Sunjata And Fredrick Dougalss Essays - Frederick Douglass, Lecturers

Sunjata And Fredrick Dougalss KATRINA GRIFFIN 10/12/99 HUM 2011.4 PRO CHAMBERS RESPONDS ON SUNJATA AND FREDRICK DOUGLASS READINGS In the story ?The Guardian of the Word?, it shows how Africans Americans and modern post-colonial Africans are a like in rejection of history and traditional culture. The griot in the story was trying to explain the history and lineage to a young African boy when his teacher came and deliberately interrupted the lesson. The teacher regarded the griot's lesson as meaningless and trivial compared to modern day teachings. The teacher did not understand or want to understand the old traditional way and culture from whence he came. The teacher represents the African Americans ignorance of their culture, while the groit and boy symbolizes the old knowledge and desire to learn it. Moreover, it is important to know and remember one's past wither it be good or bad. If it is good, why not continue and let the future be as fruitful as the past? If it was a bad event, can a lesson be learned from it? One would not want to repeat a grievous incident because failure to acknowledged it happen before. For example, slavery for black people was a terrible act, so to pretend that such an event did not happen or became null to the causes that produces it, is a trap set for oneself. An ignorant person of his culture and history leaves themselves open to all the predators ready to devour, like a lamb without its shepherd. Besides, having a rich cultural memory makes one whole and strong. There is no doubt that anything can be conquered and tamed. There is a sense of passion for one's being, like the famous poem ?EGO TRIPPING ?I made the pyramids and the wonderful mystery of the Sphinx.? Is this not a marvelous history to remember? In respond to Fredrick Douglass, he becomes the master of his own fate and not his white overseer. He realizes his worth? ?Why should he be the butt?, quoting from ?The Souls of Black Folk?. Douglass certainly did not want to be ?invisible? anymore. In Nietzsche terms; Douglass uses the oppression and suffering to power him into the mind frame of being the master. He does not accept fear but gives it heartily to his overseer, which indeed changes his future relations with him. According to the writer, William Blake, one should always say what they are thinking or want changed. To act not is to murder your own being, mind, and proud history. Another writer, James Baldwin states ?man is forced each day to snatch his manhood, his identity out of the fire of human cruelty?if he survives the effort?he can teach, achieve own authority and that is unshakable?. This statement is clearly demonstrated in both stories (Sunjata and Douglass). Both people took control and authority of their life, which force everything to become subordinate and humble. That is the power of realizing ones proud history and self worth. English Essays

Learn About Common Cores IEP Math Goals

Learn About Common Core's IEP Math Goals The IEP math goals below are aligned to the Common Core State Standards, and are designed in a progressive manner: once the top numeration goals are met, your students should be moving on through these goals and onto the intermediate grade goals. The goals that are printed come directly from the site created by the Council of Chief State School Officers, and adopted by 42 states, the American Virgin Islands and the District of Columbia. Feel free to copy and paste these suggested goals into your IEP documents. Johnny Student is listed where your students name belongs. Counting and Cardinality Students need to be able to count to 100 by ones.  IEP  goals in this area include examples such as: When given numbers representing numerals between one and 10, Johnny Student will order and name the numbers in the correct order, for eight out of 10 numbers with 80 percent accuracy in three of four consecutive trials.When given a hundred chart with 20 of the number blocks blank, Johnny Student will write the correct numbers in the blanks for 16 of 20 blanks (demonstrating 80 percent accuracy) in three of four consecutive trials.   Counting Forward Students need to be able to count forward beginning from a given number within the known sequence (instead of having to begin at one). Some possible goals in this area include: When given a card with a number between one and 20, Johnny Student will count up five numbers from the number on the card, with 80 percent accuracy in three out of four consecutive trials.When given written sequences of numbers (such as 5, 6, 7, 8, 9) with five blanks, Johnny Student will correctly write the numbers in the five blanks, with 80 percent accuracy in three out of four consecutive trials. Writing Numbers to 20 Students should be able to write numbers from zero to 20 and also represent a number of objects with a written numeral (0 to 20). This skill is often referred to as one-to-one correspondence where a student demonstrates an understanding that a set or array of objects is represented by a particular number. Some possible goals in this area might read: When given 10 picture arrays representing numbers between one and 10, Johnny Student will correctly write the corresponding number in the accompanying box (on the accompanying line) for eight of 10 numbers (showing 80 percent) in three of four consecutive trials.When given an array of counters and a set of number cards from one to 10, Johnny Student will find the corresponding number and lay it next to the array with 80 percent accuracy in three out of four consecutive trials. Understanding Relationships Between Numbers Students need to understand the relationship between numbers and quantities. Goals in this area might include: When given a template with 10 squares, and presented with counters in varied arrays from one to 10, Johnny Student will count aloud, naming each counter as it is placed in a square with 80 percent accuracy in three out of four consecutive trials.When given an array of counters from one to 20, Johnny Student will count the counters and answer the question, How many did you count? with 80 percent accuracy in three out of four consecutive trials.

Introduction to German Prepositions

Introduction to German Prepositions A preposition is a word that shows the relationship of a noun or a pronoun to some other word in the sentence. Some examples of such words in German are mit (with), durch (through), fà ¼r (for), seit (since). The key points to remember when using a preposition (Prposition) in a German sentence are: Key Takeaways: German Prepositions The noun/pronoun that the preposition modifies will always be in the accusative, dative or genitive case.Prepositions are unchangeable other than prepositional contractions in which prepositions are combined with definite articles to form a single word (for example, auf das becomes aufs and vor dem becomes vorm.)Most prepositions are placed before the noun/pronoun they modify. Learning prepositions may seem like entering a battlefield. True, prepositions are one of the trickier elements of German grammar, but once youve mastered the cases that go with each preposition, your battle is half won. The other half of the battle is knowing which preposition to use. For instance, the English preposition to can be translated into at least six different ways in German. Prepositional Cases There are three prepositional cases: the accusative, the dative, and the genitive. There is also a group of prepositions that can take on either the accusative or dative case, depending on the meaning of the sentence. Commonly used prepositions such as durch, fà ¼r, um always take on the accusative, whereas other common prepositions such as bei, mit, von, zu will always take the dative case. On the other hand, prepositions in the dual-prepositions group (also called two-way prepositions) such as an, auf, in will take on the accusative case if they can answer the question where to an action or object is going, whereas these same prepositions will take on the dative case, if they describe where the action is taking place.

Criminological theories with the context of social policy Essay

Criminological theories with the context of social policy - Essay Example 5). Looking at the lens of criminological theories, their essential applications could be primarily seen in the creation of various social policies which are mostly grounded on the bases of effective criminological theories. According to Dr. Paul Knepper (2007), various criminological theories—which basically resulted from the instituted questions regarding crimes—have led to the institution of a diversified array of policy implications—i.e., social policy, which concerns social welfare (p. 3). Most of the different criminological theories contributed significantly to the institution of social policy which grounded on the very core of such criminological theories. In fact, there were different social policies (and policy implications) which were formed and directed to addressing the problems of crimes stipulated and made essential by the different criminological theories. Education policy, for example, has been one of the major social policies, which has significant relationship to crime reduction (p. 83). Moreover, social policy creation through the basis of criminological theories is likely to proliferate in various strata with which various policy programs are implemented prior to the assertions embedded in each criminological theory. As being holistically stipulated in the account of Eric See (2004), the variously identified criminological theories significantly have their corresponding social policies presented and implemented. Cases in point are the programs which yielded solutions and alternatives in addressing crimes grounding essentially on Choice and Deterrence theory of criminology. Choice theory stipulates that it is the very choice of an individual to engage him/herself in and commit crime. This criminal act should therefore be responsibly blamed to the individual who performed the act and not to

Crime Seriousness Survey Essay Example | Topics and Well Written Essays - 1000 words

Crime Seriousness Survey - Essay Example People from different fields, whether it is field of education, politics or some other field, have taken keen interest in determining the seriousness of crimes. These surveys have focused on determining the awareness of crime in general public. In this way they have been able to understand the psychology of different people in society about crime. Some of these surveys are based on asking views about criminal activities from local people and some are based on views from different countries. The different questions that may be asked from people could be about what they think of different crimes and what punishments would they have given if they had the authority to do so. From the answers obtained the surveyors determine seriousness of crime. However there is another issue that must be addressed to determine the seriousness of crime. This issue is of "the circumstances under which the crime took place". There is a big difference between "a crime for pleasure" and "a crime because of extremely harsh conditions". Many people would think that those who perform offensive activities for pleasure should be given greater punishment as compared to those who have done it because of some helpless conditions. The purpose of the surveys is usually to get the viewpoint of individuals as well as of whole society. The perception about seriousness of a crime varies from place to place. Each culture has its own rules and regulations and hence the punishment given against an offensive action may also vary from place to place. The research about determining the seriousness of crime is taking place for many years. ... Every society has its own moral values and religious beliefs, therefore it is a possibility that they may differ in view about which crime is a serious one and which is not. Among different kind of crimes, violent offences are considered to be the most dangerous and harmful. Many people argue that the general view of a society about seriousness of a crime is directly affected by the kind of a crime and by the frequency with which that crime has occurred. It is clear from different studies that the number and type of criminal activities taking place in a specified time period is consistent which means that these activities are undoubtedly occurring frequently. Usually to determine the danger of a crime, surveys are conducted among people living in same society but with different social status. These surveys may be between two altogether different societies. It may also be the cases that, survey of those people is conducted who have emigrated from one place to another. Thus they might be asked about how they feel about change in cultural values of two different countries. As laws and authorities differ from one place to another, immigrants might face problems as their acts might be right according to their own country but they might not be right according to laws and rules of the new country. Culture is something which describes the beliefs of people, their moral values,, their rules, laws and regulations and other practices that are developed by people to adjust in a society. Thus cultural values and society define the way in which people act and react to different situations. The way, the people react to a situation is dependent on what

Elizabeth receives three proposals of marriage in Pride and Prejudice Essay Example for Free

Elizabeth receives three proposals of marriage in Pride and Prejudice Essay The first sentence of the novel Pride and Prejudice states, It is the truth universally acknowledged that a single man in possession of a good fortune must be in want of a wife. This clearly demonstrates how important marriage was in the Victorian age and to the Bennet girls. Using this as the first sentence of the novel reinforces the theme of marriage from the very start. The plot of Pride and Prejudice is centred on four relationships with all of these resulting in marriage. The first relationship was between Charlotte Lucus and Mr Collins which resulted in a marriage of convenience as neither party showed any affection and thought of marriage as merely a contract that would help both sides. The second couple was Miss Lydia Bennet and Mr Wickham. In the novel Lydia and Wickham eloped and ran off to London. Mr Wickham was paid by Mr Darcy to marry Lydia. The third was between Miss Jane Bennet and Mr Bingly which was a relationship of true love. The relationship encountered many ups and downs but eventually true love triumphed. The fourth was between Mr Darcy and Miss Lizzy Bennet. This was an unusual couple as they came from very different classes in Victorian society and their marriage very nearly did not happen. This marriage was based on love. The Bennet girls had limited options in life. The first was to get married and love honour and obey their husband. The second was to become a spinster and live off her male relatives. To be a spinster you were regarded as a social outcast in society. The third was to be a governess. To get married was seen to be by far the best option for women in the Victorian age. Women had few rights. The Bennet girls had the unfortunate coincidence of being five girls in their family. This meant that they would only have a small dowry, as all money had to be split five ways. Extra pressure was mounted on the Bennet girls shoulders through Mr Collins. If Mr Bingly died the Bennet girls would have been thrown out of Longbourn in favour of Mr Collins as their house was entitled to heirs male. Miss Elizabeth Bennet is the heroine of the novel. Elizabeth has several character traits, which make it somewhat less difficult for her to refuse her first proposal from Mr Collins. These include; her perceptiveness, which enabled her to easily manipulate Mr Collins. Lizzy is very witty and we know this because it says in the text that, She has more of a quickness than her sisters. In the last paragraph of the proposal scene we see that Lizzy puts an emphasis on the personal pronouns we and I. This shows that she is as proud and self interested as Mr Collins. However, Elizabeth lacks self-awareness she is proud and prejudiced. Elizabeth wants to be seen as an intelligent, educated woman. She wants a marriage but only if it is based on love. She will not settle for merely a business arrangement. The novel of Pride and Prejudice has two comedy climaxes and both have connections with Mr Collins. The first is Mr Collins proposal. Elizabeth is genuinely shocked and embarrassed by this proposal. She nearly bursts out laughing when he says that he was Run away with by my feelings. Humour is achieved by Mr Collins manner as Austen satirises the role of a traditional clergyman. For example, he is supposed to put others first yet through the first paragraph of the proposal he uses the personal pronouns I, me and my thirteen times. Elizabeth is clearly affronted by the fact that Mr Collins believes that he is dong her and her family a service by making his proposal of marriage. He believes that Elizabeth and her family should regard him as an exceedingly good catch. Elizabeth, however, with her strong intellect does not regard Mr Collins as her equal or as her superior. She can hardly contain her fury when she replies sarcastically, I am very sensitive of the honour of your proposals but it is impossible for me to do otherwise other than to decline them. Her temper rises when Mr Collins persists with his proposal as he believes it is customary for prospective brides to reject a proposal a second or even a third time. Elizabeth, in exasperation, does her utmost to convince Mr Collins that marriage to him is completely out of the question, I am perfectly serious in my proposal. You could not make me happy. This is the basis of Elizabeths refusal she wants a marriage based on love and respect which will lead to happiness. She regards Mr Collins as beneath her in intellect and sensitivity. In her eyes, he is a pompous fool with an over-inflated sense of importance. She does not love or respect him. She feels that she would be compromising herself by accepting him his proposal and she is totally frustrated by his apparent in ability to accept her refusal. In this proposal we see that there is a character contrast between Elizabeth and Mr Collins. Mr Collins obeys orders. He admits that to Elizabeth he is following Lady Catherine de Bourghs instruction to marry when he says, It is the particular advice and recommendation of a certain noble lady whom I have the honour of calling patroness. Lizzy, however, will not be swayed by the opinion of others whatever their social status. During his proposal Mr Collins reminds Lizzy that he is, To inherit this estate after the death of your honoured father. This shows Mr Collins lack of understanding of Lizzys love for her father. This is juxtaposition between the theme of love and marriage and the death of Mr Bennet. This is very amusing for the reader. The second proposal that Elizabeth receives is from Mr Darcy. The title of this novel, Pride and Prejudice is a metaphor for Elizabeths relationship with Mr Darcy. Mr Darcy is seen by Elizabeth to be too proud. Mr Darcy is a lot further up the social strata than the Bennet family. He thinks that he would be degrading himself to marry her. He really believed, that were it not for the inferiority of her connections, he should be in some danger. Elizabeth is prejudiced against Darcy. Elizabeth has been fooled by Mr Wickhams stories of Mr Darcy. Elizabeth believes that after the death of the late Mr Darcy, Mr Darcy threw Mr Wickham out of his fathers house and failed to adhere to his promise of a family living. However later on in the novel this is confirmed to be not the case. Through the plot line we see how Austen has created hostility between Mr Darcy and Elizabeth. At their first meeting, Mr Darcy does not endear himself to Elizabeth and her family because of his superior attitude. He says of Elizabeth, She is tolerable but not handsome enough to tempt me. This dislike of Mr Darcy is increased through his interference in the relationship between Jane and Mr Bingly. He admits to Elizabeth that I did everything in my power to separate my friend from your sister. Elizabeth was very astounded by Mr Darcys first proposal. Her prejudice against him increased due to the manner in which he made this proposal. He explained to her how she had struggled with himself but was unable to stop himself from telling her, how ardently I admire and love you. However, Mr Darcy made the mistake of dwelling on what he perceived Elizabeths inferiority. Elizabeth could see that, like Mr Collins, Mr Darcy expected her to accept his proposal and it had not crossed his mind that she would do otherwise. Elizabeths anger increases because she can see that Darcy arrogantly assumes that she will marry him. Elizabeth felt herself growing more angry every moment. He openly tells her that he has tried to quell his feelings for her because a marriage to her would be degrading. This arrogance and sense of superiority and pride infuriates Elizabeth. Although she is flattered by his proposals, her prejudices make it impossible for her to accept it. She does not want to be seen as a charity case. Also, she does not want to be seen to condone what she perceives to be his ungentlemanly past behaviour towards Mr Wickham and her sister. She declares that from the very beginning she despised his arrogance, conceit and selfish disdain of the feelings of others. The third proposal that Elizabeth received was again from Mr Darcy. However, by this time Elizabeth has heard the truth about Mr Wickham and his atrocious behaviour. Her regard for Mr Darcy has grown through her understanding of the part that he played in resolving the problems with Lydias elopement and eventual marriage to Mr Wichkam. At the time of the second proposal Elizabeths prejudices against Mr Darcy have disappeared. Indeed she cannot wait to express her thanks for the part that he played in helping Lydia and ultimately her family. However, Mr Darcy tells Elizabeth that her family owe him nothing and he only cares about her. On her return to London, Lady Catherine De Burgh called on Mr Darcy to obtain the promise from Mr Darcy which she had not got from Elizabeth. She told him of her visit to Longbourn and her conversation with Elizabeth and how she had refused to promise that she would not accept a marriage proposal from Mr Darcy. The effect of her visit, had been exactly contrariwiseIt taught me to hopeI knew enough of your disposition to be certain that had you been absolutely irrevocably decided against me you would have acknowledged it to Lady Catherine frankly and openly. He humbles himself when he openly, for the second time, declares his love for Elizabeth and openly outlines his inferior traits. He confirms that he has been a selfish being all his life. He as an only child her was spoilt and not taught to control his temper. He also says admits that he was almost taught to be selfish and overbearing, to care for no-one beyond my own family circle. He tells Elizabeth that that it is she who has brought him humility. In my opinion it was not only Elizabeth who was prejudiced but Darcy too as he is prejudiced about her place in the social hierarchy. It is also not only Darcy who is proud but Elizabeth is too. She will not lower her standards and complies with the conventions of the day by consenting to marry just to please her mother or other members of society. She is determined to hold out against all the odds and marry only for love. At the end of the novel Elizabeth achieves her goal of marrying someone who will truly make her happy. This could be seen as a reflection of Jane Austens view on marriage, that is, that a good marriage is one that is based on love and mutual respect. Do anything rather than marry without affection.

Human Values: The Key to Solving Global Problems Essay -- Argumentativ

Human Values: The Key to Solving Global Problems ABSTRACT: At the dawn of global civil society, the test for humanity is to achieve unity while preserving cultural differences as well as the distinctiveness of nations and peoples. Such unity can be reached only by recognizing human values, especially human rights. However, these rights must be strictly determined and more than mere obligations. Hence, the most important task for philosophy is to develop foundations and principles for a world society and to formulate a global consciousness and a humanistic worldview that adequately reflects the realities of our epoch. Our action must increasingly be based on an acknowledgment of global values. The twentieth century and the United States are synonymous with achievements in the spheres of science and technology along with the attendant positive and negative circumstances arising from these developments. Not surprisingly, therefore, when philosophers from all over the world gathered in Boston in August 1998 for the 20th World Congress of Philosophy to discuss the most important contemporary problems the majority of these problems were bound up with the revolution in the spheres of science and technology. Since morality is closely intertwined with social and technological achievements, I want to underline the necessity of moral reevaluation and the need to be flexible and tolerant concerning value orientations if we wish to avoid global instability. Undoubtedly, contemporary global problems find their roots in the consequences of scientific and technological progress. The most important of these problems are the threat of global nuclear war, ecological imbalance, unsustainable population growth, and a growing developmental ... ...riented morality, and implement appropriate international laws. In this case, human rights legislation becomes of utmost importance. Yet prior to such legislation is the necessity that everyone receive an education which facilitates an understanding of our current global situation along with a respectful appreciation for diversity and otherness. All human beings must recognize themselves as inhabitants of one world and act accordingly. Hence, all nation-states, despite their traditions, beliefs, and values, are obligated to give priority to the common interests of human beings in order to preserve all life on earth. No one can with certainty forecast the fate of humanity or of our planet. But the degree to which we are able to influence conditions of life on our planet requires each of us to acknowledge global values and our responsibility for acting on such values.

The Practice

Didn't recognize the entire word, but quickly started my research on it. I quickly discovered that post-part mothers ingest their own placenta. This slow growing phenomenon, amongst the new mothers who can stomach, is practiced by 99% of mammals, including humans.The practice of ingesting the placenta, which has been going on in Asian medicine for hundreds of years, seemed inappropriate, unnatural, and disgusting to me as discovered more about it. I don't think I stand alone when I say that my lack of knowledge on this topic may come as no surprise, since there could be millions of others who are also not educated on this topic. In our society, unless the media presents topics to us, we almost have to be naturally curious or stumble upon things to find out the news of he world or things less commonly known to us regarding health and medical topics.The more grew in my knowledge of this practice, the more I discovered the ingestion of the mothers placenta could actually be very benefic ial. Mothers across the world have been practicing this post-birth method for quicker healing from post-part depression, as well as its contribution to other great health benefits such as hormone boosting. While other countries are lacking in the times of placenta encapsulation, other entries such as Europe, the US. And Canada have been partaking in this health benefit to mothers for over a decade. The whole ideology of placenta encapsulation is to replace useful hormones lost during birthing the placenta, decreasing postpartum depression because of an iron-deficiency, promote healing and provide energy, controlling any postpartum bleeding, and promote milk production for successful breastfeeding. Each mother is as unique as the benefits she may experience from participating in placenta encapsulation.

Ms Ahfhs Cameij

CAMILLE FLORES R. DE MAYO Block 17 Lot 6 E. Quirino Street, Cherry Homes 1, Mambog 1, Bacoor, Cavite +639069793929 cam. [email  protected] com EDUCATION: LYCEUM OF THE PHILIPPINES UNIVERSITY – MANILA (Present) Bachelor of Arts in Mass Communication with specialization in Broadcast Communication Muralla St. , Intramuros, Manila Honors and Awards: †¢ Dean’s Lister – June – October 2010 – June – October 2011 †¢ Merit Scholar – November 2010 – March 2011 – November 2011 – March 2012 †¢ Certificate of Proficiencies – Radio and Television Scriptwriting – Radio and Television Production Basic Photography †¢ Other Certificates Received – 2013 LPU UNICEF Volunteer of the Year Awardee – 2012 5th Student Advertising Congress Delegate – 2011 Asian Congress for Media and Communication [Philippines]: National Student Grand Prix Student Organizing Committee Extra-curricular Activities: †¢ LPU College of Arts and Sciences Student Council Vice President (A. Y. 2013-2014) †¢ LPU League of Young Communication Artists and Journalists (LPU LYCAJ) – Vice President for Internal Affairs (October 2012 – March 2013) – Treasurer (June – September 2012) Broadcast Communication Representative (November 2011 – March 2012) †¢ LPU UNICEF Volunteer (2012-2013) STATEFIELDS SCHOOL, INC. (2010) National Road, Molino III, Bacoor, Cavite Honors and Awards: †¢ Perfect Attendance (2010) †¢ Ranked among the Top 20 of 191 students (2010) †¢ 6th Place in Newswriting – Filipino: 5th Division Training Program in Campus Journalism for Private Schools (2009) Extra-curricular Activities †¢ SSI Linkage News Editor [School Paper] (2008-2010) ST. THOMAS MORE ACADEMY – ANNEX (2006) Phase III Maryhomes Subd. , Molino IV, Bacoor, Cavite Honors and Awards: †¢ 1st Honorable Mention (2006) Best in Mathema tics Quiz Bee (2006) †¢ 2nd Best in Science Quiz Bee (2006) †¢ 1st Place in Isahang Tula (2006) WORK EXPERIENCE: Event Staff, GMA News TV Free Time (October – November 2012) Event Staff, GMA Network Survivor (February 2012) Logistics Head and Delegation and Communication Committee Member, 5th Student Advertising Congress (February 2012) Event Staff, GMA News TV Free Time (November – December 2011) Event Staff, GMA Network Kitchen Superstar (February 19-20, 2011) SEMNARS ATTENDED: Literary Writing Seminar: Poetry and Short Story Categories (January 2013) LPU Independent Sentinel th Student Advertising Congress (February 2012) Lyceum of the Philippines University Manila Cesar Montano Film Making Seminar (September 2011) LPU League of Young Communication Artists and Journalists 5th Division Training Program in Campus Journalism for Private Schools (August 2009) Department of Education (DepED) in coordination with Cavite Educational Media Association of Private S chools Administrators (CEMAPSA) 4th Division Training Program in Campus Journalism for Private Schools (September 2008) Department of Education (DepED)REFERENCES: Mr. Nestor Francis H. Tagubuan Head, GMA Network Events Management Division LPU Manila Special Lecturer Muralla St. , Intramuros, Manila [email  protected] com [email  protected] com Mr. Alan I. Allanigue Station Manager, DZRB LPU Manila Special Lecturer Muralla St. , Intramuros, Manila 09399157214 Ms. Renalyn J. Valdez Chairperson, LPU Manila Mass Communication and Journalism Department Adviser, LPU League of Young Communication Artists and Journalists Muralla St. , Intramuros, Manila [email  protected] com

Com+155+-+Course+Syllabus (1).Doc Essays

Com+155+-+Course+Syllabus (1).Doc Essays Com+155+-+Course+Syllabus (1).Doc Essay Com+155+-+Course+Syllabus (1).Doc Essay [pic] |Course Syllabus Axia College/College of Humanities COM/155 Version 3 University Composition and Communication I | |Copyright  © 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description This course addresses the key elements necessary for effective academic writing in college. The course begins with focus on prewriting strategies and builds to drafting and revising essays. In addition, the course includes skill development at the sentence and paragraph level. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials McLean, S. (2011). Writing for success (1st ed. ). Irvington, NY: Flat World Knowledge, Inc. Axia College’s Short Form Writing Style Handbook, available online via the student website. Axia College’s Writing Style Handbook, available online at https://ecampus. phoenix. edu/secure/aapd/CWE/pdfs/Axiawriting_style_handbook. pdf All electronic materials are available on the student website. Week One: Proper Sentence Structure | | |Details |Due |Points | |Objectives |Identify the components of a basic sentence. | | | | |Identify the four most serious writing errors. | | | |Course Preparation |Read the course description and objectives. | | | |Read the instructor’s biography and post your own. | | | |Reading |Read Section 1. 1: Components of a Sentence in Ch. 2 of Writing for Success. | | | |Reading |Read Section 1. 2: Sentence Structure, Including Fragmen ts and Run-ons in Ch. 2 of Writing for| | | | |Success. | | | |Reading |Read Section 2. : Agreement in Ch. 2 of Writing for Success. | | | |Reading |Read Section 2. 2: Errors in Subject-Verb Agreement in Ch. 2 of Writing for Success. | | | |Reading |Read Section 3. 1: Regular Verbs in Ch. 2 of Writing for Success. | | | |Reading |Read Section 3. 2: Irregular Verbs in Ch. 2 of Writing for Success. | | | |Reading |Read Section 3. 3: Maintaining Consistent Verb Tense in Ch. of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. | |1 | |Assignment |Resource: Axia College Material: Appendix A | |5 | |Sentence Structure Review |Read Appendix A. | | | |Review the eight sentences. | | | | |Identify which of the four errors, if any, is present in each sentence. | | | | |Rewrite the sentence so that it is a grammatically correct s entence. | | | | |Post your assignment as a Microsoft ® Word attachment. | | | Week Two: Verb Problems | | |Details |Due |Points | |Objectives | | | | | |Define subject–verb agreement. | | | | |Identify how to avoid mistakes in verb tense. | | | |Explain when to use each tense. | | | |Reading |Review Section 2. 1: Agreement in Ch. 2 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Access the Toolwire ® Learnscape: Overview of the CWE through the link located on the student | | | |Preparation |website. | | | |Learnscape Activities | | | | | |Complete the Learnscape Activities. | | | | | | | | |Subject–Verb Agreement | | | | | | | | | |Resource: Axia College Material: Appendix B | | | | |Follow the directions in Appendix B to complete the following exercises on MyWri tingLab: | | | | | | | | | |Sentence to Paragraph: Complete Sentences and Subjects and Verbs | | | | | | | | | |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excellence. | | | | |Click Tutorials Guides. | | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Grammar Mechanics. | | | | |Finally, click Subject–Verb Agreement. | | | | |Review the information provided. | | | | | | | | | | | | | |Post your assignment for faculty review. | | | | | | | | | |Feedback Question (optional): How are your reading strategies working for you? Is reading the| | | | |content of this course the same as or different from reading content in other courses? Is it | | | | |easier? Is it harder? Do you have any suggestions for how to make reading this sort of | | | | |content more effective for yourself? | | | |Assignment |Resource: Weekly Readings | |5 | |Verb Practice | | | | | |Write five sentences about the role of ducation in successful financial planning, in which | | | | |you correctly use a different verb tense in each sentence. | | | | | | | | | |Mark each verb used in bold and, in parentheses, identify the specific tense used. | | | | | | | | | |Post your submission as an attachment. | | | Week Three: Punctuation and Capitalization | | |Details |Due |Points | |Objectives | | | | | |Recognize the appropriate use of punctuation. | | | | |Demonstrate proper use of capital letters. | | | | |Differentiate between plurals and possessives. | | | |Reading |Read Section 4: Capitalization in Ch. 2 of Writing for Success. | | |Reading |Read Ch. 3 of Writing for Success. | | | |Reading |Read Section 2. 1: Common Spelling Rules in Ch. 4 of Writing for Success. | | | |Reading |Read Section 5. 1: Simple Verb Tenses in Ch. 5 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Resource: Axia College Material: Appendix B | | | |Preparation |Follow the directions in Appendix B to complete the following exercise on MyWritingLab: | | | |Capitalization | | | | | |Mechanics: Commas and Mechanics: Apostrophes | | | | | | | | | |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excellence. | | | | |Click Tutorials Guides. | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Grammar Mechanics. | | | | |Finally, click Subject–Verb Agreement. | | | | |Review the information provided. | | | | | | | | | | Post your assignment for faculty review. | | | |Feedback Question (optional): Is writing in college what you expected it to be? What | | | | |challenges have you found to being an effective college writer? | | | |Assignment |Resource: Axia College Material: Appendix C | |5 | |Identifying Errors in Writing |Review the passage in Appendix C. | | | | | | | | | |The passage has 20 errors related to the concepts covered this week. | | | |Mark each of the errors in bold and make the correction in parentheses after the error. | | | | |Example: My cars interior is black. | | | | |This must be marked as follows: My cars (car’s) interior is black. | | | | | | | | | |Post your assignment as a Microsoft ® Word attachment. | | | Week Four: Proper Word Use | | |Details |Due |Points | |Objectives | | | | | |Demonstrate proper word choice for a complete sentence. | | | | |Identify commonly confused word mistakes. | | | |Reading |Read Ch. 4 of Writing for Success. | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. | |1 | |Nongraded Activities and |Review the Word Choice video located on the student website. | | | |Preparation |Feedback Question (optional): Make a plan to organize your first academic paper. Include | | | |Word Choice |references to the Axia College’s Short Form Writing Style Handbook. This plan must include | | | | |your time management preparation and elements of how to maintain a healthy stress level, | | | | |because this is your first academic paper. | | | |Assignment |Resources: Weekly Readings; Axia College Material: Appendix D | |10 | |Sentence Correction and | | | | |Changes in Writing |This assignment has three distinct parts. | | | | | | | | |First, determine whether the sample sentences in Appendix D are correct. If it is not | | | | |correct, make the correction needed. | | | | |Second, write five sentences in which you address changes in your writing. | | | | |Third, write a brief 100-word explanation in which you explain how the material studied this | | | | |week has changed the way you write. | | | | | | | | |Provide at least two specific examples of changes you have implemented based on what you | | | | |learned this week. | | | | |Post your submission as a Microsoft ® Word attachment. | | | |Week Five: Use of Substitution for Nouns | | |Details |Due |Points | |Objectives | | | | | |Define the function of a pronoun. | | | |Explain how to use a pronoun correctly. | | | | |Summarize appropriate use of pronouns for academic writing. | | | |Reading |Review Section 5: Pronouns in Ch. 2 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Access the Toolwire ® Learnscape: Working with the CWE through the link located on the student| | | |Preparation |website. | | | |Pronouns |Complete the Learnscape Activities. | | | | | | | | | |Pronouns | | | | | | | | | |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excellence. | | | | |Click Tutorials Guides. | | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Gr ammar Mechanics. | | | | |Finally, click Pronouns. | | | |Review the information provided. | | | | | | | | | |Post the screenshot of the completed activities. | | | | | | | | | |Feedback Question (optional): How are your organization skills working for you? What is | | | | |working? What challenges remain? | | |Assignment |Resource: Weekly Readings | |5 | |Pronoun Practice | | | | | |Write several sentences describing a recent interaction with a friend or family member about | | | | |personal finance or credit cards. This interaction may be imagined or real. | | | | | | | | | |Use at least five different pronouns in your sentences. | | | | | | | | | |Identify all pronouns used by bolding them. | | | | | | | | |Post your assignment as a Microsoft ® Word attachment. | | | |Week Six: Adjectives and Adverbs | | |Details |Due |Points | |Objectives | | | | | |Describe the use of an adjective. | | | |Describe the use of an adverb. | | | | |Differentiate between an adjective and adverb. | | | |Reading |Read Section 6: Adjectives and Adverbs in Ch. 2 of Writing for Success. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Resource: Axia College Material: Appendix B | | | |Preparation | | | | |Choosing the Right Words – |Follow the directions in Appendix B to complete the following exercises on MyWritingLab: | | | |Adjectives and Adverbs | | | | | |Choosing the Right Words: Adjectives | | | | |Choosing the Right Words: Adverbs | | | | | | | | | |Post your assignments for faculty review. | | | | | | | | |Feedback Question (optional): Imagine you are expected to write a three-page paper. Design an| | | | |organizational and time management plan to complete this paper. Keep in mind the paper | | | | |requirements are to select a topic, write a thesis, write supporting material, and inclu de a | | | | |minimum of three sources. | | |Assignment |Resource: Weekly Readings | |8 | |Review – Adjectives, Adverbs, |Use at least five adverbs and five adjectives to write a brief review of a movie, sporting | | | |and Comparisons |event, musical performance, or television show. | | | | |Bold each adverb. | | | | |Underline each adjective. | | | | |Compare the event to one or more similar events. When comparing, use at least three | | | | |comparatives and three superlatives. | | | | |Post your assignment for faculty review. | | | |Week Seven: Topic Sentences and Writing Paragraphs | | |Details |Due |Points | |Objectives | | | | | |Explain effective practices for developing a topic sentence. | | | |Explain effective means for writing a paragraph. | | | |Reading |Read Section 2: Effective Means for Writing a Paragraph in Ch. 6 of Writing for Success. | | | |Reading |Read the Axia College Short Form Writing Style Handbook. | | | |Reading |Review this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |1 | |Nongraded Activities and |Resource: Center for Writing Excellence | | | |Preparation | | | | |Topic Sentences |Access the Grammar Mechanics section of the Grammar and Writing Guides. | | | | | | | | | |Click Library. | | | | |Go to the Center for Writing Excell ence. | | | | |Click Tutorials Guides. | | | |Click the Grammar and Writing Guides under Grammar Tutorials. | | | | |Click on Writing Style. | | | | |Finally, click Topic Sentence. | | | | |Review the information provided. | | | | | | | | | |Feedback Question (optional): Have you been using the Center for Writing Excellence? How has in which you do the following: | | | | | | | | | |Identify which paragraph was more effective and analyze why this was so. | | | | |Include a discussion of sentence variety and the rhythm of the author’s writing. | | | | |Focus on the writing rather than the opinions presented. | | | | |Underline your topic sentence. | | | | | | | | | |Submit your paragraph to WritePointSM in the Center for Writing Excellence. | | | | | | | | |Review the feedback provided by the Center for Writing Excellence and make corrections to | | | | |your paragraph. | | | | | | | | | |When doing so, understand that WritePointSM may be helpful but is not always correct. Make , in which you describe the feedback you | | | | |received from WritePointSM, providing specific examples of helpful suggestions, as well as | | | | |ones you felt may have been incorrect and why you think that is the case. | | | | | | | | |Underline your topic sentence. | | | | | | | | | |Write a third and final paragraph in which describe your strategy for using WritePointSM in | | | | |the future. | | | | | | | | |Include a discussion of how to accommodate submission and feedback time. | | | | |Underline your topic sentence. | | | | | | | | | |Post your three paragraphs as a Microsoft ® Word attachment. | | | Optional Discussion Questions Week One Discussion Questions List at least one of the serious writing errors identified in Ch. 2, Section 1 of Writing for Success and identify how such an error could negatively affect your writing. Identify which of the four most serious writing errors listed in Ch. 2, Section 1 of Writing for Success you find challenging to overcome i n your own writing. State a method to avoid this error. What are the key lessons you learned from these activities? How might the exercises help you as you work on improving your writing? Chapter 2, Section 1. 1 of Writing for Success provides information about verbs. List the difference between a linking verb and an action verb. Use at least one example of each type of verb in a sentence. Explain the role of verbs and nouns. Describe their usage and the most common ways that they are misused. Week Two Discussion Questions How might a potential employer evaluate your writing if you did not use proper verb tenses? Why? Identify the five trouble spots located in Ch. 2, Section 2. 2: â€Å"Errors in Subject Verb Agreement† of the text to help avoid making mistakes in subject-verb agreement. Which mistake do you think is the worst? Why? This week, we discussed verb usage by focusing on subject–verb agreement and verb tenses. Based on the grammar apply section of MyWri tingLab, what lessons have you learned that will change the way you write in the future? What is the definition of subject–verb agreement? Provide one example of how to avoid making mistakes in verb tense and explain why this information will help your writing skills. What are the definitions of the past progressive and future progressive tenses? Write two sentences about family financial goals using the past progressive and future progressive tenses. Week Three Discussion Questions Often, students rely on improper punctuation and capitalization because of the popularity and convenience of sending text messages. In academic writing, however, you must strive to use appropriate punctuation and capitalization. Why do you need to use appropriate punctuation, including plurals and possessives, in your writing? Chapter 3, Section 1. 1 of the text provides examples of how comma placements may completely change the meaning of a sentence. Knowing this, what can you do as a writer to ensure your comma usage helps you to communicate clearly? Review the lessons on commas and apostrophes in MyWritingLab. Based on what you learned, what can you do to minimize errors when using commas and apostrophes in your writing? Write three sentences using plurals correctly and three sentences using possessives correctly on the topic of how to store personal financial information effectively and efficiently. Chapter 2, Section 4. 2 of the text shows examples of proper nouns that need to be capitalized. List four examples of capitalized proper nouns from this chapter. Explain your strategy for determining when to use capitalized proper nouns in the future. Week Four Discussion Questions Writing errors, such as those identified in the readings for this week, may influence the way a reader interprets your writing. A resume that is marred by grammatical errors, for example, may prevent a job candidate from progressing to the interview s tage. Do you think it is appropriate for people to be judged based on their writing? Explain your answer. List five commonly confused word mistakes. Then, demonstrate their correct usage in well-written sentences. This week, the discussions have focused on the importance of word choice and avoiding commonly confused words. Identify three key strategies to ensure you will choose words correctly in the future to improve your writing. Chapter 4 of the text mentions that a thesaurus is a helpful tool. One challenge of using a thesaurus is that each word has its own connotation, and although the meanings may be similar, there are often subtle differences. Think about the following pairs of words: confident and arrogant, quiet and introverted, pure and naive. The general meaning is the same, but one word in each pair typically has a positive connotation, whereas the other has a negative connotation. Write one sentence using each word to demonstrate that you understand the correct connotation. When using synonyms, what steps might you take to ensure your word choice carries the correct connotation? Spelling errors may be eliminated by using spell check. Spell checks often do not catch errors if the wrong word is chosen, however. This has led to common writing errors such as advice instead of advise, loose instead of lose, and there instead of their. Describe your strategies that ensure you will not make these kinds of mistakes. Week Five Discussion Questions Write six original sentences in which pronouns are used in a consistent manner. What strategies might a writer use to ensure pronouns are used effectively? Rewrite the first sentence of Ch. 2, Section 5 of the text in your own words. Identify commonly used pronouns. Explain why using pronouns may help make your writing more effective. This week, we discussed how to properly use pronouns. You have been asked to complete several exercises to help practice using pronouns effectively. Explain which of these exercises you found most useful and elaborate on how it will help your writing in the future. The words who and whom are often used incorrectly. Review Ch. 2, Section 5. 3 â€Å"Who vs. Whom† of the text. Imagine that you are teaching an ESL (English as a second language) student about how to use who and whom. Provide an explanation to make it easy for him or her to understand the concept. Provide at least three examples using each pronoun. Academic writing standards generally condemn the use of first- and second-person pronouns such as I, me, my, you, and your. Why do you think this is the case? Week Six Discussion Questions Review Ch. 2, Section 6 of the text. Describe your experience with credit and credit cards in a brief paragraph using at least five adverbs and five adjectives in your description. Bold the adverbs and underline the adjectives. What is the most effective way to determine whether a word is an adjective or an adverb? Students are often confused about the use of the words good and well in their writing. Write a 100-word passage to Scott McLean, the author of the course’s textbook, in which you describe five details from her book that are good and five details about the book that are written well. It is not unusual for writers to confuse adverbs and adjectives. How did the material in MyWritingLab help reduce the possibility of confusion? Describe the strategies you have developed to avoid confusing the use of adverbs and adjectives in the future. Find a movie review in an online publication for a movie currently playing in theaters. Post the link to the review for the class and provide five examples of how the reviewer used adverbs and five examples of the use of adjectives. Has the reviewer used them effectively? Why or why not? Compare and contrast your abilities as an academic writer now as opposed to when you began at Axia College. Using four comparatives and four superlatives within your responses, explain what has led to these changes and what changes you will make in the future. Week Seven Discussion Questions Based on the readings in Ch. , Section 2 of the text, identify key points to keep in mind when writing a topic sentence. How might these key points help you write effectively? This week, you were asked to review the Topic Sentence section in the Center for Writing Excellence. Using the topic of home ownership versus leasing, identify a topic and provide a topic sentence you would use in a paragraph about the topic. After reviewing the information in Ch. 6, Section 2 of the text, identify the three key parts of a paragraph. Page 186 of the text has five paragraphs. Review the five paragraphs and identify which you think is most effective. Explain why you think it is the most effective. When writing a paragraph, it is important that the topic sentence and supporting points within that paragraph be directly related. What would be the reaction of a reader if the topic sentences in an essay did not coincide with the supporting points? Week Eight Discussion Questions Read the summary paragraph on the bottom of p. 177 of the text. Identify the author’s goal in writing the paragraph. How effectively do you think the author met that goal? Read the two-paragraph analysis passage on p. 177 of the text. Identify the purpose of the writing. Pages 1? 3 of the Guidelines for Writi ng Academic Essays in the Center for Writing Excellence show different types of essays. Explain the key differences between the types of essays. Read the second paragraph of the synthesis passage. It may be found on p. 178 of the text. Using your reading for the week and this paragraph in particular, answer the following questions. o What is the key objective when writing a paragraph on synthesis? o Do you feel the author was effective? Review the evaluation paragraph on p. 179 of the text. Identify what the author did well and what the author could have done better. Explain what situations lend themselves to evaluation. Week Nine Discussion Questions It is important to consider sentence variety and rhythm in your writing. Define sentence variety and rhythm in your own words and explain how they interact in effective writing. Define repetition in writing and explain why it is important to avoid repeating words or phrases when you create an academic essay. You will be required to write multiple paragraph essays in future courses. One common mistake to avoid is writing paragraphs that are too short or too long. After reviewing the sentence variety exercises for this week, how can you ensure that your paragraphs are of an appropriate length? Review the example paragraphs on p. 202 of the text. In what ways, if any, are these changes significant? What specific modifications make one paragraph more effective than the other? What are two common mistakes a writer might make that could cause his or her writing to be ineffective for readers? What steps might you take to avoid these mistakes early in the writing stage, thereby communicating more efficiently and effectively? Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® editorial standards and practices.

Causes Of The Genocide In Bosnia

Causes Of The Genocide In Bosnia In 1980, the president Josip Tito of Yugoslavia died. After the loss of their president, Yugoslavia had political and economic chaos. Slobodan Milosevic became the leader of Serbia in 1987. He was a strong Serb nationalist and encouraged his beliefs in Serbia and in other republics with large Serb communities. The Serbs in Bosnia were not happy feeling like they were now part of Milosevic’s â€Å"Greater Serbia†. The Yugoslavian Army mostly had Serbs. Radovan Karadzic led Serbs who built their own Republica Srpska in the East, while a Bosnian Serb army was in control of the other  ¾ of the country, driving out most of the Bosnian Croats. Then the European Union tried to help both sides, and failed. The U.N. didn’t want to get involved, but helped a little by providing some troop convoys for humanitarian aid. They later decided to help more by providing six â€Å"safe areas†. The Serbs invaded five of the six â€Å"safe areas† and â€Å"ethnicall y cleansed† them. The Background: Bosnia is one of the several small countries that emerged from the break-up of Yugoslavia, a multicultural country created after World War One. Yugoslavia was composed of ethnic and religious groups that had been historical rivals, including the Serbs (Orthodox Christians), Croats (Catholics) and ethnic Albanians (Muslims). During World War Two, Yugoslavia was invaded by Nazi Germany and was separated. Following Germany’s defeat, Tito reunified Yugoslavia by merging many countries. Tito, a Communist, was a strong leader who maintained ties with the Soviet Union and the United States during the Cold War, playing one superpower against the other while obtaining financial assistance and other aid from both. After his death in 1980 and without his strong leadership, Yugoslavia quickly plunged into political and economic chaos. Organizers: In the late 1980’s, a new leader by the name of Slobodan Milosevic came to power in Yugoslavia. He used religious hatred to control the people by sparking old tensions between the Serbians and Muslims. He took advantage of complaints from the Orthodox Catholic Serbs by taking control of the country Kosovo, where the Serbs were the minority. Milosevic then turned his focus to Croatia, a country with 12 percent Serbs. With the assistance of Serbian guerrillas, Milosevic invaded the small country under the pretenses of protecting the Serbs. Milosevic’s motives for this genocide were strongly based on retaliation. Many Serbian citizens had been subject to genocide during World War Two and they finally had a chance to get â€Å"even† with their enemies. After 13 years at power, the Yugoslavian nations revolted and a national strike followed. Milosevic was tried on the following counts in 2002: genocide; complicity in genocide; deportation; murder; persecutions on political, racial or religious grounds; inhumane acts/forcible transfer; extermination; imprisonment; tort ure; willful killing; unlawful confinement; willfully causing great suffering; unlawful deportation or transfer; extensive destruction and appropriation of property, not justified by military necessity and carried out unlawfully and wantonly; cruel treatment; plunder of public or private property; attacks on civilians; destruction or willful damage done to historic monuments and institutions dedicated to education or religion; unlawful attacks on civilian objects. Milosevic died on March 11, 2006, at the U.N. war crimes tribunal detention center.

Computer Communications & Networks Lab Report Example | Topics and Well Written Essays - 1750 words

Computer Communications & Networks - Lab Report Example What is a TCP/IP Model? Before discussing the communication in networks from the home computer to the X stream, we have to first discuss the TCP/IP model. As illustrated in the Figure 1.1, we can see the comparison of both OSI model and the TCP/IP model. The TCP/IP model is associated with Application layer, Transport layer, Internet Layer and Data link Layer. Likewise, application layer of the TCP/IP model is associated with protocols such as Simple Mail Transfer Protocol (SMTP), Hyper Text Transfer Protocol (HTTP), File Transfer Protocol (FTP) etc. The transport Layer is associated with protocols such as Transmission Control Protocol (TCP), User Datagram Protocol (UDP) etc. The Internet layer is associated with Internet Protocol (IP), Address Resolution Protocol (ARP), Internet Control Message Protocol (ICMP) and lastly, the data link layer that is also called the Network interface layer is associated with Ethernet, token ring etc. for accessing the X stream from a remote location, we will discuss the insights of these five layers of the TCP/IP model. Moreover, Figure 1 also illustrates the resemblance of each layer of TCP/IP to the OSI model. Figure 1 TCP/IP and OSI Model Image retrieved from: (Clarke, n.d) Figure 1.2, demonstrates the functionality of each layer in order to exchange data from the home computer and the X stream server. ... The network access layer than links the transmission to the required segment from the same layer as shown in Figure 1.2 Figure 1.2 Example demonstration via TCP/IP Model Protocol Layering Up till now we have discussed the TCP/IP model, protocols and functions associated with each layer. Protocol layering will demonstrate the functionality of each layer after another along with Protocol Data Units (PDU’s) and packet headers while connecting to the X stream from home computer. Considering the four layers of the TCP/IP model, we will discuss four PDU’s on each layer, as shown in Figure 2, the message initiates from the application layer four of the TCP/IP model. The four PDU’s are 1-PDU, 2-PDU, 3-PDU and 4-PDU. Figure 2 Image retrieved from (James F. Curose & Keith W. Ross, 2000) The layer 4 that is an application layer and considered as a high layer, constructs a message M that is composed of various parameters that needs to be tailored by the application criteria. Likewise, a typical packet may include parameters such as message type and associated data. The packet from the home computer is transmitted in the form of Message M to the third layer of the TCP/IP protocol stack, as shown in Figure 2. Likewise, layer three of the source (Home Computer) breaks the 4-PDU in to two separate parts as M1 and M2. Accordingly, the layer three of the source (Home Computer) integrates with the two separate parts M1 and M2 called as headers that contributes for constructing 3-PDU into two separate parts. Headers are associated with the information that is a requirement for the source and destination on the third layer for enabling services on layer four (James F. Curose & Keith W. Ross, 2000). Likewise, the development