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Which is an example of Southern Gothic literature? a.”Let Sleeping Dogs Lie” b.”A Good Man is Hard to Find” c.”The Problem that Has No Name” d.”The Man Who Was Almost a Man”


Answer:

The correct answer is option b. “A Good Man is Hard to Find”

Explanation:

The short story “A Good Man is Hard to Find”  by Flannery O’Connor  deals with Bailey attempt to take his family from Georgia to Florida, which ends in a disaster when they encounter a escaped convict that kills all the members of the family. This dark short story reunites the characteristics of Southern Gothic as it uses horrific, supernatural and macabre elements and haves Georgia as location, a Southern classic location for stories.

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The Art Deco movement had a major effect on which of the following in the 1920s? A. literature B. music C. architecture D. painting E. dance



The Art Deco movement had a major effect on which of the following in the 1920s? A. literature B. music C. architecture D. painting E. dance

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Why is discovering characters motivations in literature important



Why is discovering characters motivations in literature important

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PLEASE HELP NOW!! Which of the following makes up the political process? I. interactions based on authority or power II. reading and writing literature III. creation and application of policies



PLEASE HELP NOW!! Which of the following makes up the political process? I. interactions based on authority or power II. reading and writing literature III. creation and application of policies

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In literature, what can stimulate sensations traveling from pleasure to pain?


1. Did the authors have similar or opposing views?

The author had opposing views, because one author said that traveling and studying Mars is important and beneficial to us humans. The other author though, says that Mars investigations are a waste of money and too dangerous.

2. Did the authors use the same points of comparison? Explain with examples.

Yes, the authors did use the same point of comparison. One would be about the radiation being either too dangerous or harmless to us humans. Another would be building architecture on mars such as domes and houses, being either too expensive or useful to study.

3. Did the authors support their views in the same or different ways?

It was different in all areas. One author used facts and studies to prove his point, while the other author used mostly onions and not much resilient on facts to prove a true point.

4. Did both focus most on appeals to logic or to emotion?

One author focused on logic, with explanations and studies on why colonizing Mars would be a good thing. The other author used more emotion and was less focused on logic, with strong, opinionative claims using fear and excitement in his statements.

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In what way did the printing press contribute to the spread of the Renaissance movement? A. It challenged commonly held beliefs about writing, art, and architecture. B. It brought ideas to the masses that were previously restricted to the higher classes of society. C. Its movable type made Renaissance literature easier for the common person to read. D. Its carved wood letters made it easier to print the Latin text found in most Renaissance literature.


The winds of revolution sweeping Egypt today aren’t the first that have ravaged that nation.

Most history textbooks open with a description of ancient Egypt as a towering civilization that, for more than a millennium, led mankind’s intellectual, political and cultural advancement. Each year, millions of visitors marvel at the pyramids jutting from Egypt’s dunes, at the mummified remains of the ancient pharaohs, and at Egypt’s mountains of other artifacts and relics—all testimony to the power the civilization once held.

But perhaps the most striking facet of Egyptian history is its precipitous fall.

Modern-day Egyptians, after all, are not descended from those ancient societies that constructed the Giza Pyramid Complex, the Great Sphinx, and other momentous structures. They have no connection to the early dynastic peoples that pioneered new frontiers in science, mathematics and art, and that once dominated the civilized world. Today’s Egypt is inhabited and ruled by Arabs; before that it was under British control; before that it was controlled by various Muslim peoples, including the Ottomans; before that it was the Romans; before that the Greeks; and before that the Persians.

Egypt has resurfaced intermittently in the past 2,500 years of world history,but always as the territory of a foreign nation or empire. What happened toancient Egypt—the unique and independent civilization established by the pharaohs, the nation that once reigned over mankind? That Egypt has clearly vanished.

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Which characteristic best describes a memoir? It is a form of poetry. It is fictional prose. It is creative non-fiction. It is not considered literature.



Which characteristic best describes a memoir? It is a form of poetry. It is fictional prose. It is creative non-fiction. It is not considered literature.

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What is a common characteristic of Southern Gothic literature? Select all that apply. set only in the South romanticized southern life and culture innocent characters who redeem others disturbed and twisted characters who are outcasts


Since a tiny tender child of four,
There’s nothing that I dreamt of more,
Than to jump aboard a great big ship,
A telescope, a map, a sword, by my hip,
To feel the sea breeze in my hair,
To stroke my parrot on the wood chair,
To be bold and brave and happy as can be,
To trek and travel and sail the seven seas.

8 lines. Rhyme scheme aabbccdd. If I managed to write that in about 4 minutes, you could write something much better and longer in like 30 minutes. You can use my rubbish poem as inspiration lol. Good luck X

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Postmodernist literature is characterized by its focus on A. individualism and the common man. B. globalization and multiculturalism. C. sharing beliefs and convictions. D. realism and countercultures.



Postmodernist literature is characterized by its focus on A. individualism and the common man. B. globalization and multiculturalism. C. sharing beliefs and convictions. D. realism and countercultures.

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What period did wealthy nobles and merchants fund music, art and literature? A.dark ages B.renaissance C.holocaust D.never E.unknown



What period did wealthy nobles and merchants fund music, art and literature? A.dark ages B.renaissance C.holocaust D.never E.unknown

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1. The style of realism in literature focuses on A. actual events and people in history. B. the routine lives of regular people. C. the glamorous life of the rich and famous. D. gritty portrayals of the different social classes.



1. The style of realism in literature focuses on A. actual events and people in history. B. the routine lives of regular people. C. the glamorous life of the rich and famous. D. gritty portrayals of the different social classes.

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who was the first to use quoted literature in etymologies



who was the first to use quoted literature in etymologies

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How are American literature and the American identity interrelated?


Answer:

Based on this excerpt, Neil Sheehan would probably agree that the consequences of a war do more harm than good.

Explanation:

In the text he explains how before witnessing a war he was a hawk, that is, imposing, sagacious and haughty. But with the crescende arrival of the American soldiers and with the war extending during the years he became a dove, that is, more timid, simple and pacific.

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What type of thinking spread during the Renaissance and Reformation periods? a. The ideas of early writers were disregarded. b. Less attention was given to literature and the arts. c. The Catholic Church was considered stable and trustworthy. d. Greater value was placed on individual accomplishments.



What type of thinking spread during the Renaissance and Reformation periods? a. The ideas of early writers were disregarded. b. Less attention was given to literature and the arts. c. The Catholic Church was considered stable and trustworthy. d. Greater value was placed on individual accomplishments.

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What topic is conservation in green literature?

Lady Bracknell : “I do not approve of anything that tampers with natural ignorance. Ignorance is like a delicate exotic fruit; touch it and the bloom is gone.”  

Lady Bracknell says this when she is interviewing Jack as a potential suitor for Gwendolyn.

Gwendolyn Fairfax: “If you are not too long, I will wait here for you all my life.”

After hearing the story about Miss Prism losing the handbag with a baby in it. Jack tells the women he must go up to his room for a minute. He asks Gwendolyn to wait for him and this quote is her response.

Jack Worthing: “It is a terrible thing for a man to find out suddenly that all his life he has been speaking nothing but the truth. Can you forgive me?”

Jack apologizes to Gwendolyn for lying about his identity when he realizes that, in fact, he had been telling the truth all along.  

Cecily Cardew: “Oh, I don’t think I would care to catch a sensible man. I shouldn’t know what to talk to him about.”  

Cecily tells this to Algernon after she catches him flirting with her and he tells her that a sensible man could get caught in her good looks.

Algernon Moncrieff: “The truth is rarely pure and never simple. Modern life would be very tedious if it were either, and modern literature a complete impossibility!”

Algernon says this in response to the knowledge that Jack does not actually have a younger brother named Ernest. Jack uses the fictious brother as a way to “escape” his life as a guardian to Cecily and have a little fun.

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How did use of the vernacular affect the spread of humanism in Europe? The vernacular helped artists create and distribute works that patrons liked. The vernacular helped writers and philosophers reach wider audiences. The vernacular helped scholars collect and study classical literature. The vernacular helped politicians and businessmen maintain power.

The fourth alternative is correct.

To answer this question one must understand the microeconomic concept of elasticity. The elasticity measures the variation in the demand for a good or service when a change occurs in the price of that good. Thus, demand is said to be elastic if price variation causes a strong impact on demand. Otherwise, when the increase in the price of good does not decrease demand, it is said that good has inelastic demand.

Usually scarce goods like works of art have inelastic demand, that is, the demand for these products is not very sensitive to variations in price. This makes sense even when the painter dies, because it means that it will become rarer, because it will not be produced any more. Thus, although the price increases, the demand does not cool because it has an inelastic behavior.

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“Simile” by N. Scott Momaday What did we say to each other that now we are as the deer who walk in single file with heads high with ears forward with eyes watchful with hooves always placed on firm ground in whose limbs there is latent flight Source: Momaday, N. Scott. “Simile.” The Language of Literature. New York: McDougal Littell, 2006. 265. Print. Which of the following techniques does this poem use? I. simile II. sensory imagery III. allusion I and II I and III II and III I only[i and ii ] is the answer just doing this so people know that answer when they are looked up


|Q| Why did people trust Bernie Madoff? |A| Our research suggests that Madoff may have deliberately or inadvertently taken advantage of the automatic trust process regardless of whether his family members and business associates were victims or confederates. Even if he didn’t seem trustworthy, the fact that his closest relatives and associates invested with him could have provided a subtle, non-conscious signal that he was actually trustworthy. After all, foxes never prey near their dens, and thieves only steal far from their homes. Additionally, the constant associations of Madoff’s name with all sorts of philanthropic works, and other subtle cues, may also have encouraged people to trust when they shouldn’t have.

To explore trust, we did an experiment that used common cues naturally associated with people’s previous trusting or distrusting relationships–the names of their friends. We used the names of our research participants’ friends (or enemies) to subliminally prime them before they had a chance to trust or not trust someone they had never met.

In our simulation, the participants saw their friends’ names repeatedly, for fractions of a second, so briefly that they could not recognize them, before they played the classic Trust Game. In the game, they each started with $5 and could send any part of it, from nothing to all $5, to another participant whom they would never meet. The ”receiver” (who didn’t actually exist) would have full knowledge of the sender’s endowment and the amount the sender had sent.

The participants understood that the receiver would be getting three times the amount they sent and would then freely choose how much of the tripled amount to return to the senders. The receiver could send back anything from nothing to the entire tripled amount. In this boiled-down interaction, sending money was risky but increased joint gain; this accorded with the common definition of trusting behavior–a willingness to accept vulnerability based on positive expectations of another’s intention or behavior that is not under one’s control.

The results were stunning. After seeing subliminal presentations of names of people they liked or people they trusted, our participants trusted anonymous strangers by sending them an average of nearly 50% more than people who saw similar presentations of names of people they didn’t like.

In addition, nearly 50% of the participants who saw–albeit unconsciously–names they liked or trusted sent their entire endowments to strangers, compared with 15% of the participants who were subliminally primed with names of people they distrusted. These subliminal cues also increased their expectations that the stranger would reciprocate their trust by responding in ways that would best serve their interest.

The automatic trust process that this reveals has important implications for investors, consumers and business executives. Business relationships form at an increasingly rapid pace, and trust-related choices, such as financial investment decisions, can be made with the click of a mouse. People who can gain financially from others’ trust can deliberately or inadvertently take advantage of this process.

This same process can also increase expectations of reciprocity. People in our studies who were subliminally primed by trust-related cues also expected that their interaction partners would be more trusting in return. Thus if you take advantage of the automatic trust process, you may be penalized in the future if you don’t meet the higher, subliminally induced expectations of those who trust you. It seems clear, even without addressing the potential moral issues that arise, that people who try to stimulate automatic trust for their own benefit should ensure that they have the means and the desire to reciprocate if they want to enjoy long-term success.In some situations, everyone can benefit from an automatic trust. When subliminally activated trust is not intentionally exploited, it can lead to an increase in the likelihood of mutually beneficial trust, much like a self-fulfilling prophecy. In a classic 1977 experiment conducted by the social psychologist Mark Snyder and his colleagues, participants behaved in a more friendly and trustworthy manner after they interacted with others who had been led to believe that they were friendly and trustworthy. Thus, the subliminally activated trust may help boost the mutual trust development process and lead to mutual benefits that wouldn’t be attained without it. Put simply, our findings suggest that trust may not always develop via an incremental, evaluative process. Social and relational cues may have a strong but subtle impact on people’s important financial and management choices. Understanding the non-conscious nature of this process can help you take advantage of its benefits while avoiding its downsides–and avoiding the next Bernie Madoff, too.

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Need Help on English Homework. Which best explains how point of view affects a piece of literature? A. It determines how limited, or complete, a reader’s understanding of the story will be. B. It offers the reader insight into the thoughts and feelings of only the narrator. C. It allows the reader to connect only with the most important character. D. It gives the reader insight into the thoughts and feelings of all characters.

Answer:

a. A letter explaining an earlier event

Explanation:

In this letter Lincoln describes how his difficulties and attempts to maintain the constitution, keep government active and keep the nation together. He describes, in his text, various events that took place, such as his oath to rule, how he prohibited military embezzlement, how he did not think it necessary to arm black people, among other situations.

A part of the letter that exemplifies well what I quoted above is the excerpt: ”  When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an indispensable necessity. When, a little later, General Cameron, then Secretary of War, suggested the arming of the blacks, I objected, because I did not yet think it an indispensable necessity. When, still later, General Hunter attempted military emancipation, I forbade it, because I did not yet think the indispensable necessity had come. When, in March and May and July, 1862, I made earnest and successive appeals to the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and arming the blacks would come, unless averted by that measure. They declined the proposition; and I was, in my best judgment, driven to the alternative of either surrendering the Union, and with it the Constitution, or of laying strong hand upon the colored element. I chose the latter. In choosing it, I hoped for greater gain than loss; but of this I was not entirely confident…”

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Complete the Timeline of Early 20th Century American Literature by adding ONE literary title (short story, novel, or poem) and ONE influential event for that literary title for each of the decades listed. You will also need to explain how the two pieces are connected. You should be able to complete this by researching the events, filling in events on your timeline, however you may also use outside sources if you would like. You should have a total of eight events. Timeline of Early 20th Century American Literature 1900 1910 1920 1930

THE MAKING OF A NATION – a program in Special English on the Voice of America.

The 1920s are remembered today as a quiet period in American foreign policy. The nation was at peace. The Republican presidents in the White House generally were more interested in economic growth at home than in relations with foreign countries.

But the world had changed. The United States had become a world power. It was tied to other countries by trade, politics, and joint interests. And America had gained new economic strength.

Before World War One, foreigners invested more money in the United States than Americans invested in other countries — about three thousand million dollars more. The war changed this. By 1919, Americans had almost three thousand million dollars more invested in other countries than foreign citizens had invested in the United States.

American foreign investments continued to increase greatly during the 1920s.

Increased foreign investment was not the only sign of growing American economic power. By the end of World War One, the United States produced more goods and services than any other nation, both in total and per person.

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Capstone Project Literature Review Sample


Literature Review

The project of Capstone is an independent system of reporting. The structure of the sessions is feedback based assigned by the in structure. The capstone work is an independent bridge that enables the students to learn about the specific projects. The real benefits are linked to the model and the literature review project considers different structural elements. The design course of capstone considers classroom learning activities and the project assessment instruments are provided by capstone (Academic guides. waldenu. edu, 2018).

The ideal location for the assessment and structures is the professional skills of students and teamwork. The complete analysis of structured classroom projects and independent group project by capstone is considered in the present work. The literature review of capstone projects assists to determine the bridging gap between the structured classroom projects and an independent group project. Both types of projects are professional work that gets supports from the capstone. The gap between the structured classroom projects and independent group projects can be identified by proper literature survey (Academic guides. waldenu. edu, 2018).

Capstone Project Literature Review Sample

The literature review helped our group in identifying the research gap because problems were addressed in a complex format. The consultation of experts and previous work enabled us to find the meaningful information about the work. The identified gaps were filled with the interesting aspects as mentioned in previous research work. The closing gap was identified for the feasibility and the unexplored research areas by capstone. Our project was in a crucial stage because research questions about the structured classroom project were not answered appropriately. The literature review framed the questions and identified the gap between the stages (Davis, Trevisan, Gerlick, & Brackin, 2010).

According to the literature review, there are three general categories of capstone including project, courses, and exhibition. The present project was to identify the gap between structured classroom projects and independent group projects. The literature review suggested to compile up the programs of capstone done by both categories and then analyze. The literature review about the project served as the complete ground work. The research included a thoughtful understanding of the potentials for the capstone projects (Davis, Beyerlein, Harrison, Thompson, & Trevisan, 2007).

The collected articles about the project served complete visibility on the difference between both disciplines structured classroom projects and independent group projects. The literature review defined a complete understanding for the relevancy of work. In the capstone project, the courses mean the assisting learning of classroom. The literature review demonstrates the team member’s expertise and the knowledge in the field of the current state. The gap between the structured classroom projects and independent group projects is addressed by literature that illustrates the contribution of the program. The synthesis provided concepts, trends, and issues to maintain the proceeding gap (Finocchiaro, 2017)

In the previous literature, the outline was provided for the effective understanding of gap in the projects. The overlap of both projects generates various formats so the literature review enabled the team to identify the other factors. The requirement of capstone projects includes analysis of previous projects and research papers. The other sources of guidance were mentor, advisors, self-reflection, and presentation of work. The recommendations of previous work emphasized the importance of preparation of real world work (funginstitute.berkeley.edu, 2018). The content suggests effective applications of the project. The difference between a structured class project and independent group project is significant. In the structured class project students are engaged in active participation in the learning process. The independent group project promotes the complete development of problem solving and higher order thinking. The bridge theory is practiced by community members and penal evaluates such kind of projects. In the effective capstone project, the emphasis is on the connections between all the disciplines (Nisdtx.org, 2013).

The independent group project was beneficial to the individuals due to distributing components of the projects. The communication between the team members decreases, on the other hand, the competition between the group members increases for class structured group members. The competition between the members distracts the goals of the project but the quality of the project exceeds for the structured class group (Davis, et al., 2009). In the previous research, the factors were “what are outcomes that students learned from the approach?”.

The reflection from the previous research showed insightful ideas for the improvement and independent learning of students. The argument of cooperative teams is based on the final project review and struggles made by them for the analysis. The literature review provides a great opportunity to communicate the issue and problems faced by the team members. The project management challenges are addressed by the distributed project environment and exposed that independent student projects were less effective as compared to the class structured programs (Harding, 2007).

Faculty Perspective

The guidance of skilled and experts facilitated us for the appropriate technical support for the identification of research gaps. The faculty provided quick solutions to reduce the closing gap and identifying the difficulties. The support of faculty assured out the team to complete the task within the limited period. The services of the faculty are less compared to the other solutions and options because the faculty keeps in mind the issues and nominal process (Davis, Trevisan, Gerlick, & Brackin, 2010). The discussion with the faculty of our department was really worth worthy. Our interview was conducted by the faculty via an online skype program and this interview lasted approximately one to two hours. The total of five faculty members was included in the interview and guidance panel from our department. In most of the cases, they were helping the student on their own behalf by considering the problems and co-taught courses in the university (Davis, Beyerlein, Harrison, Thompson, & Trevisan, 2007).

The focus of the discussion was to identify the gap between structured classroom project and an independent group project. The other modules of the interview were selected by the faculty head and these modules were team member citizenship, professional responsibility formation, team contract, professional development planning and citizenship of the team member (Davis, Trevisan, Gerlick, & Brackin, 2010). Two distinct modules were completed by the faculty. The primary results of the discussion showed the complete association of our team assessment and perspective of faculty members. All the instructors indicated values and modules for the project work of capstone. The assessment aligns with the interrelated modules was the outcome of this activity (Davis, Trevisan, Gerlick, & Brackin, 2010).

The faculty members were agreed with the suitable consistency of capstone project outcomes. Initially, our team was expecting that faculty will arrange a project advisor to help us in finding final project deliverables. The collaboration of project advisor with the team members improves the product prototype, conceptual design, algorithm, and concept proof. Our capstone team was consisting of 6 students and the size of the team was selected by the faculty for the optimization of a dynamic team. The team was provided with the opportunity to develop more effectively by using teaming skills. The emphasis of teaming was on the tools used for the effective management and to review the process used in the facilitated session (Davis, et al., 2009).

The team worked as a cooperative team for the final approach assessment. The capstone team works efficiently and together as an independent team. The potential issues were addressed by teachers and faculty heads. The cooperative team approach was to complete the assessment in minimum time and according to the requirements. The responsibilities split down in two components, one was the identification of projects produced by the independent group project and other was structured classroom project (Davis, Beyerlein, Harrison, Thompson, & Trevisan, 2007).

The analysis of the project defined the gap between the structured classroom project and independent group projects. According to the faculty perspective, the capstone course provides rewards and challenges (Davis, Beyerlein, Harrison, Thompson, & Trevisan, 2007). The gap was produced due to dynamic group management and detracting of the project. The gap comes when classes suffered from the typical problem because of unproductive group members (Davis, Trevisan, Gerlick, & Brackin, 2010).

Capstone Project Literature Review Sample

Action Plan

In the present work, the action plan did not work efficiently because of the issues faced during the capstone project. The assessment was to find the bridging gap between the independent group projects and structured classroom project. The action plan was often used in the modified version for the development of a capstone project. The use of an action plan is to define the project development and stages of the project. The action plan reduces the time taken in the process but provides an independent way to measure the efficiency. The independent team approach is to gather all the information about the process (Davis, Trevisan, Gerlick, & Brackin, 2010).

The cooperative team is similar to the structured classroom project and the responsibilities are for the approaching split. The action plan improves the motivation of research project that fits the structured problem of a capstone project. The use of an action plan was not supported in the present research because due to some issues the proper work was not done as acceding to mention in the action plan. In the next project of capstone, it is obvious that our team will work according to the action plan. The use of action plan enables to estimate the time required in the project (Academic guides. waldenu. edu, 2018).

References
  • Academic guides. waldenu. edu. (2018). Library Guide to Capstone Literature Reviews: Role of the Literature Review. Retrieved from academicguides.waldenu.edu: https://academicguides.waldenu.edu/library/doctoral/literaturereview#s-lg-box-7300275
  • Davis, D. D., Trevisan, M., Gerlick, R., & Brackin, P. (2010). Assessing Team Member Citizenship in Capstone Engineering Design Courses. International Journal of Engineering Education, 26(04), 771-783.
  • Davis, D., Beyerlein, S., Harrison, O., Thompson, P., & Trevisan, M. (2007). Assessments for Three Performance Areas in Capstone Engineering Design. American Society for Engineering Education, 293(01), 1-12.
  • Davis, D., Beyerlein, S., Thompson, P., McCormack, J., Harrison, O., Trevisan, M., . . . Howe, S. (2009). Assessing Design and Reflective Practice in Capstone Engineering Design courses. American Society for Engineering Education, 237(01), 1-14.
  • Finocchiaro, J. (2017). How the idea of capstone projects could be applied to assist classroom learning. Professional development program, 01(01), 1-17.
  • berkeley.edu. (2018). Project Format. Retrieved from funginstitute.berkeley.edu: https://funginstitute.berkeley.edu/programs-centers/full-time-program/capstone-experience/project-format/
  • Harding, T. (2007). BENEFITS AND STRUGGLES OF USING LARGE TEAM PROJECTS IN CAPSTONE COURSES. American Society for Engineering Education, 304(01), 12-20.
  • org. (2013, 08). Best Practices in Capstone projects. Retrieved from www.nisdtx.org: https://www.nisdtx.org/UserFiles/Servers/Server_232117/File/Departments/Research/District%20Research%20Projects/BestPracticesinCapstoneProjects_NorthwestIndependentSchoolDistrict.pdf