Memento Mori, Remember Death will come.

This assignment is a reflection on chapter 8’s material.

For this topic, let’s imagine how we’d like to “leave this mortal coil,” to “make our exit,” or to “start pushing up the daisies.” The chapter reading for this week gives us ample examples and suggestions, a kind of blueprint, for how we could imagine this. These range from the personally eccentric examples laid out in the “Going out BIG” section, to the monumental markers on an architectural scale laid out in the section on “Ego,” or would you prefer to be physically preserved forever for all to see?

These are just some starting points to get you inspired- you don’t have to answer these questions, they are meant to fire up some ideas within your brainstorming.

• Are there special items that you’d like to accompany your corpse? Maybe it’s that favorite light saber, lucky hat, wedding ring, your baseball card collection, an important religious object, or that 1967 Chevy Camero with white leather interior?
• Do you want to share your (cremated) remains among your loved ones? What should they do with them—put them in amulets on chains, in an urn on the mantle, or resting in more traditional place like a cemetery?
• Or would you select a burial, in your favorite car perhaps, in a custom Kane Kwei-style coffin shaped like a chicken, or in a giant crypt with your favorite 60” television, with a full bar and a butler, or with any of the other things you need in the afterlife?
• Do you want a ritualized celebration honor with fireworks, dancing, or the Pope, or any other religious figure’s, blessing?

These examples are all rooted in ancient traditions, the art of which is covered in this chapter, that predate our contemporary traditions. Keep in mind that these scenarios are imaginary, so be as creative as possible.

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Provide the following for your summary:

1. Describe your idea of how you would like to orchestrate your end of life ceremony.
   1. List a minimum of 3 specific ideas that are personal and individually tailored to the person you are.
2. Provide specific examples of how your ideas are related to the art of this specific section of the textbook.
   1. All of your ideas must be related to an example from the week’s chapter reading. Describe how something you learned this week relates to the three personalized ideas listed above remember to be specific.
   2. Provide the image embedded within your discussion.
3. Your summary must use this template below:

Your overall description

1. Your ideas

a. The example from the textbook that relates to this idea, describe how it relates.

b. Image

2. Your ideas

a. The example from the textbook that relates to this idea, describe how it relates.

b. Image

3. Your ideas

a. The example from the textbook that relates to this idea, describe how it relates.

b. Image

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Here is an example from a recently deceased pet in my family. Milli, our basset hound was 15 years old when she died a few months ago. For your summary, make sure to provide images.

1. She is buried in the back yard, where family can visit anytime. It’s a quiet space, with other pets that have passed, which is a “community” gathering place, like a traditional cemetery.

a. Traditional cemetery

2. We buried her wrapped in a favorite dog blanket, with a bacon chew toy, and sage. These are things she may need in the afterlife and objects that she enjoyed in life.

a. Ancient Egyptians/ Qin Shi Huang’s tomb (terra cotta warriors)

3. There is a memorial on my bookshelf, with ofrendas: a toy, a flower, some treats

a. Day of the Dead remembrances

4. We have an annual memorial planned for the future.

a. Dogon dama funeral; anniversary rituals

5. We saved some dog hair and placed it in a special container to hold onto a physical part of Milli to maintain a sense continued connection.

a. Reliquary that houses a physical part of the deceased

WRITTEN SUMMARY REQUIREMENTS:

1. Provide the information in the numbered format above.
2. CITE sources, if you use them (it is not necessary to use another source other than your text book). Your submission will be scanned through for originality. I will use this data to inform your grade. If you do not cite, it will “appear” that plagiarism is taking place.
3. Limit your Summary to one page. Exceeding WILL result in a grade drop.
4. Must be submitted as a pdf file.

Recall the example of J.C. Penney described in Week 1. In August 2012, Ron Johnson, the J.C. Penney chief operating officer, was reviewing the changes he had made to the company’s business model and brand. Specifically, he introduced a new pricing model known as “fair and square,” which was a change from the former high cash flow pricing approach where frequent sales resulted in discounted pricing off the day-to-day list prices. The fair-and-square model attempted to simplify pricing to resemble everyday low pricing. In addition, the new strategy involved a new store layout, the introduction of well-known brand names, and the creation of J.C. Penney-specific clothing lines by well-known designers (Ofek & Avery, 2012).

For this Discussion, you need only consider the information in the case to respond to the following questions. If you research and find more recent information, do not assume that what J.C. Penney has done is necessarily correct. Be certain to defend your recommendations.

By Day 3

Post your response to the following questions:

• Describe the components of the J.C. Penney new business model.
• Then, evaluate the business model’s overall effectiveness in the following ways:
  • How did all of the components work together?
  • What components, if any, are missing?
• Explain the relationship between J.C. Penney’s marketing/business model and its pricing strategy. Offer lessons learned about the relationship between marketing/business models and an organization’s pricing strategy.
• Explain whether J.C. Penney’s brand is similar to other retail brands (e.g., Target and Apple) where Johnson has had success in terms of its marketing/business model and its pricing strategy. Explain why or why not.

Requirements

Both quantity and quality are important considerations when posting substantive messages. For example, “I agree” or “I see your point” are not considered quality participation because neither add substance to the discussion. Effective responses might share personal experience, ask for clarification, or add additional information, so feel free to analyze, interpret, critique, and suggest. At least 150 words. Be sure to include cited works.

Resources

Familiarize yourself with the information found in “Historical Events” in the “ESL Database.”

URL: http://lc.gcumedia.com/zwebassets/courseMaterialPages/esl5000_eslDatabase.php

Read “Two-Way Immersion Education: The Basics,” located on the Center for Applied Linguistics website.

URL: http://www.cal.org/twi/toolkit/PI/Basics_Eng.pdf

Read “Bilingual education in the United States: An Historical Overview and Examination of Two-Way Immersion,” by Kim, Hutchison, and Winsler, from Educational Review (2015).

URL: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=101018118&site=eds-live&scope=site

Read “Roots of Federal ELL Case Run Deep,” by Zehr, from Education Week (2009).

URL: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=37590835&site=eds-live&scope=site

Watch the “Arizona’s Language Battle” video on YouTube.

URL: https://www.youtube.com/watch?v=8YugJyi9Nr4

Read “Bilingual Education vs. English immersion: Which is Better for English Language Learners?” located on the ERIC online database.

URL: http://files.eric.ed.gov/fulltext/ED501224.pdf

Watch the “Two-Way Bilingual Immersion (TWBI) Program” video on YouTube.

URL: https://www.youtube.com/watch?v=nUFO92j81ck

Watch “Should Spanish-Speaking Students be Taught in English Only?” located on YouTube.

URL: https://youtu.be/a6cc27Zvbgg

Question 1

Recently, Sheltered English Instruction, also known as Structured English Immersion (SEI), has replaced bilingual education in a few states. Arizona is one of those states. Looking at the SEI model and bilingual education model, compare and contrast these two methods, citing advantages and disadvantages of each. As a future educator, which model would you prefer to see implemented and why?

Question 2

Two-way dual immersion programs are gaining popularity in many states. As a future educator, what are your thoughts on this type of program for ELLs? What information from the assigned readings and videos support your opinion?

Lower Autotroph Life Histories

Lower Autotroph Life Histories Discuss the life histories of (1) the unicellular alga, Chlamydomonas, (2) the multicellular alga, Macrocystis, (3) mosses, and (4) ferns. Include in your discussion: the sequence of stages in the life histories of each organism and their reproductive structures a description of the alternation of haploid and diploid generations, the benefits of haploid and diploid generations under different conditions. Under what conditions is it better to be haploid and what conditions favor the diploid condition? the adaptations of mosses and ferns for life and reproduction on land and the limitations they still experience

 

 

Notes: Although there is a minimum word count of 1,000 words for this essay, you will find that it is likely going to require more than the minimum to fully answer the question. You must list all of your sources (at least five) in a References section at the end of the essay. You may not copy or quote from any source. All information must be re-written in your own words. Essays must be submitted by the due date and time for full credit.