Each of the questions below, in referring to Frankenstein, may also be treated as referring to any of the films studied in the course.

Essay Questions:

1. Locate several different critical analyses of Frankenstein that view the text through the same theoretical lens (e.g. Marxist readings: Gardner, Michie, Moretti, O’Flinn; postcolonial readings: Bohls, Malchow, Spivak). What are the similarities and differences between them? What issues are at stake in each case? Is there any one reading you find particularly persuasive?

2. One of the major themes of literary theory is the notion of unconscious modes of expression and levels of meaning in all texts, whether according to a psychoanalytic model of repressed aggression and desire, or a political model of unconscious ideologies of gender, sexuality, race, class and ethnicity. Taking one of these aspects as your focus, how does a ‘hermeneutics of suspicion’, or ‘reading ‘against the grain’, reveal a ‘textual unconscious’ in one of the texts from the course?

3. Liberal humanism, in order to read Frankenstein as a universal and timeless myth of the fate of the ‘over-reacher’, must deliberately suppress important aspects of the text and its production. Do you agree?

4. In the structuralist account of language and culture, things only have meaning and value by virtue of their position within a structure of differences. How might this model be used to understand the situation of the monster in Frankenstein?

5. Post-structuralism holds that the binary oppositions that structure language and culture are fundamentally unstable. Frankenstein is a narrative in which such oppositions are unusually prominent. With reference to ONE of these binaries, how might a deconstructive reading show the fundamental instability of meaning?

6. A classic Freudian interpretation of Frankenstein would see the monster, not as a real entity, but as a symbolic embodiment of a repressed aspect of Victor’s psyche. Outline one way in which a Freudian approach to Frankenstein would work. What are the strengths and weaknesses of such an approach?

7. According to Peter Brooks, the monster ‘must trust wholly in the symbolic order’. How does Lacanian theory help understand the relationship between subjectivity and language in Frankenstein?

8. How might EITHER Freud’s triad of id-ego-superego OR Lacan’s triad of Real-Imaginary-Symbolic be used to produce a theoretical reading of Frankenstein?

9. In undermining the biological distinction between male and female, Victor Frankenstein threatens to upset the entire gendered structure of meaning on which human culture rests. The tragedy is not that he does this, but that he does this without the slightest understanding of what he is doing. Discuss.

10. Frankenstein is a searching examination of ‘the ideology of the biological family’ (Juliet Mitchell, Psychoanalysis and Feminism) and therefore of endless interest to feminist criticism. Outline ONE of the key questions raised by the novel and the way this has been explored in feminist criticism.

11. ‘At first sight, it would seem that Frankenstein is much more striking for its avoidance of the question of femininity than for its insight into it’ (Barbara Johnson, ‘My Monster/My Self’). Discuss.

12. According George Haggerty, Frankenstein doesn’t just lend itself to queer readings, it would be more reasonable to ask ‘what is not queer about Frankenstein?’ Is this an overstatement? In your response consider Frankenstein’s treatment of ONE of the following themes: gender normativity, heteronormativity, or reproductive futurity.

13. Marxist and postcolonial critics differ on whether Frankenstein exhibits a progressive or a conservative attitude towards the political struggles of the working class and colonized peoples, respectively. With reference to EITHER a Marxist or postcolonial theoretical perspective, do you read the novel as progressive or conservative, or are there other questions that are more important?

14. ‘Transhumanism has roots in secular humanist thinking, yet is more radical in that it promotes not only traditional means of improving human nature, such as education and cultural refinement, but also direct application of medicine and technology to overcome some of our basic biological limits’ (Nick Bostrom, ‘Transhumanist Values’: <http://www.nickbostrom.com/ethics/values.html>). How might the humanist/transhumanist distinction between ‘education and culture’ and ‘medicine and technology’ inform your reading of Frankenstein?

15. ‘The main trouble with cyborgs, of course, is that they are the illegitimate offspring of militarism and patriarchal capitalism, not to mention state socialism. But illegitimate offspring are often exceedingly unfaithful to their origins. Their fathers, after all, are inessential’ (Donna Haraway, The Cyborg Manifesto). How might Haraway’s notion of the cyborg inform a reading of the relations between science and technology, gender and power in Frankenstein?

16. The relation between humans and nature is clearly of central importance in the plot of Frankenstein. How does ecocriticism help us better understand this aspect of the novel?

17. How does disability theory alter your perspective on Frankenstein?

18. According to David Mitchell and Sharon Snyder, disability is often used metaphorically, as a ‘narrative prosthesis’ which ultimately marginalises disability itself. With reference to this critique, how do you read the presentation of dis/ability in Iron Man?

19. All technologies are gendered, not in themselves, but because they emerge from and enter into social relations that are always already gendered. Discuss with reference to Iron Man or Ex Machina.

20. Drawing on one of the theoretical models studied in the course, how would you use it to develop a reading of the monster’s autobiographical account in Frankenstein?

Philosophy has always been concerned with questions about the meaning of life. This course will examine some of these questions, focusing mostly on recent philosophical treatment of them. We’ll examine some accounts of how human lives can be meaningful. We’ll explore some puzzles about whether, and if so why, death is bad, and consider whether immortality would be a good thing. And we’ll read two book-length works. One of these will be on meaning in life. The second explores the importance to us of our confidence that human life will continue long after our own deaths.

Learning Objectives:

• Gain a better understanding of what the questions of life’s meaning are about.
• Learn what some of the main proposed answers to these questions are.
• Critically evaluate proposed answers to these questions.
• Develop one’s own views about these questions.
• Develop analytical and critical thinking skills.
• Develop expository and analytical writing skills.

Guidelines for Papers

1. Assignment: You must write two papers. The first, shorter paper must concern some issue covered in the course prior to October 10. The second, longer paper must concern some issue covered in the course on or after October. 10.

2. Length: The shorter paper should be 1500-1800 words long. The longer paper should be 2500-3000 words long. Each paper should be typed, double-spaced. Include a word count at the end of each paper.

3. Type of paper: Each paper should describe the issue on which you have chosen to focus, lay out the position you have chosen to take on that issue, and defend that position. Your position might be, for example, a criticism of a particular philosopher’s view, or a defense of a particular view from a certain objection, or a suggested revision of a view that enables it to avoid a certain criticism.

You might need to explicate a view or an argument you are focusing on; do this clearly and accurately. A major part of the paper should consist of your argument for the position you have taken. Present reasons why your view should be accepted, consider objections to your position, and reply to those objections. Aim to persuade your reader.

4. Research: Each paper should draw from at least one of the assigned readings for the course. You may, but you need not, draw from additional sources. Feel free to consult the instructor for help in finding source material.

5. Crediting sources: If you get an idea from something that you have read, include a footnote or endnote identifying the source. If you quote something, use quotation marks and include a footnote or endnote. The first time a reference appears in a note, give full bibliographic information. For a book, give author, title, city where published, publisher, publication date, and page number(s). For an article in a journal, give author, title, journal name, volume, year, and page numbers. For a web source, give the web address and date accessed.

Whatever sources you use (whether oral, printed, or web-based), be sure to cite them correctly and comply with the FSU Academic Honor Policy. If you are in doubt about whether you need to cite a certain source, cite it!

6. Papers that have been (or are intended to be) submitted for other courses may not be submitted for this one. If you have a question about the acceptability of something you are considering, please discuss it with the instructor.

Discuss a leader who you would consider to be transformational. If possible, choose a leader located in the Middle East who may serve an instrumental role in Saudi Vision 2030. In your paper, respond to the following:
•Determine the key transformational qualities the leader possesses.
•Based on your research, explain the impact the leader has had on his or her organization.
•Examine the background of your selected leader and explain how he developed the skills to be a transformational leader.
•What are the components of being a transformational leader? Thinking about yourself, determine if you are a transformational leader based on these components.
•Next, examine your potential as a transformational leader and suggest ways for you to develop this type of leadership skill. What would need to happen in order to become a transformational leader?

Directions:

Write an essay that includes:
1. abstract
2. introduction
3. body
4. conclusion

that addresses the assignment’s guide questions. Do not address the questions using a question and answer format.

Your well-written paper should meet the following requirements:
•Be three to five pages in length, which does not include the title page, abstract or required reference page, which are never a part of the content minimum requirements.
•Use Saudi Electronic University academic writing standards and APA style guidelines.
•Support your submission with course material concepts, principles and theories from the textbook and at least two scholarly, peer-reviewed journal articles unless the assignment calls for more.

This week we are discussing the stage of infancy! As you can see from the readings, research has identified many important infant milestones, and the assigned video clips demonstrate behavior in the context of specific situations that reflect different aspects of development. For example, through repetition, infants internalize their experiences, which can be observed in behaviors like the understanding of object permanence, in which a child searches for a hidden object as evidence of infant memory. Emotional responses also intensify as the child forms cognitive expectations about the environment. “Still Face” and “Strange Situation” demonstrations are excellent examples of this relationship, as the infants clearly developed expectations about the nature of infant-caregiver interaction. Also, self-awareness develops during the second year, establishing a social context for behavior as the child becomes more aware of the distinction between self and others.
For this week’s discussion, let’s examine how advancements in infant perception affect emotional responses and/or behavior over the first two years. Be sure to include specific examples, as well as a thorough discussion of potential implications. You may discuss any of the video clips, sensorimotor intelligence, language development, attachment, neurological factors, or other examples that pertain to infant development.

Select one teratogen that you would like to know more about. Create a one-page handout / infographic about the teratogen and post to the Discussion Board. The handout should include:
1. A description of the teratogen
2. Its impact on the developing embryo/fetus/ infant.
3. The prognosis (long term outcome) for the child.
4. Any helpful treatment or intervention.
5. The handout could also include a graph, chart, photo, web links, and/or advice on how to avoid the teratogen.
6. You will need to cite your sources for the information that you place on your flyer/handout. If you are not sure if a website is reputable, refer to the Website Evaluation Checklist on Blackboard. Here is an example of how you are to cite your sources:
Parnes, M. (2008, August 18) Bibliographic facts for use in assignments. Retrieved January 25, 2010 from the World Wide Web: http://www.uvm.edu/~ncrane/estyles/.

Topic: How does place contribute to identity?

Background: Consider how places symbolize abstract concepts and how they contribute to a person’s identity. Places obviously are more than the social environment of home and work (work and home are sometimes referred to as “first place” and “second place”). Consider also a “third place.” This might be a convenience store, backyard, cafeteria, bus route, beach, hair salon, cafe, pool hall, etc. Think not only about the details of a place, but what larger concept that place represents. A place might be somewhere that signifies warmth and connectedness or growth and change. For example, In E.B. White’s “Once More to the Lake” the summer trips to the lake might symbolize the narrator’s childhood and a continuation of the cycle of life. In preparation for this assignment, you will also choose your own place and consider the larger question of what it signifies for you and what it means for your identity.

Assignment: Choose one of the following readings and write an analysis of the meaning behind the place described and what it signifies to the narrator’s identity. Then, write about your connection to a place of your choice. Ideally, the place you choose to write about might have a similar connection or theme to the reading you choose.

Page length: 3 pages

Reading Selections:

E.B. White, “Once More to the Lake”

Robert Ramirez, “The Barrio”

John Updike, “The A&P”

Junot Diaz, “Fiesta, 1980”

James Joyce “Araby”

Chinua Achebe, “Dead Men’s Path”

Be sure to use evidence from the text through summary, paraphrasing, and direct quote in order to support your thesis.
Format your essay in MLA style, which includes 12-point font, double spaced in Times New Roman.
Include a works cited page for the story that you choose.

This template contains pre-settings for the essential features of APA format: margins, indentations, font, line spacing, and widow/orphan control for any ‘formal” Lab Write-ups, and also for the Case Study.
To use this template, select “File–Save As” and save the template under a new name. Then use type-over insertions to replace the information block, and title. Finally, replace the text in the body of the template by using type-over insertions, or delete the body text in blocks. (Hint: Leave the sample block quotation in place to preserve its paragraph indentation as a model. Use type-over insertions in the bibliography to preserve the hanging indentations.) Here, then, is a sample block quotation:
A quotation that occupies more than four typed lines should be indented five spaces from the left margin. In a student paper, a block quotation may be single or double spaced, without quotation marks at the beginning and end of the quoted material. Its right margin should be set at 1″. Its parenthetical citation should be placed after the block’s last item of punctuation. (Smith, 1988, p. 16)
I suggest printing this template to make sure that your printer is properly configured to produce an APA page. It should produce no more than 27 lines per page, plus the header. The text block should be surrounded by 1″ margins on all four sides.

References
Doe, J. Q. (1999, 12 August). Title of an article. Title of a Magazine, 212, 23.
Doe, J. R. (1987). Title of an article. Title of a Scholarly Journal, 35, 112-128.
Lastname, F. (1998). Title of a sample book. City: Publisher.
Maner, M. (1999, 14 April). Women and eighteenth-century literature. Retrieved August 9, 1999 from the World Wide Web: http://www.wright.edu/~martin.maner/18cwom99.html

Important Factors of Organizational Change ¨

Section 1 – Organizational Change / Resistance to Change
– Choose one of the following companies:
◦ Bacardi
◦ Puerto Rico Brewing Company
◦ Citi Bank
◦ Gucci
◦ The Al Airlines
◦ Office Depot / Office Max

Develop a proposal for organizational change, reasons for change, factors of resistance to change, confrontations to change, change management of the selected company.

Section 2 – Competitive Advantages / Cultural Diversity / Decision Making

– Choose one of the following companies:
◦ Kentucky Fried Chicken (KFC)
◦ Eli Lilly Pharmaceutical
◦ Olive Garden
◦ Old Navy
◦ Jaguar
◦ Harley Davidson

Analyze and apply all the following topics:
◦ Strategy of the Organization to Achieve Competitive Advantages.
◦ Innovation of the Company
◦ Administration of Cultural Diversity
◦ Creativity, Problem Solving and Decision Making

GUIDE TO ESSAY ASSESSMENT

Below are key questions which guide the assessment of your essay:

Structure and Quality of Argument

• Is the essay plan stated in the introduction?
• Is the overall structure of the argument clear and coherent?
• Are the arguments made in logical sequence?
• Is the argument sufficiently analytical?
• Is there a conclusion?
• Does the conclusion address the essay question directly?
• Is the conclusion adequately supported by the preceding argument?

Use of Evidence

• Are the points supported by evidence from cited sources?
• Are the sources drawn on sufficient and appropriate?
• If empirical evidence is used, is it described clearly and in appropriate detail?
• Does the evidence presented support the conclusions reached?
• Is the interpretation of the evidence presented appropriately qualified (i.e.? avoiding overgeneralisations and sweeping statements)?

Contents

• Are answers adequately backed up rather than just asserted?
• Are the sources used subjected to analysis and critical reflection?
• Has the student researched the topic sufficiently?
• Are there any important omissions?
• Has the student thought about what they have read or simply reproduced material from sources?
• Is there evidence of critical thinking or an original synthesis?
• Does the student have an argument?
• Has the student gone beyond the essential reading?

Writing and Presentation Skills

• Is the essay referenced correctly?
• Are quotations of others’ work identified and fully referenced?
• Are the ideas presented fully credited?
• Is there any evidence of plagiarism?
• Is the essay fluent and readable?
• Is the grammar and spelling adequate?
• Has the writer made an effort to use their own words?