Category: Essays

Place attention to detail within your case study upon aspects such as the structure and function of the chosen

company, the intellectual property/clients they represent, the role, function and shape of contracts, the companies

role within the industry, the companies relationship with collection agencies/artists and publishing companies and

the companies working methodology in relation to copyright law. The paper must be in third person narrative,

referencing, bibliography and an appendix showing at least 2 visual representations to support your written work.

(i.e. SWOT and PESTLE visual representation)

The case study should follow the proposed structure: (250 word each)

� Introduction and historical background of the firm
� Investigation of the firm�s structure and functions
� PESTLE analysis of the firm
� Porter�s Five Forces analysis of the firm
� SWOT analysis of the firm
� Conclusion

Learning Outcomes (this must be covered)

2. Evaluate basic copyright law and the format of relevant music industry based contracts, from a variety of

positions (e.g. performers, song writers, music publishers, music industry workers).
4. Produce a well-structured, critical case study of a publishing firm with reference to its legal framework,

employing fundamental skills of primary and secondary research.

Assessment feedback will be subdivided into areas such as:
� Analysis.
� Content.
� Critique.
� Literacy.
� Referencing. � Bibliography. � Presentation.

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This module is designed to address those things in the management of projects that could generally be described as

relating to people. We can consider management as being toward objectives in organisations, via techniques, through

people. Organisations and people are a very important part of management.

Theories relating to people, culture, and organisation do not relate to an exact science. Sometimes words are rather

inadequate and misleading. Contradictions should be viewed as interesting and valued as contributing to

understanding. People and organisations are complex. Different theoretical perspectives may be used to explain, model

and test similar observed situation, phenomena or scenarios in a project environment. The differences in perspectives

tell us something of the nature of the variables with which we are dealing.

There are not usually any right answers; just appropriate answers. Solutions are appropriate, useful, workable, and

economic. All these different solutions are judged by a number of criteria –both objective and subjective. There are

moral issues too. That is why it is a good idea to question value terms which people use when describing approaches

and solutions to problems involving people and organisations.

The intention of this Module is to introduce and develop a number of theoretical perspectives and applications in

relation to people in project teams and project organisations. It is hoped that by the end of the Module you will

have developed a personal agenda for further learning.

The attached module descriptor provides you with details of the module content and learning approaches

-Assessment
. The assignment is practice based requiring students to address a people related issue/problem and propose, based on

a literature review exercise, a set of recommendations.

-Assignment 1
Students are required to submit a 2000 word report as per the stated deadline. The report should provide a detailed

review of current knowledge on a particular people related issue linked to issue at the student workplace with

particular emphasis on the applicability of established theoretical frameworks to local problems and issues. The

report should use the developed framework to critically analyse the adopted approaches in the selected case and

present recommendations for improvement. The report requires students to collect data through investigating documents

and conducting interviews and/or surveys to support their analysis and recommendations.

Assignment 1: People Problem

Brief

The following explains the structure and content of the document to be produced for this assignment. It is intended

that the assignment be convergent with the needs of students from the perspective of people, culture, and

organisation. In this way the exercise may be relevant and useful to students.

Select a current or recent people problem/issue related to a project at work. See Section: Other information for

students, with respect to confidentiality, security and anonymity. The problem can be associated with a team, group,

individual(s) or any situation involving people.

Start by defining the problem/issue. It may be helpful to use diagrams to illustrate organizational and other aspects

as necessary. Ensure that all the determinants of the problem and all the players are adequately defined. The

definition may extend beyond the boundary of one organisation to include members of its supply chain

(consultants/contractors/suppliers)

Once the problem is defined, analyse the problem using appropriate theoretical models, constructs and perspectives.

Again, use diagrams where they are helpful. Make sure that all criteria and assumptions are carefully explained.

From your analysis develop one or more solutions and/or courses of action. It should be made clear who the

beneficiaries of the actions and solutions proposed are.

Other information for students
It is recognized that the data for this exercise are to be drawn from a real situation. In order to preserve the

anonymity of people, included in your chosen case study, the following should be observed:
• Do not use real names.
• Ensure that your name and your company name do not appear on the actual submission.

Assessment Criteria
The assessment criteria are those outlined in the student handbook.

Submission
You should submit a soft copy to turnitin as advised by the tutor.

The submission should contain the following sections:

I Definition of problem
This section should clearly define the people problem including the context and relevant variables.

II Analysis of the problem
This section should explain the method(s) used to analyse the problem and the formulation of the “problem”. The

determinants of the problem and casual relationships should be identified and explained.

III Statement of alternative solutions and/or courses of action
This section should outline one or more solutions to the problem and/or proposed courses of action. It is important

to identify the actors or players of the situation being addressed. It is also important to discuss different

perspectives on the problem from the position of the different players and actors. The criteria for a successful

solution may vary depending on the different positions of the actors/players.

A one page executive summary, full bibliography and reference list should be included. Referencing should follow the

Harvard style.

Length
The size of this document (excluding any appendixes, references and bibliography) should be approximately 2000 words.

Note: kindly note that am a civil engineer, and working in an engineering organisation as a project engineer, so I

want the problem related to the engineering company.

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2.the film Ikiru by Kurosawa,
3.the novel The Plague by Camus
4.the film Woman in the Dunes by Teshigahara
5.�Gender Struggle over Ideological Power in Ibsen’s A Doll’s House�
(Gender Struggle over Ideological Power in Ibsen’s A Doll’s House/LA LUTTE DES SEXES SUR LE POUVOIR IDEOLOGIQUE DANS

MAISON DE POUPEE D’IBSEN
Yuehua, Guo. Canadian Social Science5.1 (2009): 79-87)
6�Kurosawa’s Existential Masterpiece�A Meditation on the Meaning of Life�
(Kurosawa’s Existential Masterpiece: A Meditation on the Meaning of Life
Jeffrey Gordon Page 137 of 137-151)
7�Who Was Albert Camus?� The Plague
(Who Was Albert Camus? Pierre Rubé and Kenneth Douglas Page 3 of 3-9)
8.Woman in the Dunes�reviewed by Roger Ebert
(https://www.rogerebert.com/reviews/great-movie-woman-in-the-dunes-1964)

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Select one poem from this week’s assigned readings, and identify at least three elements in the poem that you found

interesting or engaging (e.g., form, language, content, and/or other literary elements).

Then, assess how these elements affected your response to the poem, in its entirety.

(e.g., Did these elements affect your opinions on (or reaction to) the content of the poem? Did they cause you to

focus on one aspect of the poem over others?)

Assignment Requirements
Length: Your paper should be two to four double-spaced pages in length (excluding title and reference page)
Sources: Support your reflections with textual details and analysis from at least two scholarly sources.
APA: Your draft must be formatted to APA (6th edition) style.
Separate Title Page: Must include an original title
Separate Reference Page
Proper Citations: All sources must be properly cited, both within the text and in a separate reference page.
Elements of Academic Writing: All academic papers should include these elements.
Introduction with a thesis statement
Supporting paragraphs
Conclusion

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“Isms and Schisms”:
Looking back and looking ahead in the 20th and 21st centuries
COMPOSER LISTS:

Composer List 1 (Wikipedia page)

http://en.wikipedia.org/wiki/List_of_21st-century_classical_composers

Composer List 2 (NPR page)

http://www.npr.org/2011/04/23/135473622/the-mix-100-composers-under-40

Art music of the 20th century and later continues the expansion of the earlier century in regards to range of sounds

– and even how we would define “music” – to include an almost infinite variety of combinations of sound and silence.

Music of our time also has used influences from the past as a fresh inspiration. Many new ��-isms’ in the past

century or so have emerged to describe a number of sub-styles. Some are continuations of the ��isms’ of the Romantic

era, and others might more accurately be called “Schisms” since they break dramatically with music that has come

before.
Directions:

Using your ebook background and musical research skills, find a piece to investigate by one of the composers on

either of the two lists provided. Only composers on these lists will count for this discussion topic.

Your post should address two tracks of music, either two movements of one long piece, or two short pieces by this

composer. Of course, each track must have a correct Naxos static url so that readers of your post can easily listen

to the music. Provide clear and complete information for each track that includes the composer’s name, dates (birth

year, death year if applicable), title of each piece and movement title if applicable.

In your Main post, address the following:

• Does this work use the past for inspiration or break with the past? Support your conclusion with information from

your background research and at least two specific musical observations (include track timings to pinpoint).

• What piece of music in the 20th and 21st century ebook chapters does the music in your post most resemble? Describe

the similarities.

Be sure to include correct urls to your external web sources, as a short bibliography at the end of your post.

55 points possible @500 words

Clarifications and Suggestions:

The first of the two lists is probably easier to use, since composers with Wikipedia pages are already hyperlinked.

There are many possible choices of composer from that list alone. For those of you who are comfortable with research,

you may enjoy the challenge of finding info/music by a composer on the second list.

However, even working from the first list does not guarantee that you can find much info about each composer very

easily, nor guarantee that they have recordings that are in the Naxos Music Library. If you can’t find info or music

after a few searches, then move on. Plan to run many searches and sift through many results both on the web and

within Naxos, before making a choice. Don’t forget that part of your research is listening to quite a few tracks as

your make your choice, and then re-listening to your chosen tracks many times. Review the Music Research info in the

ebook and the Fun With Naxos tutorial in D2L as needed.

Be sure you fully understand the ebook chapters that cover the 20th and 21st centuries, as well as the listening

examples in those chapters. To get full credit for the main post, it will have to contain a comparison between your

chosen music and listening examples in those chapters.

By all means do include additional links to music that you find, that you feel strengthen your post and will be of

interest to the other students reading it. Many students did a great job with that in the first discussion. But you

MUST have the two Naxos static urls to two tracks of music by your chosen composer to get credit. Obviously any

additional links must be accessible to readers without them needing to subscribe to another music service.

As you can see, there are many, many composers to choose from between these two lists. We will have a variety of

music to enjoy reading about and listening to as the discussion gets underway.

Remember, your post MUST address music by a composer from one of these lists. NO other composers are accepted for

this assignment.

This topic is a bit more difficult than Discussion 1, which is reflected in the possible points. But you’ve got your

experience from the first topic to build upon, plus even more background from the reading and quizzes in the ebook.

Get a good, early start on this topic and I think you’ll quite enjoy the process of exploring this music. I’m looking

forward to reading and listening to what you find!

Quick checklist that summarizes the above:

Main post must:
• Address two tracks of music by a composer from one of the lists provided. No composers allowed that are not on the

lists.
• Must have a correct Naxos static url, along with composer name and titles, clearly provided in the post for each

track
• Compare the chosen music to a listening example in the relevant ebook chapters
• Describe how this music breaks with the past or draws inspiration from it; use track timings to pinpoint your

musical observations
• Provide a bibliography of external web sources (urls) at the end of the post

Reply post must:

• Clearly interact with the other student’s main posting
• Be made only after you have completed your own main post
• Provide at least one musical observation, with track timing
• Share a link to a web resource that is relevant to that student’s music

Due date and grace period

The due date for full credit is Monday June 2nd. Both your main posting and reply posting must be done by 11:55 pm on

the due date for full credit.

Grace period: there is a partial credit grace period that lasts through 11:55 pm Thursday June 5th. It is better to

post good work for partial credit than very poor work on time. Make your main posting first, your reply posting

should come after you have done your own research! If you get your main posting done by the due date but the reply

post is only a few hours late, if the work on both is good likely you will receive close to full credit for both.

The discussion will be locked when the grace period ends. No extensions are allowed; it is near the end of the term

and your instructor has grading deadlines to meet for the entire class.

Asking questions about your composer choices, music links and research:

Your questions are welcome, as long as you send them well before the due date. The more specific your question, the

more helpful the answer will be.

If you ask at the last minute, there is no guarantee the instructor will respond in time for you to finish up before

the due date! Planning your research, listening and writing in a timely manner is one of your upper division study

skills for a 300 level class.
Reply post:

Interact meaningfully with another student’s main post. Include at least one specific musical observation in your

reply, and share an url of a web resource that is relevant to that student’s chosen music.

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Actual Assignment is below:

As we have learned this week, there are many different aspects to development that we need to know when working with children from birth to age 8. We must ensure that our classrooms help to stimulate the physical, cognitive, and

affective development for all students. For this assignment, you will bring together your knowledge of theories,

developmental domains, and learning environments to design a learning environment. The steps for the assignment are:

Step 1: Create your learning environment
Choose an age group (birth to age 2, ages 2 to 5, or ages 6 to 8) to design a learning environment for.

Go to the Classroom Architect website: https://classroom.4teachers.org You will use this website to design the layout

for the learning environment. When designing your layout, consider how the design you have created will support the

developmental needs of your students based on the age group you chose.

After creating your learning environment, take a screenshot of your design. Then, copy and paste your screenshot into

a Word document. If you need help taking a screenshot, please view this tutorial.

Step 2: Written support for your learning environment design

Introduction (one paragraph)

Describe the learning environment that you have designed including the setting of your learning environment (school,

home daycare, center, etc.) along with the age of children with whom you will be working.

Physical Domain

Explain how your learning environment design supports the physical development of the children with whom you are

working.
Include at least two specific examples from your design.

Cognitive Domain

Explain how your learning environment design supports the cognitive development of the children with whom you are

working.
Include at least two specific examples from your design.

Affective Domain

Explain how your learning environment design supports the cognitive development of the children with whom you are

working.
Include at least two specific examples from your design.

Developmental Theories

Discuss which of the developmental theories discussed this week are represented in the learning environment you

created.
Include at least two specific examples from your design.

Conclusion (one paragraph)

Summarize the main points of your learning environment design and how it will support the developmental needs of your

students.

Step 3: Assignment Submission

Submit your assignment as a two to three page Word document, not including the title and reference page.
Your document should include a screenshot of your classroom along with the written support for your classroom design

(answering all questions from Step 2 above).

Along with the textbook, you will need to include at least two additional scholarly sources.
Be sure to mention your sources in the paper as well as including them on a reference page.
If you need assistance with making sure that your paper or references are properly formatted in APA, please utilize

the APA Guidance link that is located within the Learning Resources tab on the left hand side of the course or visit

the Ashford Writing Center.
If you need assistance using the Ashford University Library to find scholarly sources for this assignment, please

watch the Quick & dirty: The Ashford University Library video tutorial below.

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The diagnosis is acute anterolateral myocardial infraction. question 1- its all about pathophysiology (how does

smoking, Dm type 2, htn, and family history of heart attack can lead to development of MI).
there is a short answer for question number2 (not complete still). please check the file attached, some resources are

helpful. however, our professor is expecting us to use citation from CINHAL, MEDLINE, PUBMED, american heart

ascoiation, british medical journal, joanna briggs institue. etc. all should be published after 2004.

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Prepare a variance report for The Texas Department of Child Protection Refer to Table 8.4 in Chapter 8 (page 133).

Write a three to four (3-4) page paper addressing the criteria below. (Note: Change the title of the report to

reflect the selected agency’s name and the years to 2013-2014.)

1. Find the variances for both the revenue and expenditures sides and then discuss two to three (2-3) problematic

areas for the agency. Provide the results of the variances in a table (Excel or Word).
2. Recommend two (2) policy actions for each problematic area discussed in criterion 1. Justify the recommendations.

Your assignment must follow these formatting requirements:
 Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and

references must follow APA.

 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.
The specific course learning outcomes associated with this assignment are:
 Recommend appropriate policy actions based on the evaluation.
 Evaluate a budgeting system at any governmental level.
 Analyze the scope and sequence of budgeting in terms of sources of revenues, purpose of government expenditures,

budget cycles, budget preparation, and debt administration.
 Analyze the requirements for implementing a budget.
 Develop various budget charts that represent segments of the budgeting process.
 Write clearly and concisely about public budgeting and finance using proper writing mechanics.

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Introduction to Marketing Strategy
Corporate Social Responsibility Book Analysis Guidelines
Overview and Objectives
Companies are becoming more concerned with the outcomes of their marketing decisions beyond just sales. Some

companies are embracing calls by consumers to be more socially responsible. But even if other companies think they

should have no goal besides shareholder value, the repercussions and consequences of business actions that are

perceived poorly by consumers can hurt a business over the long-term, sometimes fatally. Nearly every marketing

decision opens a door to questions that develop from conflicting interests between business managers and their

employees, shareholders, stakeholders, customers, communities, and society. Many companies are broadening what

stakeholders they include to encompass the triple bottom line of people, planet, and profits in order to proactively

address these interests.
To this end, the goal of this assignment is to help students a) critically analyze diverse corporate social

responsibility (CSR) issues in business practices, b) present and defend their own ideas, and discuss those of

others, and c) offer critical suggestions about future directions for various CSR issues in business.
CSR Book Analysis (25points) is due Sunday, June 1st at 11:59 PM via dropbox on ICON
Read “The Responsible Company” by Yvon Chouinard and Vincent Stanley. At the end of the book is a set of checklists

to help guide a company to be more responsible. Select one item from the “Customers” checklist and one item from the

“Community” checklist for your analysis.
Your analysis should be broken into four parts:
1) A summary of the checklist items you selected
2) Explain how the items are relevant to the topics discussed in class so far
3) Analyze the short-term and long-term implications and consequences of the items you selected based on how those

items were discussed in the book. Discuss negative as wells as positive implications.
4) Based on your short and long-term analysis, discuss how important it is for the viable future of a company to pay

attention to checklist items you selected

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1.Robert Frost, “Design” (372-373); Homework: Questions 1-3 (373)
2.Emily Dickinson, “I heard a Fly buzz–when I died” (459-460); Homework: Questions 1-3 (460)
3.Thomas Hardy, “The Convergence of the Twain” (389-390); Homework: Questions 2-4 (390)
4.David R. Slavitt, “Titanic” (391); Homework: Questions 1, 3 (391)
5.Jimmy Santiago, “Green Chile” (404-405); Homework: Questions 1, 2 (405)
6.Sally Croft, �Home-Baked Bread� (408-409); Homework: Questions 1, 3, 4 (409)

1.Robert Frost (1874�1963)
Design 1936
I found a dimpled spider, fat and white,
On a white heal-all,� holding up a moth
Like a white piece of rigid satin cloth �
Assorted characters of death and blight
Mixed ready to begin the morning right, 5
Like the ingredients of a witches� broth �
A snow-drop spider, a ?ower like a froth,
And dead wings carried like a paper kite.
What had the ?ower to do with being white,
The wayside blue and innocent heal-all? 10
2 heal-all: A common ?ower, usually blue, once used for medicinal purposes.
What brought the kindred spider to that height,
Then steered the white moth thither in the night?
What but design of darkness to appall? �
If design govern in a thing so small.
Considerations for Critical Thinking and Writing
1. FIRST RESPONSE. What kinds of speculations are raised in the poem�s
?nal two lines? Consider the meaning of the title. Is there more than
one way to read it?
2. How does the division of the stanzas in this sonnet serve to orga-
nize the speaker�s thoughts and feelings? What is the predominant
rhyme? How does that rhyme relate to the poem�s meaning?
3. Which words seem especially rich in connotative meanings? Explain
how they function in the sonnet.
4. CONNECTION TO ANOTHER SELECTION. Compare the ironic tone of
�Design� with the tone of William Hathaway�s �Oh, Oh� (p. 348).
What would you have to change in Hathaway�s poem to make it
more like Frost�s?

2.Emily Dickinson (1830�1886)
I heard a Fly buzz � when I died � c. 1862
I heard a Fly buzz � when I died �
The Stillness in the Room
Was like the Stillness in the Air �
Between the Heaves of Storm �
The Eyes around � had wrung them dry � 5
And Breaths were gathering ?rm
For that last Onset � when the King
Be witnessed � in the Room �
I willed my Keepsakes � Signed away
What portion of me be 10
Assignable � and then it was
There interposed a Fly �
With Blue � uncertain stumbling Buzz �
Between the light � and me �
And then the Windows failed � and then 15
I could not see to see �
Considerations for Critical Thinking and Writing
1. FIRST RESPONSE. What was expected to happen �when the King� was
�witnessed� (lines 7�8)? What happened instead?
2. Why do you think Dickinson chooses a ?y rather than perhaps a bee or gnat?
3. What is the effect of the last line? Why not end the poem with �I
could not see� instead of the additional �to see�?
4. Discuss the sounds in the poem. Are there any instances of ono-
matopoeia?

3.Thomas Hardy (1840�1928)
The Convergence of the Twain 1912
Lines on the Loss of the �Titanic��
i
In a solitude of the sea
Deep from human vanity,
And the Pride of Life that planned her, stilly couches she.
ii
Steel chambers, late the pyres
Of her salamandrine ?res,� 5
Cold currents thrid,� and turn to rhythmic tidal lyres.
iii
Over the mirrors meant
To glass the opulent
The sea-worm crawls � grotesque, slimed, dumb, indifferent.
iv
Jewels in joy designed 10
To ravish the sensuous mind
Lie lightless, all their sparkles bleared and black and blind.
v
Dim moon-eyed ?shes near
Gaze at the gilded gear
And query: �What does this vaingloriousness down here?� 15
vi
Well: while was fashioning
This creature of cleaving wing,
The Immanent Will that stirs and urges everything
vii
Prepared a sinister mate
For her � so gaily great � 20
A Shape of Ice, for the time far and dissociate.
viii
And as the smart ship grew
In stature, grace, and hue,
In shadowy silent distance grew the Iceberg too.
ix
Alien they seemed to be: 25
No mortal eye could see
The intimate welding of their later history,
x
Or sign that they were bent
By paths coincident
On being anon twin halves of one august event, 30
xi
Till the Spinner of the Years
Said �Now!� And each one hears,
And consummation comes, and jars two hemispheres.
Considerations for Critical Thinking and Writing
1. FIRST RESPONSE. Describe a contemporary disaster comparable to the
sinking of the Titanic. How was your response to it similar to or dif-
ferent from the speaker�s response to the fate of the Titanic?
2. How do the words used to describe the ship in this poem reveal the
speaker�s attitude toward the Titanic?
3. The diction of the poem suggests that the Titanic and the iceberg par-
ticipate in something like an arranged marriage. What speci?c words
imply this?
4. Who or what causes the disaster? Does the speaker assign responsibility?

4.David R. Slavitt (b. 1935)
Titanic 1983
Who does not love the Titanic?
If they sold passage tomorrow for that same crossing,
who would not buy?
To go down . . . We all go down, mostly
alone. But with crowds of people, friends, servants, 5
well fed, with music, with lights! Ah!
And the world, shocked, mourns, as it ought to do
and almost never does. There will be the books and movies
to remind our grandchildren who we were
and how we died, and give them a good cry. 10
Not so bad, after all. The cold
water is anesthetic and very quick.
The cries on all sides must be a comfort.
We all go: only a few, ?rst-class.
Considerations for Critical Thinking and Writing
1. FIRST RESPONSE. What, according to the speaker in this poem, is so
compelling about the Titanic? Do you agree?
2. Discuss the speaker�s tone. Is �Titanic� merely a sarcastic poem?
3. What is the effect of the poem�s ?nal line? What emotions does it
elicit?
4. CONNECTION TO ANOTHER SELECTION. How does �Titanic� differ in
its attitude toward opulence from Hardy�s �The Convergence of the
Twain� (p. 389)?
5. CONNECTION TO ANOTHER SELECTION. Which poem, �Titanic� or �The
Convergence of the Twain,� is more emotionally satisfying to you?
Explain why.
6. CONNECTION TO ANOTHER SELECTION. Compare the speakers� tones in
�Titanic� and �The Convergence of the Twain.�

5.Jimmy Santiago Baca (b. 1952)
Green Chile 1989
I prefer red chile over my eggs
and potatoes for breakfast.
Red chile ristras� decorate my door, braided strings of peppers
dry on my roof, and hang from eaves.
They lend open-air vegetable stands 5
historical grandeur, and gently swing
with an air of festive welcome.
I can hear them talking in the wind,
haggard, yellowing, crisp, rasping
tongues of old men, licking the breeze. 10
But grandmother loves green chile.
When I visit her,
she holds the green chile pepper
in her wrinkled hands.
Ah, voluptuous, masculine, 15
an air of authority and youth simmers
from its swan-neck stem, tapering to a ?owery
collar, fermenting resinous spice.
A well-dressed gentleman at the door
my grandmother takes sensuously in her hand, 20
rubbing its ?rm glossed sides,
caressing the oily rubbery serpent,
with mouth-watering ful?llment,
fondling its curves with gentle ?ngers.
Its bearing magni?cent and taut 25
as ?anks of a tiger in mid-leap,
she thrusts her blade into
and cuts it open, with lust
on her hot mouth, sweating over the stove,
bandanna round her forehead, 30
mysterious passion on her face
and she serves me green chile con carne
between soft warm leaves of corn tortillas,
with beans and rice � her sacri?ce
to her little prince. 35
I slurp from my plate
with last bit of tortilla, my mouth burns
and I hiss and drink a tall glass of cold water.
All over New Mexico, sunburned men and women
drive rickety trucks stuffed with gunny-sacks 40
of green chile, from Belen, Veguita, Willard, Estancia,
San Antonio y Socorro, from ?elds
to roadside stands, you see them roasting green chile
in screen-sided homemade barrels, and for a dollar a bag,
we relive this old, beautiful ritual again and again. 45
Considerations for Critical Thinking and Writing
1. FIRST RESPONSE. What�s the difference between red and green chiles
in this poem? Find the different images the speaker uses to distin-
guish between the two.
2. What kinds of images are used to describe the grandmother�s prepa-
ration of green chile? What is the effect of those images?
3. CREATIVE RESPONSE. Try writing a description � in poetry or prose � that
uses vivid images to evoke a powerful response (either positive or nega-
tive) to a particular food.

6.Sally Croft (b. 1935)
Home-Baked Bread 1981
Nothing gives a household a greater sense of stability and common comfort than the
aroma of cooling bread. Begin, if you like, with a loaf of whole wheat, which requires
neither sifting nor kneading, and go on from there to more cunning triumphs.
� The Joy of Cooking
What is it she is not saying?
Cunning triumphs. It rings
of insinuation. Step into my kitchen,
I have prepared a cunning triumph
for you. Spices and herbs 5
sealed in this porcelain jar,
a treasure of my great-aunt
who sat up past midnight
in her Massachusetts bedroom
when the moon was dark. Come, 10
rest your feet. I�ll make
you tea with honey and slices
of warm bread spread with peach butter.
I picked the fruit this morning
still fresh with dew. The fragrance 15
is seductive? I hoped you would say that.
See how the heat rises
when the bread opens. Come,
we�ll eat together, the small ?akes
have scarcely any ?avor. What cunning 20
triumphs we can discover in my upstairs room
where peach trees breathe their sweetness
beside the open window and
sun lies like honey on the ?oor.
Considerations for Critical Thinking and Writing
1. FIRST RESPONSE. Why does the speaker in this poem seize on the
phrase �cunning triumphs� from the Joy of Cooking excerpt?
2. Distinguish between the voice we hear in lines 1�3 and the second
voice in lines 3�24. Who is the �you� in the poem?
3. Why is the word �insinuation� an especially appropriate choice in
line 3?
4. How do the images in lines 20�24 bring together all of the senses
evoked in the preceding lines?
5. CREATIVE RESPONSE. Write a paragraph � or stanza � that describes
the sensuous (and perhaps sensual) qualities of a food you enjoy.

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