English

Read and/or listen to Chapters 18-24 of Frankenstein by Mary Shelley. What do you think is the theme or universal message of the novel? How does the ending of the novel fit into your understanding of the theme? Select a passage that supports your argument.Begin your post by properly quoting and citing the passage. Then, write a 300-word discussion on the information conveyed in the passage you selected, pointing to specific words or lines from the passage. End your post with a full MLA citation of the text.

Death Penalty Should Be Abolished: Annotated Bibliography, Outline Of Essay, And First Draft Of EssayThese are the assignments and and their definition:Annotated bibliography:Sources that were actually used for the research of the essay.Outline:is a plan of your academic paper, where you structurize it and organize the main points into paragraphs so it would be easier for you to write an essay.First draft of essay: May include information that might not be used in the final draft of essay but that is fine. *Revisions will be made*

Read PDFHow can Alan use Utilitarianism to resolve the dispute between Bob and Coot? Your answer should determinewho will be affected by Alan’s decisionhow they will be affectedhow Alan can resolve the issue to produce the greatest balance of happiness over unhappiness for everyone affected by his decisionYour answer should be about 300 to 400 words. No “big words” answer should be simple and original. I need this in 24 hrs.

mark any passages (2-5 lines or more) that you find interesting. Perhaps these passages exemplify Homer’s storytelling techniques or stylistic quirks. Or they deviate from the usual Homeric narrative model. In a blog post of 400-500 words, analyze the passage you’ve chosen by relating the details with broader themes in the work as a whole.

STAGE 3 — LEARNING PLAN MATERIALS TIME (optional)INTRODUCTION Guiding Questions· How will students know the purpose for this lesson?· How will I contextualize the language focus of the lesson?BODY OF THE LESSON – Day 1For each day of the lesson Include the following:· What opportunities will students have to practice new language and use it in authentic communicative activities? (pairs, cooperative learning, etc.)· What questions will I pose to engage students, foster thinking and reasoning, and elicit language production?· What academic and content vocabulary will students learn?· How will I monitor the student learning and acquisition of language targets of the lesson?· What learning strategies will they be practicing? In red, note what learning styles are addressed next to each of your learning strategies.· Selection and application of technologies enhance ELL learning and are appropriate for learning environment and outcomes.· Include frequent opportunities are provided for students to use the English language in class discussions and interactions with other students. In red, make note of these opportunities and explain how it will benefit your ELL student/students.BODY OF THE LESSON – Day 2BODY OF THE LESSON – Day 3CLOSING Guiding Questions· How will I bring closure to the lesson and provide opportunities for student reflection (i.e.., transfer of knowledge/skills)?TECHNOLOGY USE:· Selection and application of technologies enhance ELL learning and are appropriate for learning environment and outcomes. List your technology choices and explain why they were chosen.TEACHER REFLECTION(minimum 250 words)· Reflect on the lesson at the end of your plan and provide the assessment results. Include a narrative of how the lesson went, and how it improved your instructional practices. Indicate if you would make any changes.Include not only your thoughts, but also your students’ responses to the lesson.Assessment Results(minimum 250 words)· What are your classroom assessment results? What can you determine from this data? Did you make modifications to the assessment for ELL students? If so, explain. Did your ELL students use any accommodations? Include a copy of administered assessment.Five Standards of Effective Pedagogy Narrative (minimum 250 words)· Reflection for each standard: how did you included the Five Standards of Effective Pedagogy into your lesson plan?

Because the novel uses an omniscient (all-knowing) narrator, we are able to see and understand different characters’ reactions to the same event. In the table below, record how each character reacts to Bernard’s fame, and what it tells you about them.Characterfeels….What it says about him/her/themBernardJohnHelmholtzD.H.C.LeninaThe people1. How does Bernard’s reaction to his fame contrast with Helmholtz’s? What does this tell you about each of them?2. Do you most closely agree with Bernard’s or Helmholtz’s perspective and why? Explain your response.3. Think of an event in your life where you strongly disagreed with something that someone else did. What was the vent, and why did you disagree? How was the situation resolved?4. Do you feel that Bernard or John is a more reliable narrator? Explain.5. How do you think Huxley’s background affected the perspectives shown? Consider Huxley’s personal history, the Industrial Revolution, and World War I. (FYI: This is called Biographical, HIstorical, New HIstorical Criticism.)

Refine self-determination as you understand it from this week’s unit readings. To be clear, the definition should NOT focus on one’s personal determination. Again, utilize the definition from the reading! identify the importance and challenges of self-determination. Provide examples from the texts to support your observations.

Pt 1 – Directions: For each passage, underline the words that convey the most emotion, and label the tone. Be sure to use sophisticated levels of vocabulary for your answers.1. At the sound of his voice the Director started into a guilty realization of where he was; shot a glance and Bernard, and averting his eyes, blushed darkly; looked at him again with sudden suspicion and, angrily on his dignity, “Don’t imagine,” he said, “that I had any indecorous relation with the girl. Nothing emotional, nothing long-drawn…Furious with himself for having given away a discreditable secreted, he vented his rage on Bernard.Tone:2. In the end she persuaded him to sallow four tablets of soma. Five minutes later roots and fruits were abolished; the flower of the present rosily blossomed.Tone:3. His heart beat wildly; for a moment he was almost faint. Then, bending over the precious box, he touched, he lifted into the light, he examined. The zippers on Lenina’s spare pair of viscose velveteen shorts were at first a puzzle, then solved, a delight.Tone:4. Very slowly, with hesitating gestures of one who reaches forward to stroke a shay and possibly rather dangerous bird, he put out his hand. It hung there trembling, within an inch of those limp fingers, on the verge of contact. Did he dare? Dare to profane with his unworthiest hand that…. No, he didn’t. The bird was too dangerous. His hand dropped back. How beautiful she was! How beautiful!Tone:5. Then suddenly he found himself reflecting that he had only to take hold of the zipper at her neck and give one long, strong pull… He shut his eyes, he shook his head with the gesture of a dog shaking its ears as it emerges from the water. Detestable thought! He was ashamed of himself. Pure and vestal modesty…Tone:Pt. 2: Impact of Tone on the Reader’s MoodDirections: Choose three passages that affected you, and record the most powerful words in the table. Identify the tone of the words, and then mood of the passage.Passage (pg. #)Tone WordsMood

Answer this question in a few paragraphsWhat possibilities do art projects open up when they are in stealth mode, when they may not present as art but rather as life?You will be graded on how well you demonstrate that:· You viewed the full presentation· Understood the presentation· Were able to integrate the ideas in the presentation with the question· You understand how ideas from previous readings connect with or differ from Stephen Wright’s ideas

Thomas Keenan in conversation with Carin Kuoni in Entry Points: The Vera List Center Field Guide on Art and Social Justice No. 1 (New York: Vera List Center for Art and Politics, 2015). PDF can be found in related module or in “files” on Canvas.Write an overview and reading response and answer the question.What are tactics, strategies, and what is the individual artist’s role in relation to the state?about one-page