Art and Literature

Kiani Hernandez
Art and Literature paper
20/2/14 Both Maupassant and Daumier analyze and satirize the class system in Paris. By pinpointing and exaggerating certain features, the writer and artist can point flaws by making them larger than life and seemingly unreal. In Boule De Suif, Maupassant looks at an aspect of each class and how they mingle with each other as several people travel out of war torn France. A successful courtesan, for which the short story is titled, who is seen as lower because of her line of work; when she is needed to help the higher ups she is used and discarded. A haughty wine merchant and his self righteous wife who see lower class workers as below them and mere things to be used to their advantage. Daumier used his art to the same effect. He shows a woman revealing that she is in a position not usually held by men in his drawing The audience at Odeon; everyone is shocked and backing away from. Daumier draws a haughty and self-involved Menelaus in his piece Conqueror Menelaus along with his female escort who is always walking as if she is above everyone and everything. Both methods make people rethink the people, class system or political powers that surround them; which can hold very real power. Firstly, I want to look at the portrayal of Elisabeth Rousset or Boule de soif. Miss Rousset is described as being beautiful, much like a “peony bud just bursting into bloom”. She is highly sought after in her world but in the carriage full of “respectable” people she is seen as a “hussy”. Other than her occupation, there is no reason to whisper such words about her. She is smart, kind and a caring person to a fault. She had the wherewithal to pack food for the journey to Totes, which turned out to be much longer than everyone in the carriage previously thought. Sir Loiseau goes as far as to tell the whole carriage that Rousset has “…more forethought than the rest of us. Some people think of everything.” She is also…


Jacket art from Harry Potter and the Deathly Hallows Reviewed by CCBC Librarian Megan Schliesman: J.K. Rowling brings her seven-part, sweeping story to its dramatic conclusion in Harry Potter and the Deathly Hallows, a tense and spellbinding narrative that moves at breakneck speed, despite its bulk, toward the inevitable final confrontation between now-seventeen-year-old Harry and the evil wizard Voldemort. This time around Rowling deviates from the pattern that is so familiar in the others—there is no return to Hogwart’s for Harry, Ron, and Hermione at the start of the school year. Voldemort and the Death Eaters now control the Ministry of Magic and the school. And so while the dwindling members of the Order of the Phoenix battle on like the resistance fighters they are, and while thousands of innocents face persecution and death, the three friends are committed to completing the task Dumbeldore set for Harry—hunting down and destroying the Horcruxes that harbor pieces of Voldemort’s splintered soul. Rowling does follow the cycle of the seasons that has been so much a part of the passage of time in the previous stories, offering this comforting familiairty as she chronicles the distress in the world she’s created and the three friends’ dangerous, uncertain journey. And she continues to weave her spell of magic—blending an imaginative and inventive plot, teasing humor, and complex, fascinating characters into an irresistible story. As Rowling’s narrative moves through fall and winter into spring, she is preparing both Harry and readers for its conclusion, which comes in a dazzling, ferocious battle involving all those they have come to either love or despise. At the center of it all is the young wizard who is willing do whatever it takes to save all that he holds in his heart. A little more explanation of one or two elements essential to understanding the final outcome may have been in order, but ultimately it’s all there to be discovered and understood. Rowling…

performance management

Performance management
Professor Lawrence

Performance management
I have broken down the performance management recommendation into 3 overarching points and provided detail in each one.
1. Define performance.
a. Set goals for the company
Mr. Stonefield will need to set goals for the company as a whole. These goals include growth of net revenue, employee performance standards, and strategic direction of the company. For example, for performance standards to measure accurately, each of Mr. Stonefield’s employees needs to understand and sign off on the standards he or she is expected to maintain that align with the company’s overall strategic goal. Goals also need to have a way to measured and assessed. If Mr. Stonefield expects his employees to maintain a level of customer satisfaction, for example 85% or higher, he will need to survey his customers to gain knowledge of their experience and then review the surveys with the employees. One of the goals that Mr. Stonefield mentioned was $50,000 net revenue in his first year. Fitting that with his company’s strategic goal of a 5% increase, Mr. Stonefield needs to analyze how his employees and he will get to $50,000 this year. For example, how many rentals (hourly or base) does each employee need to sell to get the company to $50,000?
Also, Mr. Stonefield should consider what it will take to have a 5% growth over a couple of years. Word of mouth is going to be important to growing his current clients, so picking the right employees to make customers come back is going to be very important (more on this in the next section.) Growth requires that Mr. Stonefield first meets $50,000 and then strives for more, and the employees should be given insight into how Mr. Stonefield wishes to achieve this. Furthermore, asking for their input would be a good idea considering they will be the ones with customers and they will be the first ones to hear a customer’s feedback.
2. Facilitate…

Should the U.S. legislature pass the Energy Exploration to Achieve National Demand Act (H.R. 3895) (EXPAND Act) to increase energy production, as proposed by Senator Jeff Duncan (R-South Carolina)

Policy Brief 3
Should the U.S. legislature pass the Energy Exploration to Achieve National Demand Act (H.R. 3895) (EXPAND Act) to increase energy production, as proposed by Senator Jeff Duncan (R-South Carolina) On January 16, 2014, Senator Jeff Duncan’s Energy Exploration and Production to Achieve National Demand Act (EXPAND Act) was assigned to a congressional committee for reconsideration after it failed the first time in 2012. The full title being ‘To renew America’s founding principles by freeing Americans to produce more energy in the United States from all sources and contribute to the strength of American national security through North American energy independence’ (Duncan, 2014). Basically the EXPAND Act is an all-of-the-above energy plan that creates a market based energy strategy for the United States and ultimately allowing the energy sector to operate more freely with minimal or no federal interference.
In a recent press release Duncan states the purpose of the bill and how it is suppose to help our nation by saying, “First and foremost this is a jobs bill,” and claiming that “domestic energy production creates jobs, lessens our dependence on Middle Eastern sources of oil, and helps families and industries through lower fuel costs” (Duncan, 2014). Other than creating more jobs Duncan claims “One of the main goals of EXPAND is to eliminate excessive regulations and allow wind, solar, oil, natural gas, nuclear, biofuels, hydro, and other sources of energy to fairly compete and thrive in the open market” (Duncan, 2014). By loosening regulations on energy production and limiting federal involvement will the EXPAND Act actually lessen our dependence on foreign oil and if so will the environmental repercussions be worth itPolicy Alternative 1: Do not pass the bill.
The EXPAND Act was introduced two years but the congressional committee didn’t pass it on to the House and Senate. With the reintroduction of the bill recently the…

Millea V Metro North R.R.

Due date: November 12, 2013MILLEA v. METRO NORTH RAILROAD COMPANYCase:
Christopher Millea was a veteran of the First Gulf War and suffered from severe post-traumatic stress disorder (PTSD). The PTSD triggered unpredictable panic attacks and, at times, Millea needed unforeseeable FMLA leave. In 2001 he started working for Metro-North and in 2005, he applied for special leave under the FMLA; which Metro–North approved and granted him 60 days of intermittent FMLA leave for 2006. In 2006 Christopher and his supervisor had a heated argument that resulted in Christopher having a panic attack; which caused him to leave work to go see his doctor. Due to the circumstances of what caused the attack, Millea asked a lead clerk to inform his supervisor that he was taking a FLMA day. The next day, Millea needed further FMLA leave and, once again, asked the lead clerk to report the FMLA leave to the supervisor. On both occasions the lead clerk did so (Mollica, 2013).
Did Millea violate the strict Metro-North policy by not directly notifying his supervisor of unforeseen FMLA leave? Did his supervisor try and retaliate by having his leave logged as non-FMLA leave because he was not directly notifiedRule:
Metro-North’s policy is that employees must give notice to their supervisor immediately, if unforeseen FMLA leave is needed.
Even though Christopher and his supervisor had a heated argument that ended in him having a panic attack, he still should have informed his supervisor directly that he had to take FMLA leave. It is understandable that he wanted to avoid possibly another conflict but when it comes to the rules and regulations of your job, as employees we have to learn to cover ourselves. Even though the clerk did inform the supervisor of Christopher FMLA leave, he was taking a risk by relaying it through the clerk (“Millea V. Metro North Railroad Company”, 2013).
Christopher won this case in a split verdict before a…


Boatwright: The Romans
Great table explains three roman assemblies. Page 71
Servius Tullius- 6th king of Rome. Creator of the census
Juniore’s- male citizens between 17 and 45 years of age.
Seniore’s-were older than 45
Census- distributed the burdens of war and peace, not individually as before, but according to level of wealth. Tullius then defined classes and centuries. Purpose of census seems strictly militaristic. Population was divided into classes by wealth and equipped accordingly.
First class: Those who had a census of 100,000 asses or more. Formed of eighty centuriae, forty each of seniore’s and juniore’s. Seniore’s were to guard the city, the juniore’s to wage war abroad. Helmet, round shield, breastplate, all of bronze. Equipped with spear and sword.
Second class: instituted for those who had census between 75,000-100,000 asses. Twenty centuriae of both classes. Long rectangular shield instead. Same equipment except for breastplate.
Third class: 50,000 asses. Same distinctions as second class. Greaves were omitted.
Fourth class: 25,000 asses. Same number of centuriae but only equipped with spear and javelin.
Fifth class:Larger and 30 centuriae formed. Only carried sling and stones. Census of fifth class was 11,000 asses.
Proletarri: Remainder of population formed a single centeria and were exempt from military service.
Also formed 12 centuriae of cavalry from leading men of city and then formed an additional 6 centuriae of cavalry.
Adult male roman citizens listened to debates personally and voted openly and directly to elect new leaders every year and were able to approve or reject proposed laws. Also contributed to decisions on war and peace and verdicts in trials.
Only holders of office, consuls, praetors and tribunes of the Plebs possessed the power to summon citizens to meetings to elect new officeholders, discuss matters of importance, and to decide on laws and policies.
Contiones: occasions just for discussion and debate….

Air Pollution

Air pollution is the introduction of chemicals, particulates, biological materials, or other harmful materials into the Earth’s atmosphere, possibly causing disease, death to humans, damage to other living organisms such as food crops, or the natural or built environment.
The atmosphere is a complex natural gaseous system that is essential to support life on planet Earth. Stratospheric ozone depletion due to air pollution has long been recognized as a threat to human health as well as to the Earth’s ecosystems.
Indoor air pollution (see Airlog) and urban air quality are listed as two of the world’s worst toxic pollution problems in the 2008 Blacksmith Institute World’s Worst Polluted Places report.PollutantsMain articles: Pollutant and Greenhouse gas
Before flue-gas desulfurization was installed, the emissions from this power plant in New Mexico contained excessive amounts of sulfur dioxide.
Schematic drawing, causes and effects of air pollution: (1) greenhouse effect, (2) particulate contamination, (3) increased UV radiation, (4) acid rain, (5) increased ground level ozone concentration, (6) increased levels of nitrogen oxides.
An air pollutant is a substance in the air that can have adverse effects on humans and the ecosystem. The substance can be solid particles, liquid droplets, or gases. A pollutant can be of natural origin or man-made. Pollutants are classified as primary or secondary. Primary pollutants are usually produced from a process, such as ash from a volcanic eruption. Other examples include carbon monoxide gas from motor vehicle exhaust, or the sulfur dioxide released from factories. Secondary pollutants are not emitted directly. Rather, they form in the air when primary pollutants react or interact. Ground level ozone is a prominent example of a secondary pollutant. Some pollutants may be both primary and secondary: they are both emitted directly and formed from other primary pollutants.
Major primary pollutants produced by…


A failed state is a government that is seen as failing at some of the duties and responsibilities as a sovereign government. Although there is no set standard or definition of a “failed state” there are some points that can help politicians and military leaders identify potentially failing states.
Characteristics of a failed state:
Loss of control of its territory,
Disintegration of governing body or decision making body
Inability to provide public services
Inability to interact with other states in an international community.
More characteristics of a failing state include a central government so weak or ineffective that it has little practical control over much of its territory; lack of public services; widespread corruption and criminality among leaders and citizens alike; refugees and involuntary movement of populations; and sharp economic decline and depression.
There are numerous reasons as to why a state can fail, in fact each failed state has its own unique set of problems or issues that lead to the breakdown of their central government and eventual status of being known as a “Failed State”. However most Failed States have certain characteristics in common. The commonality of most failing states is a rise in civil violence such as civil war or political uprising, but also at the same time the rise of new more radical or popular political groups often funded by illegal activity.
Of course each individual state has other problems that caused it to fail, in North Korea, lack of property rights are a major reason to North Koreas failure, in Columbia and Somalia the is no central government will to step up and end illegal activity, as a result there is no law and order in these states. In other South and Central America lack of public services and poverty are the driving force as to why these state are failing.

Work Cited
“Our Magazine Archive.” Foreign Policy. N.p., n.d. Web. 09 Apr. 2014.Wikipedia contributors….

The Flowers by Alice Walker

The Flowers
Alice Walker’s “The Flowers” tells the timeless initiation story of a child’s struggle with loss of innocence. In reading this story, one of the most important aspects in fully grasping the central point is acknowledging and understanding its use of symbolism. Through a series of several symbols Walker creates a vivid illustration of Myop’s journey from the innocence of childhood to the grim realities of life.
From the very beginning of the story we are introduced to imagery representative of deeper meanings. The time of year is summer and the overall attitude of summer must be considered in establishing its significance in “The Flowers”. Most people, especially children, tend to view summertime with a carefree mind-set. This widespread view of summer as synonymous with light-heartedness exemplifies how the summer itself represents the trouble free, outlook on life that Myop and most children hold.Just as the summer represents the ideas of innocence in a child, Myop herself represents the physical and mental ideas of most young children. She tends to be oblivious to the world outside of her own mind. Myop is the center of her own universe and is ignorant to the reality of life different from her own. Even the name Myop (a shortened version of the word, myopia, meaning lack of insight) provides a symbol of childhood ideals. The quote, “She felt light and good in the warm sun. She was ten and nothing existed for her but her song, the stick clutched in her dark brown hand, and the tat-de-ta-ta-ta of accompaniment,” (Walker 73) provides example of one of the many times that Walker speaks of Myop’s oblivion.
Another symbol of innocence is the flowers that Myop so happily picks. Flowers tend to be a universal symbol for joy and life and Myop gravitates toward these life signs as a way of ignoring the cold fact that life is not always joyous. She is trying desperately to hang on to her childhood innocence, and we find that she clings to these flowers…

Education Worthless Witout Free Speech

Education worthless without free speechby Nagla Rizk
Cairo – Last month I was invited to participate in The Doha Debates, a televised forum where experts debate the region’s most controversial topics, to discuss the motion: “Education is worthless without freedom of speech”. At the outset, one would jump to agree with the motion. Of course freedom of speech is a worthy cause and a noble pursuit that is hardly contestable, especially in a context like that of the Arab world, where a highly restrictive environment sheds further light on the malaise resulting from the stifling civil liberties.
But a careful reading of the wording of the motion calls for a more profound analysis of what it entails. It is about either the worthiness, or the total lack of worth, of education in the absence of freedom of speech. It is not about the extent of this worthiness. Education in such circumstances, according to the motion, is either worthwhile, or worth zero.
And that is why I argued against the motion.
I argued that no matter what restrictions are placed on freedom of speech, education will be the catalyst for change. Education helps create and expand freedom in all of its layers – political, social, cultural and economic. Education promotes human development. Even coming up against the harshest restraints, education builds a reservoir of intellectual capital that, together with innate human creativity, imagination and will, turns around to push for a state of a home-grown freedom.
The motion presented education as a function of freedom of speech. I argue that freedom is itself a product of education. For what are the Egyptian bloggers and Tunisian activists a product of, if not their local systems of education? And how come Egyptian women enrolled in illiteracy eradication programmes start reporting their abuse once they begin learning how to read and write? And why is the percentage of Egyptian women opposing female genital mutilation higher amongst the educated than…