the first encounter with the other. It is often noted that the physical senses were central to this narrative in which textuality became linked to modernity and orality to the primitive. In many ways, the rich metaphor of â€Å"contact† is helpful for thinking about literary methodologies, which often attempt to make strange, at the same time that they attempt to understand, a given text. This course will intro duce English majors to some of the key terms and issues in textual interpretation through reading American literature pertaining to contact, broadly conceived. Whether coming face to face with the savage Indian in the wilderness, or conversely, a white ghost, experiencing a supernatural event, or stepping onto American soil after surviving the Middle Passage, the texts we read will offer compelling narratives of rupture, displacement, and recreation helping us to reflect on the various methodologies literary studies offers for interpreting texts and the claims it makes on the real world. We will think about the definition of literature, our status as readers, and the way our encounter, contact, or discovery of a given text becomes literarily, culturally, and personally meaningful. Teaching Method: Discussion. 15 Evaluation Method: Participation, attendance, shorter writing assignments, group blog project, and one revised paper. Texts include: Mostly fiction and poetry, including some of the following: contact narratives by Christopher Columbus and Alvar Nunez Cabeza de Vaca, selection of Native American tales and songs, including contemporary poet Leslie Marmon Silko, Mary Rowlandson’s captivity narrative, John Marrant’s conversion narrative, Phillis Wheatley’s poetry, Charles Brockden Brown’s novel Wieland, and Walt Whitman’s Leaves of Grass. WQ Section 20: Reading and Interpreting Edgar Allan Poe Betsy Erkkila TTh 9:30-10:50 Course Description: Edgar Allan Poe invented the short story, the detective story, the science fiction story, and modern poetic theory. His stories and essays anticipate the Freudian unconscious and various forms of psychoanalytic, poststructuralist, and modern critical theory. Poe wrote a spooky novel called The Narrative of Arthur Gordon Pym and several volumes f poetry and short stories. As editor or contributor to many popular nineteenth- century American magazines, he wrote sketches, reviews, essays, angelic dialogues, polemics, and hoaxes. This course will focus on Poe’s writings as a means of learning how to read and analyze a variety of literary genres, including lyric and narrative poems, the novel, the short story, detective fiction, science fiction, the essay, the literary review, and critical theory. We shall study poetic language, image, meter, and form as well as various story- telling techniques such as narrative point of view, plot, structure, language, character, repetition and recurrence, and implied audience. We shall also study a variety of critical approaches to reading and interpreting Poe’s writings, including formalist, psychoanalytic, historicist, Marxist, feminist, queer, critical race, poststructuralist, and postcolonial theory and criticism. We shall conclude by looking at the ways Poe’s works have been translated and adapted in a selection of contemporary films and other pop cultural forms. Teaching Method: Some lecture; mostly close- reading and discussion. Evaluation Method: 2 short essays (3-4 pages); and one longer essay (8-10 pages); in-class participation. Texts Include: Edgar Allan Poe: Poetry, Tales, and Selected Essays (Library of America); M. H. Abrams and Geoffrey Galt Harpham: A Glossary of Literary Terms (Thomson, 8thEdition); Julie Rivkin and Michael Ryan, eds. Literary Theory: An Anthology (Blackwell, rev. ed. ). WQ Section 21: Songs and Sonnets Susie Phillips TTh 11-12:20 Course Description: Beginning with the sonnet craze in the late sixteenth century, this course will explore the relationship between poetry and popular culture, investigating the ways in which poets draw on the latest trends in popular and literary culture and, in turn, the ways in which that culture incorporates and transforms p oetry—on the stage, in music, and on the screen. We will consider how poets borrow from and respond to one another, experimenting with traditional forms and familiar themes to make the old new. In order to recognize and interpret this experimentation, we will first study those traditional forms, learning to read and interpret poetry. While we will be reading a range of poems in modern editions, we will be situating them in their social, historical, literary and material contexts, analyzing the ways in which these contexts shape our interpretation. How for example might our reading of a poem change if we encountered it scribbled in the margins of a legal notebook or posted as an advertisement on the El rather than as part of an authoritative anthology? Teaching Method: Discussion. Evaluation Method: Two papers, short assignments, and class participation. Texts Include: Poetry by Shakespeare, Donne, Marlowe, Sidney, Spenser, Keats, Shelley, Williams, Stevens, and Eliot. WQ Section 22: Representing the Prostitute in Early Modern England Carissa Harris TTh 2-3:20 Course Description: The London stage was continually populated by actors playing prostitutes, from the morality dramas of the 16th century to early 17th-century plays in which the prostitute takes 16 center stage, such as The Dutch Courtesan and The Honest Whore Part 1 and 2. Why was the figure of the prostitute particularly important to early modern English writers, and what did staging the prostitute mean for both authors and audiences? In this course we will explore how early modern English writers used the character of the prostitute to embody a variety of popular anxieties concerning female sexuality, social disorder, the continual influx of foreigners to London, the rapid spread of syphilis, urban growth, and widespread poverty. We will study the literary and cultural meanings of the prostitute, seeking to identify what precisely representing the prostitute on stage accomplished for both authors and audiences in early modern London. We will also investigate the roles the prostitute performs in particular genres, including satirical love poetry, erotica, gender debates, and drama. Readings for the course will include William Shakespeare’s comedy Measure for Measure, Thomas Dekker’s plays The Honest Whore Part 1 and 2, Thomas Nash’s poem A Choyse of Valentines, several short poems by court poet John Skelton, and John Marston’s plays The Insatiate Countess (unfinished) and The Dutch Courtesan (selections). Teaching Method: Seminar. Evaluation Method: 2 short close-reading papers (3- 4 pp. , an in-class presentation with an accompanying paper (2 pp. ), and a final paper (5-7 pp. ). Texts include: Shakespeare, Measure for Measure (Arden Shakespeare edition); and a course reader Textbooks will be available at: Quartet Copies. SQ Section 20: Modern Poetry Poetics: Experiments in Reading Harris Feinsod MWF 2-2:50 Course Description: This course offers an introduction to key texts and major p aradigms for the reading and interpretation of modern poetry in English. The first half of the course contends with questions at the heart of the discipline of poetics: what is poetry? Is it of any use? How do poems employ figures, rhythms, sounds, and images to address problems of experience and society? How do poems acknowledge or reject tradition? How does poetry enhance or alter our relationships to language and to thinking? We will read â€Å"experimentally,† pairing works by poets such as Dickinson, Yeats, Frost, Hughes, Stevens, Moore, Crane, Pound and Eliot with theoretical statements of poetics by Paz, Jakobson, Agamben, Stewart, Frye and others. This will allow us to gain fluency with poetic forms and genres, and to practice the fundamentals of close reading. In the second half of the course our attention will shift from individual poems to a series of scandalously inventive collections and sequences (including Williams, Brooks, Oppen, Ginsberg, O’Hara, or others). We will learn to shuttle with agility between the observations of minute formal elements and larger historical, performative, and transnational logics. We will continue to experiment widely and self-consciously with practices of close reading, but we will also flirt with alternatives such as â€Å"close listening† and â€Å"wild reading. We will move between an understanding of a â€Å"text† and its social â€Å"context,† between iterative â€Å"forms† and unrepeatable â€Å"performances,† between discrete â€Å"works† and the wider â€Å"networks† of poems to which they belong. At the conclusion of the course, we will begin to speculate about the future of poetry and poetics in the new media environment of the 21st centu ry. Teaching Method: Lecture and discussion. Evaluation Method: frequent short writing assignments, one ~10 page paper, one in-class presentation. Careful preparation and participation is crucial. Texts include: Individual poems and collections by Dickinson, Yeats, Frost, Hughes, Stevens, Moore, Crane, Pound, Eliot, Williams, Bishop, Ginsberg, and others; criticism by Agamben, Adorno, Culler, de Man, Frye, Greene, Jakobson, Ramazani et. al. ; Brogan, The New Princeton Handbook of Poetic Terms. This list is subject to change, contact me for the syllabus during enrollment. Texts available at: Beck’s Bookstore SQ Section 21: Adaptation John Alba Cutler TTh 11-12:20 Course Description: This seminar will examine literary adaptation as a way to approach questions of reading, interpretation, genre, and literary culture. Literary works have much to teach us about the act of reading itself, especially when those works adapt some other source material and in the process 17 interpret it. The process of adaptation into poetry or fiction foregrounds how literary texts make meaning. Adaptation will thus provide us a framework for studying basic concepts from poetics, including meter, rhyme, and form, as well as from narratology, including point of view, characterization, plot, and narrative temporality. We will consider literary adaptation from a variety of perspectives: what choices do writers make when creating a work of fiction from historical records? Or a play from a poem? How have poets from the Early Modern period to the present used sources as various as the Bible and visual art as inspiration? What do all of these adaptations teach us about how literature compares to other forms of cultural production? The seminar will end by considering what happens when a canonical work of American literature, F. Scott Fitzgerald’s The Great Gatsby, becomes the subject of adaptation and re-adaptation. Teaching Method: Discussion Evaluation Method: Quizzes, short essays. Texts include: Poems by John Milton, W. H. Auden, Langston Hughes, and Frank O’Hara; â€Å"Benito Cereno,† by Herman Melville; A Raisin in the Sun, by Lorraine Hansberry; and The Great Gatsby, by F. Scott Fitzgerald SQ Section 22: Many Faces of Gothic Fiction Sarah Lahey TTh 3:30-4:50 Course Description: The Turn of the Screw has famously been interpreted as both a ghost story and a psychological drama. Some claim it is a novella about supernatural events, and others argue it revolves around a crazy governess suffering hallucinations. As a genre, gothic literature inspires an unusually diverse range of critical reactions. Yet, how many ways can we accurately read the same story? What prompts one form of criticism over another? What are the stakes of choosing to read a story in a particular way? These questions will drive our discussion as we examine classic works of gothic fiction in the British tradition from the 18th and 19th centuries. We also will pair each primary text with an excerpt of literary theory or criticism. Our aim is to understand the practice of literary criticism, while at the same time enjoying the thrills – and horrors – of gothicism’s most famous creations. Teaching Method: Discussion Evaluation Method: In-class presentation, two short papers (4-5 pages), and one longer paper (6-8 pages). Texts include: The Castle of Otranto (1764); Confessions of a Justified Sinner (1824); Strange Case of Dr. Jekyll and Mr. Hyde (1886); Dracula (1897); and The Turn of the Screw (1898). ENG 302 History of the English Language Katherine Breen TTh 11-12:20 Fall Quarter Course Description: Have you ever noticed that, unlike many other languages, English often has two different names for the same animal? These double names can be traced back to 1066, when the French- speaking Normans, led by William the Bastard, conquered England and installed their countrymen in almost every position of power. In the aftermath of this victory, William the Bastard became William the Conqueror and cows and pigs and sheep became beef and pork and mutton – at least when they were served up to the Normans at their banquets. Like many other high-falutin’ words in English, these names for different kinds of meat all derive from French. As long as the animals remained in the barnyard, however, being cared for by English-speaking peasants, they kept their ancient English names of cow and pig and sheep. In this course we will investigate this and many other milestones in the history of the English language, focusing on the period from the Middle Ages through the eighteenth century. We will pay particular attention to the relationship between language and power, and to the ways people in these periods conceived of their own language(s) in relation to others. This class will also help you to develop a more sensitive understanding of the English language that you can bring to other classes and to life in general. Have you ever thought about analyzing a poem – or a political speech – in terms of which words come from Latin, which from French, and which from Old English? Teaching Method: Mostly discussion, with some lecture. Evaluation Method: Quizzes, a midterm exam, and a final exam, plus a couple of short papers and an oral report. Texts Include: David Crystal, The Stories of English; a course reader. 18 Texts available at: Beck’s Bookstore and Quartet Copies NOTE: This course fulfills the English Literature major Theory requirement. ENG 306 Combined w/ CLS 311 Advanced Poetry Writing: Theory and Practice of Poetry Translation Reg Gibbons MW 2-3:20 Spring Quarter Course Description: A combination of seminar and workshop. Together we will translate several short poems and study theoretical approaches to literary translation and practical accounts by literary translators. We will approach language, poems, poetics, culture and theoretical issues and problems in relation to each other. Your written work will be due in different forms during the course. In your final portfolio, you will present revised versions of your translations and a research paper on translation.. Prerequisite: A reading knowledge of a second language, and experience reading literature in that language. If you are uncertain about your qualifications, please e-mail the instructor at to describe them. Experience writing creatively is welcome, especially in poetry writing courses in the English Department. Teaching Method: Discussion; group critique of draft translations; oral presentations by students. Evaluation Method: Written work (â€Å"blackboard† responses to reading, draft translations, revised translations, and final papers) as well as class participation should demonstrate students’ growing understanding of translation as a practice and as a way of reading poetry and engaging with larger theoretical ideas about literature. Texts include: Essays on translation by a number of critics, scholars and translators, in two published volumes and on the Course Management web site (â€Å"blackboard†). ENG 307 CROSS-GENRE Advanced Creative Writing: Finding a Place Goldie Goldbloom TTh 12:30-1:50 Fall Quarter Course Description: Setting is an often overlooked aspect informing fiction, and yet, when we think back on our favourite books, what remains with us, besides character, is often connected with setting. What would Harry Potter be without Hogwarts? What would The Lord of the Rings be like without Middle Earth, Charlotte’s Web without the farmyard, To Kill a Mockingbird without Maycomb, Alabama? We will be examining setting in our own work and in the work of published writers, to determine what it adds to the dreamscape of a story, and how it can be manipulated to express hidden emotion. This is a workshop class, and you will be expected to bring in your own writing for analysis and critique. Prerequisites: Prerequisite English 206. No P/N registration. Attendance at first class is mandatory. This course may be used toward the inter-disciplinary minor in creative writing. Texts include: The Street of Crocodiles, Bruno Schulz, 978-0-14018625-5; Nadirs, Herta Muller, 978-0-80328254-4; Too Loud a Solitude, Bohumil Hrabal, 978-0-15690458-2; Being Dead, Jim Crace, 978-0-31227542-6; The Woman in the Dunes, Kobo Abe, 978-0-67973378-2; Bastard Out of Carolina, Dorothy Alison; Lord of the Rings, J. R. R. Tolkein ENG 307 Advanced Creative Writing: Fabulous Fiction Stuart Dybek TTh 12:30-1:50 FICTION Winter Quarter Course Description: Fabulous Fictions is a writing class that focuses on writing that departs from realism. Often the subject matter of such writing explores states of mind that are referred to as non- ordinary reality. A wide variety of genres and subgenres fall under this heading: fabulism, myth, fairy tales, fantasy, science fiction, speculative fiction, horror, the grotesque, the supernatural, surrealism, etc. Obviously, in a mere quarter we could not hope to study each of these categories in the kind of detail that might be found in a literature class. The aim in 307 is to discern and employ writing techniques that overarch these various genres, to study the subject through doing—by writing your own fabulist stories. We will be read examples of ? 19 fabulism as writers read: to understand how these fictions are made—studying them from the inside out, so to speak. Many of these genres overlap. For instance they are all rooted in the tale, a kind of story that goes back to primitive sources. They all speculate: they ask the question What If? They all are stories that demand invention, which, along with the word transformation, will be the key terms in the course. The invention might be a monster, a method of time travel, an alien world, etc. but with rare exception the story will demand an invention and that invention will often also be the central image of the story. So, in discussing how these stories work we will also be learning some of the most basic, primitive moves in storytelling. To get you going I will be bringing in exercises that employ fabulist techniques and hopefully will promote stories. These time tested techniques will be your entrances—your rabbit holes and magic doorways–into the figurative. You will be asked to keep a dream journal, which will serve as basis for one of the exercises. Besides the exercises, two full-length stories will be required, as well as written critiques of one another’s work. Because we all serve to make up an audience for the writer, attendance is mandatory. Prerequisites: Prerequisite English 206. No P/N registration. Attendance at first class is mandatory. addition to our readings and discussions of published fiction, we will spend time workshopping your own stories. Dependent on time, each student will have their creative prose workshopped twice. ENG 307 CROSS-GENRE Advanced Creative Writing: Cross-Genre Experiments Mary Kinzie TTh 2-3:20 Spring Quarter Course Description: A creative writing course for any undergraduate who has taken at least two of the Reading Writing prerequisites (poetry and one prose course). We will explore the blending of prose with poetry in genres such as the â€Å"lyric essay† as well as the insertions of prose into works by poets; the blending of narrative with visual art (as in Donald Evans’s series of stamps How to cite English William Shakespeare, Essay examples

Adoption of IFRS-Free-Samples for Students-Myassignmnthelp.com

Questions: 1.Critically evaluate whether a shock to financial reporting, the 2005 adoption of International Financial Reporting Standards (IFRS) has a differential impact on the debt and equity markets. 2.The key qualitative characteristics in the Conceptual Framework are relevance and faithful representation. Preparers of financial statements may face a dilemma in satisfying both criteria at once. Critically evaluate on situations where there might be a conflict. Answers: Introduction It is often criticized that the implementation of IFRS in 2005 has focused too much on providing financial information related to equity investment decision that areas pertaining to Stewardship and debt contracting. The first part of the report aims to critically evaluate whether this adoption to the new standards is having any differential implications on the debt and equity markets. The second part of the report has been able to identify the key qualitative characteristics associated to the conceptual framework with regards to faithful representation. The main criticism related to the qualitative characteristic is seen in terms of preparers of the financial statements who may often face the confusion of satisfying both criteria at once. To present a critical evaluation of the facts the learning objectives are relied on macroeconomic data along with a pre-post design centred in 2005 (Agyei-Mensah 2014). 1.Rational for Financial Reporting Standards (IFRS) having a differential impact on the debt and equity markets The primary objective of FASB and IASB is designed to provide information about entities reporting which is beneficial to both existing and potential investors in making decisions pertaining to resources. Based on the previous empirical investigations shows limited research conducted for evaluating relative impact of financial reporting on equity versus the debt markets. However, among the few evidences included in Macroeconomic Evidence from Mandatory IFRS Adoption in SSRN Electronic Journal and other such research, the use of macroeconomic level investment for equity and debt is seen to provide a common platform to know about the impact of IFRS acceptance on investment decision and equity (Santos, Fvero and Distadio 2016). The differential effects of IFRS is able to know about that option process of debt and equity investment as per countrys governance before IFRS implementation. The discourse from the research is able to signify that on using of difference design, general trading has increased with foreign investment than by use of non-adopting countries as controls. There is existence of a strong correlation between adoption of IFRS and foreign investment (combination of both equity and debt investment) in a country (Ewert and Wagenhofer 2016). However, several results of the research have found that the implementation of IFRS is not robust to alternative deflator as these are excluding U.S. as a potential investor. In contrast to this the debt results are more robust to inclusion/ exclusion of countries. So, it may be stated that IFRS is having a significantly greater implication on the debt market in compared to the equity market. This notion is constant with investors placing more reliance towards financial statement evidence than equity investors (Dvo?k and Vaek 2015). There are similar studies conducted to know about governance on debt investment and foreign equity around the adoption of IFRS. Differential impact effects in terms of governance on equity investment and foreign equity with IFRS adoption has a limiting effect to countries having high governance quality before the adaptation. This increases the foreign equity investment which are associated with increases in quality of governance surrounding the adoption. The overall impact of the IFRS adoption suggests that the increase in equity investment are dependent with high living of pre-adoption governance however, the debt investment have not shown this relevance to the limit of governance prior to that adoption (Eng, Sun and Vichitsarawong 2014). Several types of earlier research studies have been able to state that this shock in the financial reporting via the intimidation of IFRS greater debt market influence than equity markets. Henceforth, the debt markets are having a greater impact on characteristic nature of financial reporting rather than equity markets. Based on the findings of these research IFRS adoption is considered to be having a greater impact on debt financing rather than equity financing decisions. These insights provide important understandings on the regulators and the standard setters for differential influence of financial reporting on debt versus equity markets (Zakari 2014). Despite of most of emphasis on providing financial information for equity investment decisions few prior work is able to suggest that IFRS earnings are much more effective for individual companies and debt contracting to derive debt market benefits. These research studies further suggest that voluntary IFRS adopters has to bear lower rate on private loans for obtaining a favourable loan term, thereby attracting more number of foreign lenders. In addition to this, these companies are more likely for issuing public bonds after mandatory IFRS adoption process. Several other research studies have suggested that IFRS adoption is related to increasing credit sensitivity ratings in terms of accounting default factors (Gao and Sidhu 2016). 2.Critical evaluation of conflict between relevance and faithful representation The concept of relevance is identified as one of the two fundamental decisions for specific characteristics of implying useful accounting information. The use of relevant information can make a difference in a decision-making process and helps the users to make predictions about the outcomes of future, present and past events. It needs to be further understood that the use of relevant information can be both predictive and confirmatory. The faithful representation on the other hand is among one of the two fundamental decisions which is useful in terms of accounting information for defining a specific characteristic. The information represented with this criterion is intended to represent the dependability aspect of the reporting events. The faithful representation of report is depicted in terms of neutrality, error free and completeness of the financial information (Ali, Akbar and Ormrod 2016). However, satisfying both the criteria at once can be a major challenge while financial reporting. In situations where repayments and loyalty scheme accruals are estimated, the accruals for sales and loyalty scheme redemption is often estimated based on historical returns. This is recorded so as to allocate them in the same financial year at the time of noting down original revenue. The provisions are reviewed on regular basis and updated for reflecting managements-based estimates on actual returns and redemptions which can vary accordingly (Sutton, Cordery and van Zijl 2015). The organizations include an expanded discussion for providing information on refunds and loyalty schemes for the preparation of financial statements as per appropriate options and estimates. However, there may be different results for these estimates from the actual results due to significant risk factor associated to material adjustment to the carrying amount of liabilities and assets (Mala and Chand 2014). To undertake an effective representation of financial information the compliance between both the frameworks are necessary. However, when they are in conflict IAS 1 almost equates the fair presentation of the standards to ensure only true and fair values of financial information is provided. However, under extreme conditions management may reach to a decision which may show that certain provisions of standards may be misleading with the objectives of IASB framework. Under these situations, the management may decide to depart from provisional standards which is also known as true and fair override (Poudel, Hellmann and Perera 2014). Henceforth, the fair presentation is not only seen with compliance to the standards, but as standards which are detailed in every circumstance for achieving fair presentation. Henceforth, it needs to be understood that to interpret the situation of problem by deciding on choosing fair presentation over relevance. The choice of true and fair presentation ov er reliability is dependent on desired behaviour considered with the opportune and relevancy of the ethical or moral objectives (Madah Marzuki and Abdul Wahab 2016). Reliability should not be confused with conformity however, based on true and fair override standards and it can be said that relevant information is more important than fair representation. These depictions are based on discussions associated to the inclusion of implicit and explicit hypothesis for the new accounting model prepared as per Conceptual Framework of the International Financial Reporting Standards (IFRS) (OBrien et al. 2014). Several types of modern conceptual framework researchers have opined that economic phenomena allow the existing and potential investors to take economic decisions based on purchase, sale or retention of stock. In addition to this, the previous studies have extended the needs of other stakeholders. This approach of amalgamating partnership into accounting standardization have led to open debate on concerns for selecting standard and decision or behaviour. However, as per the evidences of these studies, the accountants need to focus more on the effect s of distribution of income, wealth and power for relying on relevancy versus true and fair presentation (Perera and Chand 2015). Conclusion The conclusions drawn from the discourse of critical evaluation whether the IFRS adoption to the new standards is having any differential implications on the debt and equity markets have shown that there has been a strong correlation between adoption of IFRS and foreign investment (combination of both equity and debt investment) in a country and IFRS is having a significantly more influence on debt markets than equity markets. This notion is dependable with investors placing more reliance towards financial statement information rather than equity investors. In addition to the discussion on differential impact is also seen with debt markets having a greater impact on characteristic nature of financial reporting rather than equity markets. As per the latter part of the discussions the preparers of financial statements may face the dilemma of including both relevance and faithful representation where refunds and loyalty scheme accruals are estimated. In addition to this, accruals for sa les and loyalty scheme redemption is often estimated based on historical returns. However, organizations may introduce an expanded discussion for providing information on refunds and loyalty schemes for the preparation of financial statements as per appropriate options and estimates. These may produce different results for these estimates from the actual results due to risk factor associated to material adjustment pertaining to carrying amount of liabilities and assets. References Agyei-Mensah, B. K. (2014) Adoption of International Financial Reporting Standards (IFRS) in Ghana and the Quality of Financial Statement Disclosures, International Journal of Accounting and Financial Reporting, 3(2), p. 269. doi: 10.5296/ijafr.v3i2.4489. Ali, A., Akbar, S. and Ormrod, P. (2016) Impact of international financial reporting standards on the profit and equity of AIM listed companies in the UK, Accounting Forum, 40(1), pp. 4562. doi: 10.1016/j.accfor.2015.12.001. Dvo?k, M. and Vaek, L. (2015) Are IFRS Really Global Standards of Financial Reporting? Analysis of Worldwide Jurisdiction Profiles, Procedia Economics and Finance, 25, pp. 156165. doi: 10.1016/S2212-5671(15)00724-8. Eng, L. L., Sun, L. and Vichitsarawong, T. (2014) Are international financial reporting standards-based and U.S. GAAP-Based accounting amounts comparable? evidence from U.S. ADRs, Journal of Accounting, Auditing and Finance, 29(2), pp. 163187. doi: 10.1177/0148558X14521212. Ewert, R. and Wagenhofer, A. (2016) Why More Forward-Looking Accounting Standards Can Reduce Financial Reporting Quality, European Accounting Review, 25(3), pp. 487513. doi: 10.1080/09638180.2015.1043927. Gao, R. and Sidhu, B. K. (2016) Convergence of accounting standards and financial reporting externality: Evidence from mandatory IFRS adoption, Accounting and Finance. doi: 10.1111/acfi.12236. Madah Marzuki, M. and Abdul Wahab, E. A. (2016) Institutional factors and conditional conservatism in Malaysia: Does international financial reporting standards convergence matter?, Journal of Contemporary Accounting and Economics, 12(3), pp. 191209. doi: 10.1016/j.jcae.2016.09.004. Mala, R. and Chand, P. (2014) Impacts of additional guidance provided on international financial reporting standards on the judgments of accountants, International Journal of Accounting, 49(2), pp. 263288. doi: 10.1016/j.intacc.2014.04.008. OBrien, B. C., Harris, I. B., Beckman, T. J., Reed, D. A. and Cook, D. A. (2014) Standards for Reporting Qualitative Research, Academic Medicine, 89(9), pp. 12451251. doi: 10.1097/ACM.0000000000000388. Perera, D. and Chand, P. (2015) Issues in the adoption of international financial reporting standards (IFRS) for small and medium-sized enterprises (SMES), Advances in Accounting, 31(1), pp. 165178. doi: 10.1016/j.adiac.2015.03.012. Poudel, G., Hellmann, A. and Perera, H. (2014) The adoption of International Financial Reporting Standards in a non-colonized developing country: The case of Nepal, Advances in Accounting, 30(1), pp. 209216. doi: 10.1016/j.adiac.2014.03.004. dos Santos, M. A., Fvero, L. P. L. and Distadio, L. F. (2016) Adoption of the International Financial Reporting Standards (IFRS) on companies financing structure in emerging economies, Finance Research Letters, 16, pp. 179189. doi: 10.1016/j.frl.2015.11.002. Sutton, D. B., Cordery, C. J. and van Zijl, T. (2015) The Purpose of Financial Reporting: The Case for Coherence in the Conceptual Framework and Standards, Abacus, 51(1), pp. 116141. doi: 10.1111/abac.12042. Zakari, M. A. (2014) Challenges of International Financial Reporting Standards ( IFRS ) Adoption in Libya, International Journal of Accounting and Financial Reporting, 4(2), pp. 390412.

Should Parents Be Required to Immunize Their Children free essay sample

The main goal of vaccinationsis to stimulate the immune system to some contagion without suffering from natural infection (Payette and Davis 2001). In a period of time before the emergence of preventable therapies, such diseases as diphtheria, measles, smallpox and pertussis were the leading causes of children deaths. For example, a little more than a century ago the infant mortality rate in the USA was 200 per 1000 live birth, while in 2006,according to the UN Population Prospects, it was 6. per 1000 live births. However, few parents recognize the possible harm of vaccines. Vaccination is not without risks, since adverse events may be observed after any vaccination. Since 1990, Vaccine Adverse Event Reporting System (VAERS) in the USA received from 12 000 to 14 000 reports of hospitalization, injuries and deaths after immunization. Moreover, only 10 % of doctors make reports to VAERS. That means every year there are more than 1 million people in the U. S. injured by immunization (Mu rphy 2002). In recent years, a concern regarding both the safety and necessity of certain immunizations has been raised, since the number of new vaccines had risenover the past two decades. We will write a custom essay sample on Should Parents Be Required to Immunize Their Children? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is supported by Murphy (2002) who claims thata child takes 37 doses of eleven different vaccines during his first five years of life. Indeed, because vaccines are widely used and there are laws in many countries worldwide that make immunization compulsory in order to enter kindergarten and school, it is essential to pay attention to the effectiveness and side effects of the vaccines (Stratton et. al. 2003). In order to understand this, it is necessary to lookfirstly at the history of vaccine development and its process of defending humans from catching diseases, and then at risk-benefits assessment by considering two cases either making immunization compulsory or giving parents a choice. It is argued that laws making parents obliged to immunize children should stay the same since the benefits held by immunization outweigh its risks. The history of the expansion and spread of vaccination starts with Edward Jenner from Gloucestershire, England, who did the first successful immunization in 1796 (Stern, Markel 2005). Before this, it was noticed in Great Britain that the cases of smallpox among milkmaids, who had pockmarks on their hands after cowpox infection, were the lowest. Edward Jenner took the pus from the lesion of the hand of milkmaid Sara Nelmesand entered into the 8 year old boy James Phipps. This resulted in no illness after inoculating this boy with smallpox 6 weeks after the first inoculation. After that many scientists made their own contributions resulting in devising of vaccines against cholera in 1896, the plague in 1897, influenza vaccine in 1936 and yellow fever in 1937. The introduction of triple Measles-Mumps-Rubella vaccine in 1969 is still representing the cornerstone of immunization pediatrics because now a single vaccine could provide immunity for three different diseases (Payette and Davis 2001). All vaccines operatein similar ways. Through inoculation the organism gets a particular amount of either live or dead microorganisms, depending on the type of vaccine, that are the causes of the pathogenic illness (The Meningitis Trust 2008). But they are weakened forms so they are not able to cause the illness. The individual’s immune system accepts microorganisms as foreign. Those microbes enforce the human organism to create antibodies which consequently destroy and remember the microbe’s code. When the actual infection is attacking the human, the organism will recognize and neutralize it, thus eliminating it entering into cells (The Meningitis Trust 2008). Examining advantages of the immunization programs, the first and main reason forsupporting such an expensive medical strategy as vaccination is the prevention of the hugemortality and morbidity rates due to transmittable diseases. Contagious diseases have always shaped human history (Poland and Jacobson 2001). In 1998 transmittable diseases were ranked second after cardiovascular diseases among the reasons of deaths at 13. 3 million which is 25% of the total number of deaths worldwide (Dittman 2001). They were the number one killers of both children and adults in developing countries representing 50% of deaths. But the emergence of vaccines changed the situation. Such diseases as diphtheria and Haemophilusinfluenzae type B are almost eradicated, while smallpox has been wiped out. Never before in mankind’s history wasone of the terminal illnesses stamped out. Smallpox cases stopped completely in the US and the UK by 1971. As far as Asia is concerned, it happened by 1975. Therefore, in 1980 World Health Organization (WHO)declared total eradication of smallpox (Payette and Davis 2001). Now it is only an illness of historic interest (Poland and Jacobson 2001). Taking into account such a success with smallpox, the Expanded Program on Immunisation(EPI) was established in 1974, and it became one of the most successful public health policies. During its first twenty years of functioning,the EPI saved about 3-4 million children a year and there were 1 million less mentally handicapped and physically challenged children (Dittman2001). Thus, the measures such as making immunization compulsory for the children is very important since by this way people can get rid of many transmittable diseases or save millions of lives. However, the altered virus or bacteria included in the vaccine still has the inherent ability to damage an individual’s brain or immune system, depending on whether vaccine combined or notand the person’s likelihood to be at risk because of his or her initial genetic and biologicalconditions. The fact that mandatory immunization can generate complications and deaths was accepted in the USA in 1986 when the Congress developed a special system that gives compensations to the families of deceased or injured children and adults. Since then, approximately $ 1. 3 billion were allocated into the program (Murphy 2002). The weakened microbesare the reasons for the negative consequences of immunisation, its side effects. Every vaccine has adverse effects. Pless, Bentsi-Enchill and Duclos (2003, 292) define adverse reactions following a vaccines administration as â€Å"any untoward event where the causal relationship supports an association†. It means that adverse effect is an unfavourable event happened after and caused by vaccination. There are mild, moderate and severe reactions to injections. Center for Disease Control and Prevention in the USA (2010) claims that there might follow some mild reactions afterDiphtheria, Tetanus and acellular Pertussis vaccine (DTaP): fever about 1 child in 4, redness or swelling – 1 in 4, soreness and tenderness- 1 in 4, vomiting -1 in 50 and tiredness-1 in 3. Apart from this there are moderate reactions of DTaP vaccine such as seizureand non-stop crying for 3 hours. Their incidence rates are 1 out of 14,000 and 1 out of 1,000 respectively. Finally, severe side effects are presented by long-term seizures or coma and permanent brain damage (Center for Disease Control and Prevention 2010). However, severe reactions are so rare that it is difficult to say whether DTaP vaccine caused the reaction and the rate of these reactions does not given. But in recent years a concern over vaccination safety raised due to association of vaccines with severe illnesses that weren’t related before to the immunisation side effects. For instance, parents are still confused about the link between Measles-Mumps-Rubella vaccine and autism. A number of scientists have determined that autism is the side effect of MMR vaccine. The University of California(2002, 2)defines autism as â€Å"a neurological or brain disorder that profoundly affects a person’s ability to communicate, form relationships with others and respond appropriately to the environment†. Also it is characterized by repetitive behaviours, abnormal movement and sensory dysfunction. Connection between MMR vaccine and autism should be carefully investigated because of two reasons. Firstly, in California the rate of the autism incidence increased by 273% during the period between 1987 and 1998 (Byrd et. al. 2002). A trend of autism increase refers to the other parts of the world, however in different percentages. Secondly, autism is an exhausting disease. It is very difficult for families of autistic children to tackle and afford this problem, since many people that are ill with autism stay dependent throughout their whole live. Special education for such children costs about $30,000 per year and the annual cost of care in residential schools is $80,000-100,000 (Immunisation Safety Review 2004). The link between the MMR vaccine and autism is possible for three reasons. First, this link is based on the fact that autism might be equal to the mercury poisoning (Bernard et. al. 2001). Mercury is a neurotoxic material and also source of serious health problems (Redwood, Bernard and Brown 2001). MMR vaccine contains a thimerosal preservative. Thimerosal is a substance consisting of 49. 6% ethyl mercury (Bernard et. al. 2002). It has been found not only in the MMR vaccine, but also in the most of Hepatitis B, influenza type B and Diphtheria-Tetanus-Pertussis vaccines. Only in 1999 it was demonstrated that infants were taking an amount of mercury much higher than they should be. According to the Centers for Disease Control the threshold of exposing to the mercury is 1? g per year, however the amount of mercuryin infants is 237. 5 ? g during the first 18 months. Bernard et. al. 2001) state that traits of the mercury poisoning and autism such as shyness, desire to be alone, mood swings, aggression, difficultieswith explicit speech, hand dithering and mild or profound hearing problems are similar. They mention that mercury poisoning at the very beginning is usually incorrectly determined as psychiatric illness. The second support of the autism and MMR link isthat the time when autism was firstly observed coincides with the tim e when thimerosal was added as ingredient to the vaccines. Autism was found in 1943 in children born in 1930. Thimerosal was added into vaccines in 1930 (Bernard et. al. 2002). Furthermore, from Figure 1 the concentration of mercury changes in the hair of infants during two first years, it can be clearly seen that this number peaks at the age of 59 days, 107 days, 180 days and 540 days. It is the time when children get their MMR vaccines at 2, 4, 6 and 18 months (Redwood, Bernard and Brown 2001). Those peaks show that children are exposed to the large doses of mercury during a single visit to the doctor, not small portions daily over a long period of time. Thus, thimerosal has the potential to increase the quantity of mercury in infants that exceeds the guidelines. If it does not contribute directly to the emerging of autism, it is inducing autistic symptoms among already ill children (Bernard et. al. 2001). Figure 1: Infant/child of 95th percentile body weight (no excretion first 6 months) (Redwood, Bernard and Brown 2001). The last aspect defining the autism and MMR vaccine side effects link is the significant number of autism incidences after vaccination. Studies conducted by Makela, Nuorti and Peltola (2002) examined this link by analysing the numbers of autism hospitalizations after MMR vaccinations. They observed in Finland 535, 544 1-7 year old children that were vaccinated for MMR between 1982 and 1986 andrecorded 712 hospitalizations after vaccination. Among them there were 352 cases of autistic disorders. Therefore, autism can be considered as one of the adverse effects of MMR vaccine, since the MMR vaccination influenceschildren in the same way as the mercury poisoning. By identifying the link between the MMR vaccination and autism, people cannot be sure that all other existing vaccines are safe. As it was mentioned before, not only MMR contains thimerosal but also Hepatitis B, influenzae type B and diphtheria-tetanus-pertussis vaccines. So while parents are obligatory to immunize their children, they have no opportunity of preventing exposure of their children to the mercury poisoning. If further the case of compulsory immunizations is considered, another significant disadvantage of this policy is that lawsdo not require vulnerable children to be determined. The government sticks to the policy of â€Å"one-size-fits-all† and passes strict and hard rules to make everybody get vaccinated. For example, a study by Wilson et. al. (2009)shows that whole cell pertussis vaccine can cause Sudden Infant Death Syndrome (SIDS) for some groups of children. SIDS can be defined as deaths of infants which causes are uncertain (Stratton et. al. 2003). According to Wilson et. al. (2009), association of pertussis vaccine and SIDS can take place only in the group of children with inborn metabolism problems. Disorders of metabolism are genetic defects observed in 1:10,000 to 1:30,000 in population. Those children after vaccination can undergo metabolic crisis. The possibility of deaths in the case of a metabolic crisis is 25% (Wilson et. al. 2009). Thus, SIDS might be caused by whole cell pertussis vaccine. The largest positive side of giving parents a choice is that they can through examining unique organism of a child identify whether shots should be taken or not. In the case of whole cell pertussis vaccine children with the metabolism problems are highly recommended not to be vaccinated. However, regardless ofpeople realizing the threat of vaccines, government also cannot allow parents the freedom of not havingtheir children immunized since the consequences of interrupting or delaying vaccine coverage will be tremendous. There is no evidence that if people stop vaccinating there will be the same low rate of diphtheria, measles, mumps, rubella, pertussis and other infectious illnesses. This rates observed currently are only the fallouts of the mass vaccination campaigns. However, many parents takefor granted the decline in the cases of the transmittable diseases. For example, Jacobson, Targonski and Poland revealed that 37,2% of 391 parentsrefused inoculation since there was no risk of disease to their children (2007). Similarly, 20,9% of parents had an opinion that the diseaseswere not dangerous. Thus, there is a misconception that some infectious diseases do not exist and hence do not present a threat to people. A low coverage of shots may lead to unexpected outbreaks. Such cases have taken place. For instance, in Japan in 1975 protests resulted in the low coverage and a pertussis epidemic broke outresulting inhundreds of deaths (Dittmann 2001). A similar situation of emerging protests observed in the UK when the immunization rate decreased from 75% to 25% in the mid-1970s. A 1996 outbreak of poliomyelitis in Albania brought about 139 cases with 16 deaths (Ditmann 2001). However, two mass immunisations across the whole country terminated epidemic with the international aid. Overall, such campaigns are run in order to create the herd immunity. The herd immunity implies possibility of stating that entire population is protected by immunizing only some determined per cent of it, usually it varies between 85-95% (Stern and Markel 2005). If this number goes down, then the risks of re-emerging infectious diseases will be high. Not making parents obliged to immunise children threatens the herd immunity. Apart from the threat to the herd immunity of people, another disadvantage of giving a choice to the parents is that severe health problems occur also when suffering from infectious diseases. It is well-established that measles can cause neurologic disorders and themeasles vaccine also contributes to it. These disorders are meningitis, encephalitis,subacutesclerosingpanencephalitis (SSPE), pneumonia and convulsions (Makela, Nuorti and Peltola 2002). Figure 2 gives information about expected adverse effects after immunisation versus during measles disease. Possibilities of five different severe side effects of two cases are given in the rate per 100,000 cases. Then, if 10mln children were considered, in the case of non-immunizing them, 9mln children would have the measles. Approximately 90% of non-immunized children will contract the disease (Health Protection Agency 2006). According to the table, examining the encephalitis rate, 36,000 children out of 9mln would have encephalitis. On the other hand, if they were vaccinated, only 10 children would suffer from encephalitis. This is the huge difference. It is the same forother four potential adverse effects. Therefore, the risks after immunisation are much smaller than if the child would be ill by transmittable diseases. Figure 2: Estimated risks of complications following measles vaccine compared to complications of natural measles (Dittmann 2001). ComplicationNatural measles complication rate per 100 000 casesMeasles vaccine complication rate per 100 000 cases Encephalitis/encephalopathy SSPE Pneumonia Convulsions Death50-400 (0. 05-0. 4%) 0. 5-2. 0 3800-7300 (3. 8-7. 3%) 500-1000 (0. 5-1%) 10-10 000 (0. 01-10%)0. 1 0. 05-0. 1 0. 02-190 0. 02-0. 3 To conclude, mild, moderate and severe adverse events develop after immunisation. Also some illnesses have been discovered to be connected to the vaccines. To give an example, autism is the side effect of thimerosal-containing vaccines, and DTaP shot causes SIDS among children with metabolic disorders. But benefits of vaccines as safe guardians of millions of lives still remain enormous, because severe side effects are very rare. Severe side effects when suffering from the infectious diseases are more than the adverse reactions after immunisation. For example, considering 10mln children and comparing risks of encephalitis during immunisation against measles and during measlesitself, first number is 3600 times less than the second one. Therefore, the benefits of immunisation outweigh its risks. Also, there is no opportunity to totally stop mass immunisation, in spite of emerging severe side effects, since it is highly likely that the herd immunity of whole country’s population will be under threat. Infectious diseases have not been eradicated. Their incidences have only declined. It is suggested that every child and parent is able to get consultation and help from their physicians about possible delays in the uptake of shots in order to get vaccine experiencing only mild side effects. Overall, it is essential that immunisation side effects investigation is highly prioritised in order to make them safe. Moreover, people should not stop carrying out a research in the sphere of preventative therapy since there are many deadly illnesses as malaria and HIV that can be wiped out as smallpox.