This is a essay about fascism and Trump. It will analysis that is Donald Trump a fascist.

This assay will discuss is Donald Trump a fascist, and my opinion is that he is not a fascism, but he is creating similar problem with Hitler due to his nationalism.

To complete this essay, there are two parts of reading, “George Washington and the Use of Power is in attachment, and some chapters from book “Fascism, a warning”. here is a review for that book:

“The word fascist is so widely misused in the lexicon of modern political ideals that it has come to represent – for both left and right – a loaded histrionic label used predominately for the purpose of identity politics.

Given the implications actual fascism can have on society, we ought to de-construct the term with rigorous analysis. Fascism: A Warning attempts to do just that. In the opening pages of a fascinating part biography, part history, part candid political memoir, former US Secretary of State and US ambassador to the UN Madeleine Albright asks a series of fundamental questions.

Do fascists, Albright asks: “Cater to our prejudices? Encourage us to have contempt for the electoral process? Seek to destroy our faith in an independent press and a professional judiciary? Exploit the symbols of patriotism in an effort to turn us against each other?” If the answer is yes, Albright suggests we may not be dealing with a fully converted fascist society, just yet, but fascism is readily approaching in the distance at the very least.

Albright gives a more succinct definition. A fascist “is someone who identifies strongly with, and claims to speak for the whole nation or a group, is unconcerned with the rights of others and willing to use any means necessary, including violence, to achieve their goals.”

As Albright continually demonstrates, the early warning signs of fascism are visible in a select number of relatively new EU states, most mere rookies in the art of democratic accountability. Notably, Hungary and Poland. Both countries’ governments are contemptuous of the checks-and- balances EU approach to making civil society work.

This conservative, isolationist and illiberal one-nation-only approach, adopted by a select few central European states, includes the elimination of opposing voices in the press; contempt for the judicial system and the rule of law; anti-immigrant rhetoric that has made racism normalised in the public sphere; and purposely creating public enemies to stir up anxiety and hatred within the minds of its voters.

Hungary, for instance, recently won an election campaign in which government-backed media printed ‘blacklists’ of journalists challenging any dissenting view. Hungarian taxpayers, meanwhile, paid the equivalent of millions of euros to fund a billboard campaign against both the EU and billionaire pro- democracy advocate George Soros. The propaganda literature claimed both were conspiring to denigrate Western Christian values and replace Hungary with a “migrant haven”.

Albright – correctly, in my view – points out this is where fascism begins: in the colourful, emotive and hate-fuelled language of hardcore nationalism, where outsiders are depicted as either dark-skinned violent beggars, or cynical cosmopolitan financiers.

Elsewhere, Albright points to various polities around the globe where contempt for democracy has become par for the course, from Trump’s one-man authoritarian approach to the US, to Erdogan’s anti-secular pro-Islamist policies in Turkey, to Putin’s new authoritarian vision of modern Russia.

Albright seeks to analyse fascism from its roots here too, beginning in post-World War I Europe, first in Italy with the rise of Mussolini and subsequently in Hitler’s Germany.

Much of the early chapters are standard history lessons, but the book is at its most compelling when Albright casually recollects personal details of diplomatic missions.

Highlights include face-to-face talks with Slobodan Milosevic during the Balkan crisis of the 1990s (he was subsequently charged for genocide in the Hague); welcoming into NATO in 1999 a then charming and seemingly optimistic and pro-European Viktor Orban; a slightly awkward meeting with Vladimir Putin in 2000 as Russia sought to solidify a new global image; and being unimpressed and heavily insulted by Recep Tayyip Erdogan’s lack of tact and charm in the realm of public diplomatic meetings.

The book’s overall tone eschews lofty academic definitions, reaching instead for stories from Albright’s own personal life – and she certainly has many of those. Albright’s father was a diplomat in the Czechoslovak government during World War II and so quickly transferred his family to England, where many European governments set up in exile. Some of her earliest memories, vividly recalled here, include hiding out in London during the Blitz as Hitler’s fascist regime rained bombs on the city.

Until the 1940s her family were firmly rooted in central Europe. And she would only come to learn years later, when she migrated from European refugee to American citizen, that three of her grandparents, numerous aunts, uncles and cousins were among the millions of Jews who died in the ultimate act of fascism: the Holocaust.

The narrative is chaotic at times and if you are looking for an objective view of 20th century history, you won’t find it here. Albright admits her political allegiances were formed in the Cold War, when the West saw the world in a moral black and white crusade of good and evil. Consequently, she treats the US as moral saviour and global policeman in a world she believes desperately needs leadership.

A quick analysis of history, from the atom bombs in 1945 onwards, however, shows the US has been just as violent and self-interested as most regimes. It just has a slicker PR system when it rains down bombs and bullets.

But political and personal bias aside, Fascism: A Warning is an addictive and widely informative read for anyone with a thirst for 20th century history, the art of political diplomacy and the strange and intriguing world of international relations. Its warnings are not tabloid-grabbing headlines, but they should be scrupulously discussed at length as Europe – and, indeed, the wider global world order – heads towards an uncertain and disunified future.”

DNA and CODIS, law homework help

I need to have a introduction paragraph as well as a conclusion paragraph on the following topic:

DNA is the evidence everyone wants to see in an investigation. It is extremely fragile and even has its limitations. In a 1.5-2 page Essay, address the following prompts:

    • Identify and explain items that should be collected from the victim and the suspected perpetrator of a sexual assault.
    • What is CODIS?
    • What samples are included in the CODIS database?
    • What is PCR/STR analysis and how is it used?
    • What is mtDNA?
    • Where does mtDNA come from?
    • How can it help an investigation?

Be sure to address all prompts and cite your sources in APA format.

HCS465 Discussion

Question #1: We read about ethical considerations in research. In particular there was a section regarding unethical behavior that is still legal. This can be very difficult to understand as we often see right and wrong as black and white, which is not always the case. Here is an example, we all know stealing is wrong but which of the scenarios below do you think should be punishable and why:100-150 words

1- A homeless woman is trying to feed her small children, she steals a load of bread and some peanut butter to feed them.

2- A young man really wants a Nintendo DS but cannot afford it, he steals one from Wal-Mart.

Question #2: How is a pro and a con defined? 100-150 words

Clinical Governance Practice Investigation

All details of work are attached in the word document . This is a REPORT based on the assignment list provided as attachment. This report based on assignment gudieline, rubrics, learning outcome and assignment structure. Australian healthcare based.
In this assignment
you will produce a 3000-word report which describes and critically analyses a
clinical governance patient safety issue, that needs addressing in your own
healthcare setting (or in another healthcare setting or hypothetically). You
should relate specific details, where relevant, to clinical accountability. You
will also develop a detailed remedial action plan and recommendations based
upon your findings.

This assessment task is aligned to the following learning outcomes:

  • Describe and critically analyse adverse events/ clinical incidents and the individual/ systems/ organisational factors which influence them
  • Identify the organisational, regulatory and legal reporting mechanisms for adverse events/ clinical incidents
  • Analyse and apply relevant state, organisational, or site-specific policies and professional standards related to healthcare accountability and patient safety
  • Critically appraise adverse event/ clinical incident investigation process
  • Identify the legal, ethical, and professional issues relating to adverse events/ clinical incidents in healthcare
  • Understand the principles of clinical governance and align these to clinical accountability in healthcare practice, and reduced likelihood of adverse events/ clinical incidents
  • Identify and examine the barriers to effective implementation of clinical governance processes
  • Articulate the health leader role in applying the principles of quality improvement and evaluation for organisations to achieve high levels of quality and safety

Pharmacotherapy for Neurological Disorders

5-Discussion: Pharmacotherapy for Neurological Disorders

Neurological disorders, such as headaches, seizure disorders, sleep disorders, depression, and dementia can present several complications for patients of all ages. These disorders affect patients physically and emotionally, impacting judgment, school and/or job performance, and relationships with family and friends. Since these disorders may have drastic effects on patients’ lives, it is important for advanced practice nurses to effectively manage patient care. With patient factors and medical history in mind, it is the advanced practice nurse’s responsibility to manage the diagnosis, treatment, and education of patients with neurological disorders.

To prepare:

  • Review this week’s media presentation on pharmacology for the nervous system.
  • Select one of the following neurological disorders: headaches, seizure disorders, sleep disorders, depression, or dementia. Consider the types of drugs that would be prescribed to patients to treat symptoms associated with this disorder.
  • Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how this factor might impact the effects of prescribed drugs, as well as any measures you might take to help reduce negative side effects.

With these thoughts in mind:

Post a description of the neurological disorder you selected including types of drugs that would be prescribed to patients to treat associated symptoms. Then, explain how the factor you selected might impact the effects of prescribed drugs, as well as any measures you might take to help reduce negative side effects.

English Assignment

Assignment 3: Persuasive Paper Part 2: Solution and Advantages

Write a six to eight (6-8) page draft in which you:
Provide Part I: Revision of A Problem Exists (3-4 pages)

  1. Revise (using feedback from the professor and classmates) your Persuasive Paper Part I: A Problem Exists.

Develop Part 2: Solution to Problem and Advantages (3-4 pages for 6-8 pages total)

  1. Explain a detailed, viable solution that supports your thesis. This should be one or two (1-2) paragraphs.
  2. State, explain, and support the first advantage to your solution. This should be one or two (1-2) paragraphs.
  3. State, explain, and support the second advantage to your solution. This should be one or two (1-2) paragraphs.
  4. State, explain, and support the third (and fourth if desired) advantage to your solution. This should be one or two (1-2) paragraphs.
  5. Use effective transitional words, phrases, and sentences.
  6. Provide a transitional paragraph that summarizes the proposed solution and its advantages.
  7. Develop a coherently structured draft that follows the structured detailed above.
  8. Use one (1) or more rhetorical strategies (ethos, logos, pathos) to explain advantages.
  9. Support advantage claims with at least three (3) additional quality relevant references. Use at least six (6) total for Parts 1 and 2.

Note: Wikipedia and similar websites do not qualify as academic resources.

Your assignment must follow these formatting guidelines:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

Note: Submit your assignment to the designated plagiarism program so that you can make revisions before submitting your paper to your professor.

The specific course learning outcomes associated with this assignment are:

  • Recognize the elements and correct use of a thesis statement.
  • Recognize the use of summary, paraphrasing, and quotation to communicate the main points of a text.
  • Analyze the rhetorical strategies of ethos, pathos, logos in writing samples and for incorporation into essays or presentations.
  • Correct grammatical and stylistic errors consistent with Standard Written English.
  • Prepare a research project that supports an argument with structure and format appropriate to the genre.
  • Revise drafts to improve clarity, support, and organization. Recognize how to organize ideas with transitional words, phrases, and sentences.
  • Incorporate relevant, properly documented sources to substantiate ideas.
  • Write clearly and concisely about selected topics using proper writing mechanics.
  • Use technology and information resources to research selected issues for this course.

Data-Driven Decision Making. Discussion questions

In a 400 to 500 word paper answer the following question

1. The authors of the assigned article, “A Patient-Driven Adaptive Prediction Technique to Improve Personalized Risk Estimation for Clinical Decision Support (http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3392846/) have found that using patient-driven, adaptive technologies to guide clinical decision making are influencing the quality of patient care. How might these technologies minimize risk, promote health, and encourage patient engagement in their own care?

In a 400 to 500 word paper answer the following question

2. Envision what the health care system of 2030 might look like? Describe at least two technological advancements that would be available to patients. How would technology help providers make health care decisions? How would patients and families interact with providers from their homes or in their communities? What would health care systems be able to do “in real time?”

Human Rights Reflection Paper, writing homework help

You might recall from Week 3 the importance of ethical reflection when determining the impact of your actions as a public administrator. Engaging in a similar type of reflection when reviewing literature in the field also can help you determine the possible impact of the latest theories and research on the field of public administration. How might the human rights readings from this week affect your role as a public administrator? Did the readings change your perception of human rights?

For this Assignment, you reflect on your perception of human rights and its role in public administration. You also examine the potential implications that human rights literature might have for public administrators.

The Assignment (3–4 pages in APA format): Your Assignment should include the following:

  • A detailed and objective description of the human rights issues presented in this week’s readings
  • An explanation of the nature of the issue(s) and its significance to you as a public administrator
  • An explanation of what the readings meant to you in the context of your feelings, values, knowledge, and experience
  • An explanation of the implications these readings might have for public administrators
  • A summary of one of the following:
    • What you learned about yourself as a public administrator based on your reaction to the readings
    • What you learned about global governance from examining these readings
    • Why this knowledge is important to you as a developing public administrator
    • How you might apply this knowledge in your future practice

Note: Provide specific examples and cite your references.

Support your Assignment with specific references to all resources used in its preparation. Provide a reference list with all resources included in the paper.

Your Assignment must demonstrate both breadth and depth of knowledge and critical thinking appropriate to graduate-level scholarship. It must follow APA Publication Manualguidelines and be free of typographical, spelling, and grammatical errors. The Assignment should be 3–5 pages in length (double-spaced), not including the title page, abstract, and references.

Do Functions performed by nurses are more important than those fulfilled by doctors?

  • Topic: Do functions performed by nurses are more important than those fulfilled by doctors?
  • Length: 2-3 pages (minimum 2 full pages)
  • Format: The format of a submitted essay should include a cover page, 2-3 pages of text, a reference page (total there should be 4 pages minimum). You should follow APA format.
  • By following APA format, your essay should include:
  • Cover page: running head, title of the essay, name of the institution, your name.
  • Throughout the text, there should be in-text citations (minimum 3 citations published within the last 10 years).
  • Reference page should be formatted according to APA style. Please refer to your Arlov textbook pages 265-267 or website: https://owl.english.purdue.edu/owl/resource/560/01/

Humorous Memoir Literary Elements and Theme and a Related Literary Element

PART 1

The purpose of this assignment is to introduce you to the literary genre of humorous memoir and provide you with an opportunity to learn the terms we use when we analyze this genre. You will also recognize that a non-fiction memoir and a fictional short story share some elements. Providing textual support for your ideas is an important component in analyzing literature. Learning to read carefully to identify those elements helps you become a more critical reader.

Directions

  1. Read the linked essay and then listen to David Sedaris read the essay.
    • “Youth in Asia” essay by David Sedaris
    • “The Youth In Asia by David Sedaris – In the early 1960s, during what my mother referred to as “the tail end of the Lassie years,” my parents were given two collies, which they named Rastus and Duchess. We were living then in New York State, out in the country, and the dogs were free to race through the forest. They napped in meadows and stood knee- deep in frigid streams, costars in their own private dog food commercial.
    • Late one January evening, while lying on a blanket in the garage, Duchess gave birth to a litter of slick, potato-sized puppies. When it looked as though one of them had died, our mother placed the creature in a casserole dish and popped it into the oven, like the witch in Hansel and Gretel.
    • “Oh, keep your shirts on,” she said. “It’s only set on 150. I’m not baking anyone. This is just to keep it warm.”The heat revived the sick puppy and left us believing that our mother was capable of resurrecting the dead. Faced with the responsibilities of fatherhood, Rastus took off. The puppies were given away, and we moved south, where the heat and humidity worked against the best interests of a collie. Duchess’s once beautiful coat now hung in ragged patches. When finally, full of worms, she collapsed in the ravine beside our house, we reevaluated our mother’s healing powers. The entire animal kingdom was beyond her scope. She could only resurrect the cute dead.The oven trick was performed on half a dozen dazed and chubby hamsters, but failed to work on my first guinea pig, who died after eating four cigarettes and an entire pack of matches.
      “Don’t take it too hard,” my mother said, removing her oven mitts. “The world is full of guinea pigs. You can get another one tomorrow.”Eulogies tended to be brief, our motto being, there’s always more where this one came from.
      A short time after Duchess died, our father came home with a German Shepherd puppy. For reasons that were never fully explained, the privilege of naming the dog went to a friend of my older sister’s, a 14-year-old girl named Cindy. She was studying German at the time, and after carefully examining the puppy and weighing it with their hands, she announced that it would be called Maedchen, which apparently meant “girl” in what she referred to as “Deutsch.”When she was six months old, Maedchen was hit and killed by a car. Her food was still in the bowl when our father brought home an identical German Shepherd, the same Cindy christened as Maedchen Two. This tag-teamprogression was disconcerting, especially for the new dog, who was expected to possess both the knowledge and the personality of her predecessor. “Maedchen One would never have wet on the floor like that,” my father would scold. And the dog would sigh, knowing she was the canine equivalent of a rebound.Maedchen Two never accompanied us to the beach and rarely posed in any of the family photographs. Once her puppyhood was spent, we more or less lost interest. “We ought to get a dog,” we’d sometimes say, completely forgetting that we already had one.During the era of the Maedchens, we had a succession of drowsy, secretive cats who seemed to share a unique bond with our mother. “It’s because I open their cans,” she said, though we all knew it ran deeper than that. What they had in common were their claws. That and a deep-seated need to destroy my father’s golf bags. The first cat passed into a disagreeable old age and died hissing at the kitten who had prematurely arrived to replace her. When, at the age of nine, the second cat was diagnosed with feline leukemia, my mother was devastated.”I’m going to have Sadie put to sleep,” she said. “It’s for her own good, and I don’t want to hear a word about it from any of you. This is hard enough as it is.”The cat was put down, and then came the anonymous postcards and phone calls orchestrated by my sisters and I. The cards announced a miraculous new cure for feline leukemia, while the callers identified themselves as representatives of Cat Fancy magazine. “We’d like to use Sadie as our cover story and we’re hoping to schedule a photo shoot. Is tomorrow possible?”After spending a petless year with only one child still living at home, my parents visited a breeder and returned with a Great Dane they named Melina. They loved this dog in proportion to its size, and soon their hearts had no room for anyone else. In terms of family, their six children had been nothing more than a failed experiment. Melina was the real thing. The dog was their first true common interest. And they loved it equally, each in their own way.Our mother’s love tended towards the horizontal, a pet being little more than a napping companion, something she could look at and say, “That looks like a good idea. Scoot over, why don’t you.” A stranger peeking through the window might think that the two of them had entered a suicide pact. She and the dog sprawled like corpses, their limbs arranged into an eternal embrace.My father loved the Great Dane for its size, and frequently took her on long, aimless drives, during which she’d stick her heavy, anvil-sized head out the window and leak great quantities of foamy saliva. Other drivers pointed and stared, rolling down their windows to shout, “Hey, you got a saddle for thatthing?” When out for a walk there was the inevitable, “Are you walking her, or is it the other way ’round?”Our father always laughed, is if this were the first time he’d heard it. The attention was addictive, and he enjoyed a pride of accomplishment he’d never felt with any of us. It was as if he were somehow responsible for her size and stature, as if he’d personally designed her spots and trained her to grow to the size of a pony. When out with the dog, he carried a leash in one hand and a shovel in the other. “Just in case,” he said.”Just in case, what, she dies, and you need to bury her?” I didn’t get it. “No,” he’d say. “It’s for, you know, it’s for her business.”
      My father was retired, but the dog had business.I was living in Chicago when they first got Melina, and every time I came home, the animal was bigger. Every time, there were more Marmaduke cartoons displayed upon the refrigerator, and every time, my voice grew louder as I asked myself, “Who are these people?””Down, girl,” my parents would chuckle as the puppy jumped up, panting for my attention. Her great padded paws reached my waist, then my chest and shoulders, until eventually, her arms wrapped around my neck and her head towering above my own, she came to resemble a dance partner scouting the room for a better offer.”That’s just her way of saying hello,” my mother would say, handing me the towel used to wipe up the dog’s bubbling seepage. “Here, you missed a spot on the back of your head.”The dog’s growth was monitored on a daily basis, and every small accomplishment was documented for later generations. One can find few pictures of my sister Tiffany, while Melina has entire volumes devoted to her terrible twos.”Hit me,” my mother said on one of my returns home from Chicago. “No, wait, let me go get my camera.” She left the room and returned a few moments later. “OK,” she said. “Now hit me. Better yet, why don’t you just pretend to hit me.”I raised my hand, and my mother cried out in pain. “Ow!” She yelled. “Somebody help me. This stranger is trying to hurt me, and I don’t know why.”I caught an advancing blur moving in from the left, and the next thing I knew I was down on the ground, the Great Dane tearing holes in the neck of my sweater.The camera flashed, and my mother squealed with delight. “God, I love that trick.”
      I rolled over to protect my face. “This isn’t a trick.”My mother snapped another picture. “Oh, don’t be so critical. It’s close enough.”With us grown and out of the house, my sisters and I foolishly expected our parents’ lives to stand still. They were supposed to stagnate and live in the past, but instead, they constructed a new “we,” consisting of Melina and the founding members of her fan club. Someone who obviously didn’t know her too well had given my mother a cheerful stuffed bear with a calico heart stitched onto its chest. According to the manufacturer, the bear’s name was Mumbles, and all it needed in order to thrive were two AA batteries and a regular diet of hugs.
      “Where’s Mumbles?” my mother would ask, and the dog would jump up and snatch the bear from its hiding place on top of the refrigerator, yanking it this way and that in hopes of breaking its neck.”That’s my girl,” my mother would say. “We don’t like Mumbles, do we?” I learned that we liked Morley Safer, but not Mike Wallace, that we didn’t like Mumbles or thunder, but were crazy about Stan Getz records and the Iranian couple who’d moved in up the street. It was difficult to keep straight, but having known these people all my life, I didn’t want to be left out of the “we.”During the final years of Maedchen Two and the first half of the Melina epic, I lived with a female cat named Neil. My mother looked after the cat when I moved from Raleigh, and flew her to Chicago once I’d found a place and settled in.Neil was old when she moved to Chicago, and then she got older. She started leaving teeth in her bowl and developed the sort of breath that could remove paint. When she stopped cleaning herself, I took to bathing her in the sink, and she’d stand still, too weak to resist the humiliation of shampoo. Soaking wet, I could see just how thin and brittle she really was. Almost comic, like one of those cartoon cats checking her fur coat at the cloak room of the seafood restaurant. Her kidneys shrank to the size of raisins, and though I loved her very much, I assumed the vet was joking when he suggested dialysis.I took her for a second opinion. Vet number two tested her blood and phoned me at home, saying, “Perhaps you should think about euthanasia.”I hadn’t heard that word in a while and pictured scores of happy Japanese children spilling from the front door of their elementary school. “Are you thinking about it?” he asked.
      “Yes,” I said. “As a matter of fact, I am.”In the end, I returned to the animal hospital and had her put to sleep. When the vet injected the sodium phenobarbital, Neil fluttered her eyes, assumed the nap position, and died.
      A week after putting her to sleep, I received Neil’s ashes in a forest green can. She’d never expressed any great interest in the outdoors, so I scattered her remains on the carpet and then vacuumed her back up. The cat’s death struck me as the end of an era. It was, of course, the end of her era, but with the death of a pet, there’s always that urge to crowd the parentheses and string black crepe over an entire 10- or 20-year period. The end of my safe college life, the last of my 30- inch waist, my faltering relationship with my first real boyfriend. I cried for it all and spent the next several months wondering why so few songs were written about cats.My mother sent a consoling letter along with a check to cover the cost of the cremation. In the left-hand corner, under the heading marked Memo, she’d written, “Pet Burning.” I had it coming.When my mother died, Melina took over her side of the bed. Due to their size, Great Danes generally don’t live very long. My father massaged her arthritic legs, carried her up the stairs, and lifted her into bed. He treated her the way that men in movies treat their ailing wives, the way he would have treated my mother had she allowed such naked displays of affection. Melina’s parentheses contained the final 10 years of his married life. She’d attended my father’s retirement, lived through my sister’s wedding, and knew who everyone was talking about when they mentioned the “M” words, Mom, Mumbles, and Morley Safer.Regardless of her pain, my father could not bear to let her go. The youth in Asia begged him to end her life. “Onegai desu,” they said, “sugu.” But he held out until the last minute.A month after Melina died, my father returned to the breeder and came home with another Great Dane, a female like Melina, gray spots like Melina, only this one is named Sophie. He tries to love her, but readily admits that he may have made a mistake. She’s a nice enough dog, but the timing is off.When walking the puppy through the neighborhood, my father feels not unlike the foolish widower stumbling behind his energetic young bride. Her stamina embarrasses him, as does her interest in younger men. The passing drivers slow to a stop and roll down their windows, “Hey,” they yell, “Are you walking her, or is it the other way ’round?” Their words remind him of happier times, of milder forces straining against the well-worn leash. He still gets the attention, but now, in response, he just lifts his shovel and groans.Ira GlassDavid Sedaris’s story “The Youth in Asia” appears in his book, Me Talk Pretty One Day. A version of this story also appeared in Esquire magazine.
    • “Youth in Asia” audio reading by David Sedaris. The reading is Act I of the episode called “In Dog We Trust” from the This American Life website. Click on “The Youth in Asia” title in red.
  2. Write a paragraph on reading vs. listening. Answer the following question:
    • How did the meaning change or become more clear through his reading?
  3. Find specific quotations from the story that exemplify literary terms.
    • Find quotations that represent Plot and Structure, Point of View, Character, Setting, Imagery, and Theme.
    • Write a sentence explaining how the quotation demonstrates that element.
    • Example:
      Plot– “As I moved my chair a little nearer suddenly with one catlike movement both her hands clawed instinctively for my eyes and she almost reached them too.” This quotation demonstrates plot because it develops the action of the story and advances toward the climax.
    • Find a different quotation for each element, six total.
  4. Post your quotations and sentences

PART2


The purpose of this assignment is to experiment with finding the theme in a work of non-fiction and practice writing that theme in a one sentence observation or recommendation. By relating one of the elements to theme, you will reinforce your understanding of how the elements work together to help discover themes. Note that there is not usually one specific theme of a work; there may be dozens of themes, depending upon the reader and the reading situation or context.

Directions

  1. Re-examine the quotation that you chose to demonstrate theme in “Youth in Asia” by David Sedaris (Note: Refer back to activity 6.2). For your reference, the resources are provided again below.
    • “Youth in Asia” essay by David Sedaris
    • “Youth in Asia” audio reading by David Sedaris. The reading is Act I of the episode called “In Dog We Trust” from the This American Life website. Click on the red title “The Youth in Asia.”
  2. Write your own sentence in which you state that theme in your own words.
    • Check your work based on the following questions:
      • Is the theme an observation about a particular human characteristic (not only about the characters)?
      • Is the theme a recommendation about how to live one’s life?
  3. Choose one other element from the essay, such as character.
    • Think about how that one element relates to the theme that you just wrote.
  4. Write two paragraphs in which you examine how your one chosen element relates to the theme.
    • Ask the question: Does the element I chose support the theme or contrast the theme?
  5. Post your paragraph