CLAA06H3 Lecture 8: Lecture 8 Notes

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fuchsialouse521

27 Apr 2011

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" most scholars believe that these stories weren"t written down into the hellenistic stories at that time, mythographers got all of the epics together and wrote them down to make the epic cycle. Nevertheless, pinder does open one of his poems with an ode to the homeridae. Quote- oral composition was likened to the task of weaving certain myths interconnect, which can become confusing ancient mythographers made summaries of the epic poems using that an the fragmented evidence, we can get a good idea about the guilds. The nostoi homecoming of agamemnon example of one of his summaries. The above are proclus"s summaries one of the mythographers. Major themes of the iliad some think that the iliad itself stands for achilles" kleos (good repor) " geras- prize you got for being a great hero aristeia- battle narrative which focused on one hero. " humans and their free will vs. being under the control of the gods.

Related Questions

*Please refer to the attached file.

You are writing a rough draft for the essay part 1,

This writing practice will focus on

Steps *1 and *2 below:

___________________

FIVE STEPS OF WRITING~*1- Prewrite*2-Draft 3- Revise 4- Edit/Proofread 5- Publish

Expository Essay Part 1

Student Resource

EXPOSITORY ESSAY

– explains, points out

Used in articles, essays, exam questions

- Used to report on research

- Used to share information, give directions

REVIEW:

Elements of Expository Essay:

Thesis

–

Thesis Statement states topic, introduces supporting points

Structure

–

- Organization - often by Cause/Effect, Problem/Solution, Compare/Contrast

- Supporting paragraphs (at least one per supporting point)

- Use of formatting, graphics, and multi-media where appropriate

- Conclusion - relates to thesis and pulls supporting points together

Style

–

- Formal tone - complete sentences; conventional construction and language

- Active voice

Assignment:

Complete the first

two

steps in writing an Expository Essay.

You can use the sample writing prompt on Page 3 or choose a topic based on stories/articles of

your choosing. Page 3 also gives a sample thesis and outline based on the writing prompt. If

writing on your own topic and texts, choose three texts from different genres – e.g., short story,

science fiction, poetry, memoir, informational text, etc.

Step 1)

Prewrite

– Write your thesis statement.

– Determine the structure and organization (e.g., compare/contrast).

– Make an Outline (should include the thesis statement plus a list of

supporting points and a conclusion).

Step 2)

Draft

– Follow your Outline.

– Consider the audience's knowledge of and experience with the topic.

– Give concrete examples (each supporting point should be at least one

paragraph).

– Relate each point back to the thesis statement.

– Draw a conclusion that relates to the thesis statement and ties the

supporting points together.

Expository Essay Part 1

Student Resource

EXPOSITORY ESSAY - SAMPLE THESIS AND OUTLINE

WRITING PROMPT

Compare/contrast the authors' treatments of the theme of

taking

responsibility

in three different genres of text:

Short Story

–"Through the Tunnel,"

Science

Fiction

– "A Sound of Thunder," and

Informational Text

– "Quit blaming; take responsibility."

Thesis

Authors Lessing, Bradbury, and Gitomer, writing in three different textual genres,

each address the theme of taking responsibility by contrasting instances of responsible and

irresponsible behavior and drawing the conclusion of the benefits of taking responsibility.

Supporting paragraphs

– with formatting (subtitles):

1. Short Story

– Lessing ("Through the Tunnel") contrasts Jerry's irresponsible/ responsible

behavior and draws conclusion responsibility is best – Jerry feels better about himself.

- Irresponsible: Jerry tries to get attention, be accepted by other boys; wants to swim

through tunnel before ready (examples from story)

- Responsible: Jerry stops trying to please other boys; adopts his quest; trains and works

to be prepared (examples from story)

- Lessing draws unstated conclusion of benefits of taking responsibility

(contrasts Jerry's feelings before and after quest)

2. Science Fiction

– Bradbury ("A Sound of Thunder") contrasts Time Safari Inc.'s/ Eckels'

responsible/irresponsible behavior and graphically illustrates the devastating results of

irresponsibility.

- Irresponsible: Eckels' uncaring, irresponsible attitude (examples in story)

- Responsible: Time Safari's careful planning and preparation for the hunt

(examples

from story)

- Bradbury ends story showing dramatic impact of being irresponsible, implying the

benefits of responsibility

3. Informational Text

–

Gitomer ("Quit blaming; take responsibility") compares salespeople

with politicians in their tendency to avoid taking responsibility and contrasts that attitude with

suggestions on taking responsibility to achieve success.

- Irresponsible: Salespeople and politicians blame others for their failures

(specific examples from article)

- Responsible: Suggestions on how they can take responsibility by

studying failures and

making them successes (examples in article)

- Gitomer concludes that salespeople (and politicians) can achieve results

they seek by

overcoming obstacles and taking responsibility

Conclusion

Authors Lessing, Bradbury, and Gitomer, writing in three different textual

genres, each address the theme of taking responsibility by contrasting instances of responsible

and irresponsible behavior, concluding that taking responsibility brings the best r

This writing practice will focus on

Steps *1 and *2 below:

___________________

FIVE STEPS OF WRITING ~* 1-Prewrite* 2- Draft 3- Revise\ 4- Edit/Proofread 5- Publish

Expository Essay Part 1

Student Resource

EXPOSITORY ESSAY

– explains, points out

Used in articles, essays, exam questions

- Used to report on research

- Used to share information, give directions

REVIEW:

Elements of Expository Essay:

Thesis

–

Thesis Statement states topic, introduces supporting points

Structure

–

- Organization - often by Cause/Effect, Problem/Solution, Compare/Contrast

- Supporting paragraphs (at least one per supporting point)

- Use of formatting, graphics, and multi-media where appropriate

- Conclusion - relates to thesis and pulls supporting points together

Style

–

- Formal tone - complete sentences; conventional construction and language

- Active voice

Assignment:

Complete the first

two

steps in writing an Expository Essay.

You can use the sample writing prompt on Page 3 or choose a topic based on stories/articles of

your choosing. Page 3 also gives a sample thesis and outline based on the writing prompt. If

writing on your own topic and texts, choose three texts from different genres – e.g., short story,

science fiction, poetry, memoir, informational text, etc.

Step 1)

Prewrite

– Write your thesis statement.

– Determine the structure and organization (e.g., compare/contrast).

– Make an Outline (should include the thesis statement plus a list of

supporting points and a conclusion).

Step 2)

Draft

– Follow your Outline.

– Consider the audience's knowledge of and experience with the topic.

– Give concrete examples (each supporting point should be at least one

paragraph).

– Relate each point back to the thesis statement.

– Draw a conclusion that relates to the thesis statement and ties the

supporting points together.

Expository Essay Part 1

Student Resource

EXPOSITORY ESSAY - SAMPLE THESIS AND OUTLINE

WRITING PROMPT

Compare/contrast the authors' treatments of the theme of

taking

responsibility

in three different genres of text:

Short Story

–"Through the Tunnel,"

Science

Fiction

– "A Sound of Thunder," and

Informational Text

– "Quit blaming; take responsibility."

Thesis

Authors Lessing, Bradbury, and Gitomer, writing in three different textual genres,

each address the theme of taking responsibility by contrasting instances of responsible and

irresponsible behavior and drawing the conclusion of the benefits of taking responsibility.

Supporting paragraphs

– with formatting (subtitles):

1. Short Story

– Lessing ("Through the Tunnel") contrasts Jerry's irresponsible/ responsible

behavior and draws conclusion responsibility is best – Jerry feels better about himself.

- Irresponsible: Jerry tries to get attention, be accepted by other boys; wants to swim

through tunnel before ready (examples from story)

- Responsible: Jerry stops trying to please other boys; adopts his quest; trains and works

to be prepared (examples from story)

- Lessing draws unstated conclusion of benefits of taking responsibility

(contrasts Jerry's feelings before and after quest)

2. Science Fiction

– Bradbury ("A Sound of Thunder") contrasts Time Safari Inc.'s/ Eckels'

responsible/irresponsible behavior and graphically illustrates the devastating results of

irresponsibility.

- Irresponsible: Eckels' uncaring, irresponsible attitude (examples in story)

- Responsible: Time Safari's careful planning and preparation for the hunt

(examples

from story)

- Bradbury ends story showing dramatic impact of being irresponsible, implying the

benefits of responsibility

3. Informational Text

–

Gitomer ("Quit blaming; take responsibility") compares salespeople

with politicians in their tendency to avoid taking responsibility and contrasts that attitude with

suggestions on taking responsibility to achieve success.

- Irresponsible: Salespeople and politicians blame others for their failures

(specific examples from article)

- Responsible: Suggestions on how they can take responsibility by

studying failures and

making them successes (examples in article)

- Gitomer concludes that salespeople (and politicians) can achieve results

they seek by

overcoming obstacles and taking responsibility

Conclusion

Authors Lessing, Bradbury, and Gitomer, writing in three different textual

genres, each address the theme of taking responsibility by contrasting instances of responsible

and irresponsible behavior, concluding that taking responsibility brings the best r

isaiahh223g

Cash conversion cycle

The text identifies three principal components that jointly comprise the cash conversion cycle. The cash conversion cycle is defined as the average length of time a dollar is tied up in current assets, and it is determined by the interaction between the inventory conversion period, receivables collection period, and the payables deferral period. Ideally, a company wants to minimize the cash conversion cycle as much as possible. In some circumstances, a firm has a comparative advantage in working capital management because of the nature of its business. We will look at the cash conversion cycles of companies and their implications.

In your initial response to the topic you have to answer all 6 questions.

You are expected to make your own contribution in a main topic as well as respond with value added comments to at least two of your classmates as well as to your instructor.

Go to http://finance.yahoo.com and get a quote for one company of your choice. On the left column, scroll down and select âIncome Statement.â Write down the annual sales and cost of goods sold for the most recent two years.

Select the firm's Balance Sheet. Write down the balances shown for the firm's inventories, accounts receivable, and accounts payable.

Using the information from parts a and b, calculate its inventory turnover, accounts receivable turnover, and accounts payable turnover. You should show your work!

Calculate production cycle, collection cycle, and accounts payable cycle. You should show your work!

What is the companyâs cash conversion cycle? You should show your work!

Discuss the results that you receive in one paragraph. Should the company decrease cash conversion cycle? Please explain your answer.

In your responses to other students compare the cash conversion cycles of your company with the cash conversion cycle in another studentâs posting. What factors are responsible for these differences? Are these differences firm specific or are they consequences of the nature of the businesses in which these firms operate? Please explain your answers.

tanrhinoceros524

Write a summary of of this article below. You should write at least one paragraph.

ABSTRACT
Feminist theories in sociology reflect the rich diversity of general theoretical
orientations in our discipline; there is no one form of feminist theory. The development
of these theories over the last 25 years has only recently begun to
influence the mainstream theory canon, which has much to learn from their insights.
This chapter demonstrates why feminist versions of the following theory
types should be more fully integrated into mainstream sociological theory:
neo-Marxist, macro-structural, exchange, rational choice, network, status expectations,
symbolic interactionist, ethnomethodological, neo-Freudian, and social
role. Feminist standpoint theory, an epistemological critique of mainstream sociology,
is discussed at the beginning, and the chapter concludes with a brief
account of the newly developing effort to theorize the intersection of race, class,
and gender.
INTRODUCTION
The term âfeminist theoryâ is used to refer to a myriad of kinds of works, produced
by movement activists and scholars in a variety of disciplines; these are
not mutually exclusive and include: (a) normative discussions of how societies
and relationships ought to be structured, their current inequities, and strategies to
achieve equity; (b) critiques of androcentric classical theories, concepts, epistemologies,
and assumptions; (c) epistemological discussions of what constitute
appropriate forms, subject matters, and techniques of theorizing from a feminist
perspective; and (d ) explanatory theories of the relationship between gender and

various social, cultural, economic, psychological, and political structures and
processes. Much of this work is explicitly interdisciplinary in inspiration and
intended audience. To complicate matters further, there is no consensus on the
exact meaning of the word âfeminist,â which makes it difficult to distinguish
with precision between theoretical material that pertains to gender (e.g. Parsons
1949, 1955, which no one would label feminist) and gender-related theory that
is specifically âfeminist.â Finally, there is little consensus among feminist sociologists
about the basic theoretical questions that require an answer, resulting
in the proliferation of theories at a low level of abstraction that explain specific
phenomena (e.g. pay inequity), in addition to more abstract, general works.
To remain within the limits of one chapter, I confine this review in several
ways, beginning by excluding feminist theory that has not been produced or used
extensively by sociologists. While feminist theory is often defined as âwomencenteredâ
(e.g. Lengermann & Niebrugge 1996:436; Smith 1979, 1987; Alway
1995), I use a definition that focuses more broadly on gender, yet maintains the
normative emphasis implied by all definitions of the term feminist, which thus
enables one to distinguish feminist from other gender-relevant theory.

Some feminists focus on those contemporary theories and texts that ignore
the contributions of feminist theories and the topic of gender and conclude that
feminist contributions remain largely ghettoized within our discipline (e.g.Ward
& Grant 1991, Alway 1995). My view is that, while progress has been made
in integrating feminist concerns and insights into the disciplineâs theoretical
discourse, much work remains to be done. This chapter demonstrates the
abundance and variety of feminist theoretical insights that can and already have
to some extent contributed to a more robust theoretical understanding of social
life, one which reflects the centrality of gender in virtually all sociocultural
contexts. It also demonstrates that feminist theories emanate from, critique, and
revise the rich array of theoretical traditions that define our discipline. Space
limitations preclude much discussion of precisely how feminist theories can be
better integrated with mainstream ones. Rather, I focus attention primarily on
reviewing the central insights of feminist theories in order to better inform those
sociologists who may be unfamiliar with much of this body of work about the
rich array of theoretical ideas that are at their disposal.

EPISTEMOLOGICAL ISSUES
Much of the literature that is labeled âfeminist theoryâ consists of epistemology
and epistemological critiques of âmalestreamâ sociology. Its foundations reflect
several nonfeminist traditions, especially Marxâs and Mannheimâs discussions
of ideology, Foucaultâs work on knowledge and power, and phenomenological
and ethnomethodological approaches, the exact mix of influences varying by
author. While this work makes important contributions to these traditions, for
two reasons I believe that it is a misnomer to call thiswork feminist epistemology
(or theory). First, the issues raised are not in any fundamental way different
from those raised by many scholars who haveworked in these traditions but have
not been interested specifically in women or committed to feminism. Feminists
extend their insights in important ways, but this does not constitute a uniquely feminist approach to sociology. Second, many women in sociology, whose
scholarship they and others consider as well within the feminist tradition, do
not agree with this perspective.
Feminist scholars in a number of disciplines critique what they define as
mainstream, âmasculinist,â âobjectivist,â and âpositivistâ social science, and
develop a âfeministâ alternative called standpoint theory. In sociology, the
two most widely cited are Dorothy Smith (especially 1987, 1990, also 1979,
1989) and Patricia Hill Collins (especially 1990, also 1986, 1989), whose basic
ideas constitute the focus of this section (see also Harding 1986, 1991). Where
Smith focuses on developing a âwomanâs standpoint,â Collinsâ work is directed
at an Afrocentric feminist standpoint epistemology. The Issue of Essentialism
Feminist standpoint theory, which is highly attuned to reification committed by
mainstream sociologists, cannot avoid reifying the genders. While Smith and
Collins explicitly recognize considerable variation among women (and presumably
men) in their experiences and consciousness, their own logics, and
many times wording, make it clear that they assume that there are overarching,
gender-specific standpoints; they could not otherwise talk about a âmasculineâ
form of discourse. In addition, Collins explicitly cites such feminist theorists
as Gilligan (1982) and Chodorow (1978, also 1974), who argue that the
genders are fundamentally different in their moral reasoning and capacities
for/commitments to interpersonal relationships.
Positing dichotomous gender differences that are treated as transcultural and
transhistorical is termed âessentialism,â a view that has substantial currency
among feminists in a variety of disciplines but is hotly contested in our own
(e.g. Lorber et al 1981, Coser 1989, Epstein 1988). The empirical evidence for
it is flawed, often based on small, nonrandom, American samples, and typically
finds only modest differences, along with extensive overlap, between the sexes.
Essentialist thinking converts differences of degree into differences of kind. The
presumed but often unstated origin of essential differences includes psychodynamics
rooted in the parental division of labor (Chodorow 1978) and biological
sex (Rossi 1977, 1984). It has become common for feminist scholars to recognize
within-gender categorical differences (e.g. race, class), but this awareness
of difference has often failed to preclude essentialist thinking about basic personality
and value orientations (e.g. the assumption that, regardless of other
differences, women are nurturant and oriented toward personal relationships,
while men are individuating and oriented toward abstract moral principles).
Given that the evidence suggests modest between-sex and considerable withinsex
differences on virtually all individual-level traits, a dichotomous gender
variable is theoretically useless when speaking of individual-level phenomena.
Explanations that begin by categorically attributing different characteristics
to women and menâcognitive, emotional, relational, and/or behavioralânot
only exaggerate differences in the distribution of such traits by gender, they also
implicitly treat these variables as dichotomous rather than continuous.

CLAA06H3 Lecture 8: Lecture 8 Notes

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