Category: Literature

Instructions:
The existential ideas that you’ve been reading provide frameworks for thinking about life and ourselves. It’s time for you to delve deeper into some of these concepts. Your task is to write an argumentative essay that addresses the questions below:
Sartre’s existentialism was labeled by one critic “the philosophy of the graveyard,” and existentialism strikes many as dominated by depressing ideas and outlooks. Why would someone think this? And why might others disagree? In the ideas of some of the thinkers we’re reading, which tendencies might be considered depressing and which uplifting or inspiring? Is there hope for a meaningful life? And what do people have to do to get there?
You must use two course texts (excluding The Stranger and The Metamorphosis) as support for your answers.
Extra credit:
You can receive extra credit points if you strategically use a third secondary text or concept explored as support for your analysis, and bold the key term when you incorporate it.
Requirements:
Your essay should be a minimum of 1200 words.
Try to address the questions in a cohesive manner so that your ideas are logically organized and integrated through each page.
Your essay should be formatted as such:
Begin with an introduction paragraph that includes an engaging hook, several sentences of key information about the text/topic, and a clear thesis statement that demonstrates your position (and is a claim with no mention of “this essay will”).
Your body paragraphs should include support from your chosen texts, well-integrated and properly cited.
End with a conclusion paragraph that drives your argument home (and does not begin with “In conclusion”).
MLA format, typed, doubled-spaced, 1” margins, 12-point type, Times New Roman.
Creative title (not “Essay 2”).
Your name, course number, and due date should be in the top left corner, double-spaced. Your surname and page number should in the top right header. No big spaces between any of it. All the same size/font/spacing as the body. (This is relatively standard MLA formatting for first pages; OWL has an example if you need to see it.)
Your entire essay should be written entirely in the third person POV. This means that you will not include “I believe” or “when I was reading” or anything that looks like that, nor should you address the reader or include them in your writing with “you”, “we”, “our”, “us”, etc.
A Works Cited List is not required, however you should have parenthetical in-text citations in MLA format for every quotation and paraphrase that make it clear which text and author you’re citing. You should use these strategically for your analysis. Remember that MLA formatted in-text citations will look like this: (Sartre, “Being & Nothingness” 27).

I need a lesson plan for infants and Toddlers , pre k 2 & prek 4
I revived and email from our Memphis schools So please help with making lesson plans for the month of October
Providers,
Please make sure that your lesson plan of activities for all ages groups/classes support your curriculum.
Directors and Primary Educators, make sure you document that you have observed the use of the applicable developmental learning standards within the classroom. Please make sure that the following content is evident in the planning:
TN-ELDS
Educators demonstrate knowledge of the following in their daily educational activities to enhance the learning environment.
Health and Safety
TN-ELDS
Literacy
Developmental Milestones
Developmentally Appropriate Practices
Parent Involvement
Inclusive Practices

I need a lesson plan for infants and Toddlers , pre k 2 & prek 4
I revived and email from our Memphis schools So please help with making lesson plans for the month of October
Providers,
Please make sure that your lesson plan of activities for all ages groups/classes support your curriculum.
Directors and Primary Educators, make sure you document that you have observed the use of the applicable developmental learning standards within the classroom. Please make sure that the following content is evident in the planning:
TN-ELDS
Educators demonstrate knowledge of the following in their daily educational activities to enhance the learning environment.
Health and Safety
TN-ELDS
Literacy
Developmental Milestones
Developmentally Appropriate Practices
Parent Involvement
Inclusive Practices

The Navajo make up the second most populous nation of Native American people in the United States. Approximately 300,000 Navajo individuals were living in the early 21st century across New Mexico, Arizona, and Utah.
The Navajo speak an Apachean language from the Athabaskan language family. At some point in history, the Navajo and Apache migrated to the Southwest from Canada, where most other Athabaskan-speaking people still live. Scholars believe they left the North between 1100 and 1500 AD. The Navajo were originally mobile hunters and gatherers but after moving to the Southwest, they adopted many of the practices of the Pueblo people who relied on farming and ranching. During the 18th century, some Hopi tribal members left their mesas because of drought and famine and joined the Navajo, particularly in Canyon de Chelly in northeast Arizona.
Influenced by other nations, Navajo people adopted both Pueblo and Hopi artistic styles such as painted pottery and weaving, and became famous for weaving Navajo rugs. Navajo ceremonialist also adopted art forms such as dry-sand painting which originated with Pueblos. Navajo people became known for their silver jewelry, probably taught to them by Mexican smiths, and turquiose gems.
Navajo religious traditions include stories about the first people on earth, the various worlds beneath the surface of the earth, and other stories about the origins and purposes or religious rites and ceremonies. Some of these practices are simple traditions performed by individuals or families seeking luck in travel and trade or protection of crops and herds. More-complex rites involve specialists who are paid according to the complexity and length of the ceremony. Traditionally, most rites primarily cured physical and mental illnesses. In some ceremonies the Navajo prayed or sang songs, and in others they created paintings. They held public dances and exhibitions where thousands of Navajo gathered. Much of these traditions still remain strong in Navajo culture.
Although the Navajo never raided white settlers as extensively as the Apache, their raiding was serious enough to cause the US government in 1863 to order Col. Kit Carson to subdue them. The ensuing campaign resulted in the destruction of large amounts of crops and herds and the incarceration of about 8,000 Navajo, along with 400 Mescalero Apache, at Bosque Redondo, 180 miles south of Santa Fe, New Mexico. This four-year (1864–68) captivity left a legacy of bitterness and distrust that has still not entirely disappeared.
Socially and politically, the Navajo now resemble other Apachean people in their general preference for limiting centralized tribal and political organizations, although they have adopted pan-tribal governmental and legal systems in order to maintain tribal sovereignty. Traditional Navajo society is still organized through matrilineal kinship: small, independent bands of related kin generally made decisions on a consensus basis. These groups tend to be based on locality of residence as well as kinship, and many of these local groups have elected leaders. A local group is not a village or town but rather a collection of dwellings from a wide area.Some things we talked about in this class: https://dallascollege.brightspace.com/content/enfo…
The Iroquois tribe officially emerged in the early 18th century as the Cayuga, Mohawk, Oneida, Onondaga, and Seneca Nations joined with remnants of the Tuscarora Confederacy. Five original nations became six nations settling near areas northeast of Lake Ontario, along the St. Lawrence River, and land encompassing today’s New York State. As these communities combined to form a new nation and lifestyle, their stories likewise merged to form an extensive oral history. Perhaps reflecting the political forces of the time, the people of the longhouse, as they were often called, enjoyed myths centered on the creation of earth which contributed to the rich literary canon of American literature.
Many neighboring tribes knew the Iroquois as the people of the longhouse or Haudenosaunee because their homes consisted of two rows of poles driven into the ground in zigzag lines ten or twelve feet apart thus forming a long dome shaped establishment. On opposite sides of a center path, each family occupied a six by nine foot personal area. Janine Carpenter, an expert on the history of the Iroquois civilization, described the dwellings saying, “Leather curtains separated family spaces from the rest on the longhouse in order to provide privacy; however, the sense of community was not escapable; they could not help but intermingle” (35). Carpenter suggests that despite the fact that families were divided in the longhouse, the dwelling itself facilitated a sense of community and offered many opportunities to share stories.
Click the following link to view a video of the Iroquois legend:
Iroquois Beginnings
Despite the fact that families were assigned individual spaces, the sense of community flourished among the people of the longhouse. The introduction to The Iroquois Creation Story found in the Norton Anthology of American Literature suggests that Iroquois creation myths existed in twenty five versions (17). Although scholars debate over the origins of each of these tales, the confederacy of the six nations obviously contributed to the vastness of these stories, each tribe telling their own version (Iroquois 1295).
Many political implications may have also embellished the content of the stories. David Cusick, a Christian yet native born Oneida and 18th century Native American language scholar, argued that the Iroquois creation story “cannot help but strike us as a Myth.” He claims that Native American stories containing supernatural events and beaten monsters may have inspired the nation battered by British settlers. The British expelled the Tuscarora from North Carolina and used the Six Nations as a buffer against the advance of the French from Canada in the French and Indian Wars (www.Iroquois.net). Cusick argues that stories helped solidify the confederacy as a path to strengthen the individual nations and ensure survival during European colonization. Without a confederacy, the individual tribes may have been too weak to protect themselves.
In a time of losing hope and immanent usurpation vis-à-vis the European colonization, the Iroquois possibly found comfort in their creation stories. These tales represent not only a fantastical literary tradition, but perhaps inspiration that helped bind the nations as one. This is just some things we learned, not everything.

What are the differences between qualitative and quantitative sampling and sample size? How can bias influence the outcomes of a study? Describe two potential challenges one may face when collecting qualitative data, and how these challenges can be prevented or dealt with?
PLEASE answer and describe the question, make sure you compare line to line while answering to the question and in text cite , more resources and citing is better.I t should be from litaruture reviewe and not random websites
APA format

Reflection on Gladwell. “The Terrazzo Jungle”
The reflections should consider one or more of the readings in the designated period. Reflections are 3 FULL pages( can be more) , 1.5 spacing, TITLE. They should be in a reasonably sized font (no more than 11 or 12 point), with one-inch margins. They will be graded for title, style (grammar, etc.( give a clever title)) as well as content. Proper citations are a must. Citations are essential because they represent the work that you have done to prepare the paper, and the way that you are integrating other ideas into your argument. Sources need to be provided for every direct quote, non-public information, or idea. If direct quotes are used, they should be brief and no more than two sentences in length. Note that the citation comes before the sentence’s period. Any doubts about how to cite a source or whether a citation, feel free to ask. In the body of the paper, provide the author’s name, year and page number.
At the end of the paper, provide a bibliography in alphabetical order with a full citation for each source: author’s name (alphabetically by author’s last name), full book title, publishing information, and the page number.
What is a Reflection paper? Please, do not write a summary of the reading or a set of disconnected thoughts or a question. Media cst (cst.edu/wp-content/uploads/2016/07/wc-writing-reflection-papers.pdf) have provided the following suggestions (edited for length, and some language altered to make it germane to our class):
In 1 or 2 sentences, summarize the main idea(s) in the reading in your own words using precise descriptive language. After that, consider some of the following questions: PLEASE PLEASE DO NOT SUMMARIZE ONLY SUMMARIZE FOR 2 SENTENCES. YOU DO NOT NEED TO SPECIFICALLY AND DIRECTLY ANSWER ALL OF THESE QUESTIONS BUT USE IT TO INTEGREATE INTO THE ESSAY. DO NOT MAKE EACH PARAGRAPH NEDICATED TO EACH QUESTION INSTEAD FOCUS ON SMARTLY BRINGING IT IN AND CONNECTING IT TO OTHER TOPICS LIKE THE GROVE IN LA AND NEW YORK (MAYBE TALK ABOUT SOHO).
Does the reading challenge your thinking in any way? Does it provide information that changes the way you think about planning and development history? Be specific in your answer.
Is there an important question that arises as you read this chapter/article? THIS IS NOT NECESSARY)
Is there something that you want to criticize or disagree with? Does anything make you uncomfortable or contradict your ideas about planning and development?
How do the ideas connect with other readings, lectures, other classes or experiences you’ve had? How would you integrate these ideas with what you already know or think about this subject? How could you apply what you learned?
Is there anything in your past and/or present experiences that resonate with or clashes with this reading?
You need to write your essay, not just answer the questions. You should be asking yourself – how does this reading add to my knowledge of planning and real estate development? How does it challenge my presumptions about the fields? How does it challenge my own beliefs about the city and its development? How does it tie to other things I have been reading in other classes?- THIS IS REALLY IMPORTANT
One way to show that you have accumulated knowledge during the class is make intelligent connections between the reading/s from the current week with ones from previous weeks. This course has a series of threads that flow through it, and the later readings do build on earlier ones. Using those thoughts, organize your reflection paper to express those ideas, emotions, concerns, and understandings. You can include multiple readings if that makes sense in the reflection.
MY TEACHER IS A REALLY STRICT GRADER AND GAVE ME A BAD GRADE FOR NOT WRITING IT THE WAY SHE WANTED.
SOME IMPORTANT THINGS U MUST DO.
1. COME UP WITH CLEVER TITLE
2. ABOSOLUTLY NO CHAT GBT
3. WHEN STARTING THE ESSAY START IT LIKE A STORE AND MAKE IT MORE OF AN EXPERIENCE RATHER THAN A REFLECTION. AFTER WRITING LIKE A STORY WHICH I STARTED WRITING BUT IT NEEDS WORK, THEN YOU GO IN AND GIVE THE TWO SENTENCE SUMMARY.
4. THEN START INTEGRADING THE QUESTIONS INTO HOW IT CONNECTS TO THE GROVE AND ALSO TALK ABOUT NEW YORK. MAYBE WHY THESE PLACES ARE GOOD, HOW CAN NEW YORK BE BETTER? MAKE IT CREATIVE.
5. SHE KNOWS I ENJOY PAINTING SO MAYBE INCLUDE THAT IN A SMART WAY AND SOMETHING IN THE END LIKE” AS I AP PICKIG UP MY LAST DROP OF EMERALD GREEN, I AM B RUSHING THE VIVID PAINT ON THE SMOOTH CANVAS AND JUST LIKE THAT, THE GROVE IS COMPLETE” AND TALK ABOUT HOW THE GROVE IS LIKE AN ART PIECE AND HOW THE ARCHITECTURE IS BEAUTIFUL AND SO THOUGH OUT AND DETAILED JUST LIKE PAINTING.
6. MAKE SURE TO INTEGRADE THE READING INTO ALL OF TIS
7. ONLY USE ONE QUOTE AND MAKE SURE ITS THE “FLOWS LIKE WATER” QUOTE AND TALK ABOUT THE PARKING AT THE GROVE AND HOW ITS CONVIENENT. SAY SOMETHING LIKKE” AS I AM GOING TO THE ELEVEATOR FROM THE PARKING”
8. THIS IS SOMETHING LIKE WHAT I WANT IN THE BEGGINING BUT OBVUOISLY MAKE IT SOUND MUCH BETTER: As I am getting into the elevator to go down to my favorite mall, The Grove, I see through the side of my eye the iconic 100-foot Christmas tree, and right next to it is Caruso’s signature fountain show. These two elements of the Grove excite me and will make my shopping experience complete. On today’s shopping adventure, we will have to stop by some important stores: Nordstrom, Sephora, and of course, The American Girls store for my sister who just turned six. As we are walking through the perfectly lit mall, I start to ponder how perfectly structured this mall has been formed. What seems like a utopic place has taken the shopping experience to a whole new level. From the accessible parking to the minor details in architecture, shopping no longer feels like a chore. When I visit the grove with family and friends, we enjoy walking through the mall and like others, people watching. Seeing all the different cultures and ethnicities is what makes the grove so comforting. Additionally, the absolute best time of year to visit the grove is during Winter, Christmas. The holiday spirit is the closest thing to how it feels like when I go to New York. Both New York and the grove hold a special place in my heart and have both mastered the art of shopping but it similar but also different ways.
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THESE ARE MY NOTES FROM CLASS DICUSSION IDK IF IT WILL HELP::
New York Palace of consumption,s
What happens with verticality
Mix between public and private places
Country club plaza: the name brings in inclusivity
Victor Gruen: made the first enclosed mall: south coast plaza
What does he say and what is the background He was from vienna Austria, Jewish and came to America
Came from new york
He wanted to create a picture of theater because he was an actor
He liked the cultural element in Vienna that he wanted to include in the states
Infusing natural light in malls
Eye contact human interaction
Interesting when talking about vertical parking: flow like water- people tend to be more circulated by this parking
Moving to otwards malls
Strategic of putting stores in certain places
Have to think of name catching brands that brings in
People will buy more because of easy car access
Millirons store 1949 Gruen’s parking roof“We flow like water: we want to park up so we can walk down
Having a good storefront is on of ur best salesperson
Having AC is also a crucial aspect: making more money people will want to spend more time
Consumer credit in 1960s
Disneyland
Mall of america; more reason to go because there is more of a drive
Chat summary:
In “The Terrazzo Jungle,” Malcolm Gladwell uses the concept of shopping as a lens to explore social interactions and urban dynamics. Here are some key points related to shopping that he discusses:
Shopping as a Social Activity: Gladwell highlights that shopping is not just a transactional activity but a social experience. People often shop in groups or with friends, which can influence their decisions and the overall atmosphere of the shopping environment.
Influence of Environment: The design and layout of shopping spaces can significantly affect consumer behavior. Gladwell points out that urban design—from the arrangement of stores to the streetscape—can create environments that either encourage or discourage foot traffic. For example, well-designed public spaces attract more shoppers and foster social interactions.
Cultural Context: He also emphasizes how cultural differences shape shopping behaviors. In some cultures, shopping is a communal activity, while in others, it might be more individualistic. This cultural lens affects how people perceive shopping environments and their willingness to engage with others.
Social Signals: Gladwell discusses how people read social signals in shopping contexts. For instance, seeing others shopping or socializing can create a sense of community and encourage more spontaneous purchases. This phenomenon illustrates the power of social proof—the idea that people are influenced by the actions of others.
The Role of Stores: The type of stores in a neighborhood can reflect and shape the community’s identity. Gladwell argues that stores can serve as community hubs, where social connections are forged, further demonstrating the interconnectedness of shopping and social life.
Consumer Behavior: He examines how personal networks affect purchasing decisions. Friends and family often influence what products people buy, demonstrating the importance of interpersonal relationships in shaping consumer behavior.
By analyzing shopping in this way, Gladwell underscores the broader themes of social interaction, community, and the impact of urban design, illustrating how shopping can serve as a microcosm for understanding larger social dynamics.
The grove
Asthetics
utopic feeling
Give the shopper more of an experience rather than a joy
Music lights and fountains
Keeping the farmers market benefitted them
Outside-the-box malls
Talk abt New York
Talk about the grove
ALSO PLEASE ONLY USE THE SOURCE I GAVE U AND DONT QUOTE MORE THAN ONCE

no need to write the whole report just the Literature Review and pollution and waste management in smart cities and also need to provide the reference. Please do follow the instructions. 4 pages

Write a research essay of 3-5 pages with THREE secondary sources. Write using MLA format and a Works Cited page.
TOPIC:
When American writers refer to the landscape, like the prairie, they are often more interested in its potential to inspire the imagination rather than a realistic descriiption of it. When William Cullen Bryant writed about the prairies, he reveals four common Romantic themes: isolation, wonder, change, and a sense of divine presence. Explain how these four theme are represented in “The Prairies” by WIlliams Cullen Bryant.

How did the Enlightenment influence revolutionary movements in the late 18th century, and in what ways did these revolutions reshape ideas about governance and individual rights in both Europe and the Americas?

Hello,
I would like to request a rewrite of my essay for my Advanced Modernist Literature class. Below is the feedback I received from my teacher, along with the rubric, which should guide the revisions:
Feedback: Areas to celebrate:
-This is a thoughtful, poignant essay, Anna. You explore clear ideas and feelings, making effective connections between text and life.
-I see progress in your analysis of themes and ideas in the text, which is great to see!
Areas to focus on improving:
-Vary verb choice: aim to use varied, elevated word choices throughout the essay, never repeating the same verb in the same sentence.
-More close reading: Though there are many strong comparisons here, the essay does not feature much close reading of Kafka’s text. Additionally, you could closely read your own ideas to greater effect, as in the salad simile.
*****Additionally, here is the grading rubric used for the essay, which outlines expectations for textual analysis, organization, and personal voice.
Unit 1 Summative: The Modernist Explosion
A Personal Reflection Essay
Overview
During this unit, we delved into the social construct of a “modern” Paris at the cusp of the 20th century, and we explored how French poets and intellectuals responded with dismay, flaneur-like wanderings, and disillusionment toward their modern city. We then wandered into the colorful mind of Franz Kafka – an insurance employee by day, writer by night – whose Gregor turned “monstrous vermin” shockingly disrupts the humdrum of a family’s comfortable lifestyle, and calls into question what it means to be a productive, modern citizen, a son, and a friend.
What does it mean to be Kafkaesque in the modern world? What does it mean to be a symbolist in the modern world? And how might these authors’ aesthetic modes of writing—including, but not limited to evocation, suggestion, centering on the subjective “I”, sonic allusions, dense imagery, and absurdism—and their efforts to strive for alternative states of consciousness help us rethink, challenge, reshape our own “modern” world today? Or better yet, how might Franz Kafka’s Metamorphosis and French symbolist’s poems and vignettes help us make better sense of our Millennial, Gen Z, Alpha Gen “modern” world of today?
Your Task
You will select (1) literary piece from the repertoire we’ve studied in Unit 1 and connect it to your personal experience. The goal? To draw new meaning for your own life, and reflect on how social, familial, communal expectations may or may not align with a personal state of consciousness – and state of reality — you are idealizing or striving for.
How might Kafka, Rimbaud, Mallarmé, or Baudelaire help you make sense of where you’re situated in life? Could these authors’ works inspire you to strive for an “alternative” state of consciousness separate from our “modern” world to help you achieve your dreams?
Assignment Requirements: A Reflection Essay
Discuss (1) or more issues/themes that emerge from your literary work of choice. Ensure that close reading textual analysis is included.
Make sure that you clearly connect these examples and overall issue/theme with your personal experience. Your personal experience should be specific, tangible, time-bound and easy to follow. Think of specific anecdotes, memories, or interactions with others to help you build the personal story you’d like to write about.
Page length: 3-4 pages
MLA Format (double-spaced, Times New Roman)
Works Cited Page
1 Required Literary Source:
Choose (1) of the following sources we studied in class:
Baudelaire, Charles. “The Painter of Modern Life.” Trans. P. E. Charvet. Selected Writings on Art and Artists [of] Baudelaire. Penguin, 1972.
Baudelaire, Charles. “Crowds.” Trans. Martin Sorrell. Alma Classics, 2013.
Kafka, Franz. The Metamorphosis. Trans. Stanley Corngold. Bantam Books, 1972.
Mallarmé, Stéphane. “Crisis in Poetry, 1886-1895.” Mallarme: Selected Prose Poems, Essays and Letters. Trans. Bradford Cook. The Johns Hopkins Press, 1956.
Poems:
Baudelaire, Charles. “To a Passer-by.” A Symbolist Reader. The Webb Schools, 2024. Course Pack.
Baudelaire, Charles. “Correspondences.” A Symbolist Reader. The Webb Schools, 2024. Course Pack.
Baudelaire, Charles. “Intoxication.” A Symbolist Reader. The Webb Schools, 2024. Course Pack.
Rimbaud, Arthur. “Vowels.” A Symbolist Reader. The Webb Schools, 2024. Course Pack.
Rimbaud, Arthur. “The Drunken Boat.” A Symbolist Reader. The Webb Schools, 2024. Course Pack.
Grading Rubric:

Standard
Standard Descriiption
What a “4” looks like:
1 
Textual Analysis 
I can closely read and analyze primary sources, secondary sources, and works of literature, discerning how meaning is constructed through an analysis of the source’s tone, form, aesthetics, intended audience, main idea, and significance, how a text is related to its historical context, and how the author’s experiences might influence the overall message or agenda of the source. 
– Your essay engages with one literary source from Unit One, close reading passages and connecting the authors’ ideas and craft to your personal experience.
– You introduce quotes with meaningful context and you elaborate on quotes without shying away from depth.
3 
Organization and Argumentation 
I can structure my assertions with clarity and strong organization. I can construct a persuasive argument and carry it through my work, and present evidence that supports it. The structure of my analysis is appropriate to the medium of text discussed.  
– Your ideas seamlessly flow coherently from one to the next, punctuated by clear transitions.
– You center your essay on a clear focus (your “argument”), highlighting specific personal experiences and anecdotes, avoiding overly abstract or stream-of-consciousness styles of storytelling.
5 
Written Expression  
I can write with clarity and coherence, employing appropriate mechanics, grammar, and sentence structure. I can also express ideas powerfully and clearly in oral and digital mediums. 
– Your sentences are clear, employing varied syntax.
– You use active verbs that make your writing sing and avoid simple, vague verbs or repeating the same verbs multiple times.
– You have clearly proofread and edited your essay, avoiding any typos or incomplete sentences.
– You have followed all formatting guidelines and have: appropriate heading, page numbers, double spaced paragraphs with the first line indented and no extra spaces between paragraphs.
6  
Personal Voice 
I can generate creative and original ideas that are inspired by the content, readings, class materials, and classmates’ contributions.    
– You showcase a distinct, unique, and compelling writing style.
– You articulate meaningful and original ideas in eloquent, intentional prose.