Annotated Bibliography.. ?

Chris Dunfield

Stacey Knapp

English 1A

8 May 2013

Annotated Bibliography

CARRAWAY, LESLIE N. American Midland Naturalist. Jul2011, Vol. 166 Issue 1, p1-12. 12p.

Annotation: the author is credible on the subject and uses a large variety of sources when making that clear; specifically sources cited from university presses and other scholars. He uses a large variety of sources that are concerned with specific facets of the subject, corporate culture and the environment. The intended audience is the concerned intellectual, but it is written fairly generally and does not require much previous exposition to facts surrounding the subject. Furthermore, it is written by the Environmental Civil Society, and thus is also intended to reach anyone concerned with the health of the environment and trends on rate of consumption and renewal of precious resources. This article correlates to my topic because it deals with the problems of corporate destruction of environment and the attempt to stop it by NGO's, or non-governmental organizations. This article sheds light into ways to fix these problems and in the past the effect of NGO's in trying to stop this environmental destruction.

Hawes, Colin. China Journal. Jan2008, Issue 59, p33-61. 29p. 1 Chart

Annotation: The author reports on the ways in which corporate culture is represented in China. It shows how corporations, even in China, try to publicly represent their culture. The author is credible on the topic and does a lot of prior research on corporate culture in the global west and 'public culture' in China. He offers valuable and informative insight on how the western corporate culture has been taken and remolded by Chinese corporations to fit the political, social, and business sectors of their society. The intended audience are people interested in the way the corporations and the cultures that they create and commercialize fit into society and the general public. This is different that the other work I cited because it deals with the cultures and ideology behind corporations, and gives one and idea of their perspective, something valuable when trying to discern the truth or formulate and argument, as well as shed further light on my topic. 

Changing Society

Chris Dunfield

Stacey Knapp

English 1A

05 May 2013

Changing Society

If I could change some things about society, I would break up the monopolization of business in the United States and put checks on these multinational-corporations that have the power to override international laws on environment, trade, etc. Major corporate companies like Kraft, Nestle, Coca-Cola, Viacom, Warner Brothers---the list goes on-- are committing act of massive violence against the environment, and thus indirectly to the community (usually of impoverished regions), yet people are sadly unaware of what's going on outside their boarders. Furthermore, I would invest in local infrastructure and business, not outsourcing, which only results in a kind of race to the bottom in which companies compete to offer the lowest labor prices. One could actively help by buying things that are created through methods of fair-trade and not supporting conglomerate corporate companies. I would lessen the power and increase the transparency of federal governments, the International Monetary Fund, World Bank, World Trade Organizations and affiliated financial groups. I would decrease funding of military and reduce the severe practices of austerity taking place. These practices of austerity, or cutting of social services, result in loss of the educational ability of American society, as well as others. Additionally it degrades the richness of our culture, as well as the ability of the lower class to move out of poverty, something very much needed in the creation of a utopia, or even a fair community.

These actions are very important because to actively create social reform, change must come from all levels of society. Holding corporations responsible for what they do, and limiting both their power and how big they can get would help move our economy towards a more fair one. We must make steps to limit the power of the federal government and corporate powers would potentially give power back to the community and increase the ability to have a part in the creation of culture, mainly through media exposure. It would put less stress on the environment with the decrease of transportation of goods, and put people in undeveloped nations on a more level platform. The current capitalist system relies on exploitation of workers, outsourcing, and informal neo-colonial policies, which is unsustainable and unjust. Reducing cuts to social services and military spending would increase the ability of the educational system of multiple societies, resulting in a more aware socially, economically, and politically conscious population; once these actions have been taken I am confident a more civil and just society could be created.

Word Count: 429

RA Under Sign of Mickey Mouse and Co.

Chris Dunfield

Stacey Knapp

English 1A

05 March 2013

Rhetorical Analysis- Todd Gitlins' Under the Sign of Mickey Mouse & Co.

The article written by Todd Gitlin, Under the Sign of Mickey Mouse and Co., deals with American Media and its effect on American culture, and consequently, societies everywhere. The intended audience for this article is people of non-western cultures specifically, but is written broadly and can be intended for Westernized audience as well. The purpose of this article is to depict American Culture as a “portal into the pleasure dome.” (834) Todd makes the claim that American culture represents the rest of the world, and is both harmless and “...a global 'fun' culture...”(824) He further claims that, “exporters benefit from local economies afforded by serial production.” (828)

Todd Gitlin uses several rhetorical strategies, but the main one is exemplification with the intention to persuade people American culture is “playful, expressive, and comfortably uplifting...”(834) I feel like American culture takes away from thousands of years of persevered traditions and diversity of beliefs, rituals, tastes, etc. Globalization has thus far served as a gateway for multinational corporations to set up and strengthen a system of dependence built upon tourism and the development and exploitation of export sectors in undeveloped nations. Pushing one's views on a society that doesn’t want them and is most likely better of without them is unethical and unjust. Todd uses exemplification when he explains how corporations have sold their emblems to the point that universally, for example, everyone knows the Coca-Cola symbol, yet people are not aware of their practices in India, or other acts of environmental crime. Pushing this romanticized Western ideology upon undeveloped nations gives strength to the idea that they can catch up under the current capitalist system, which is both improbable and impossible. The current global capitalist system relies on free-market trade, which is necessarily unequal. I remember my childhood, watching television, and the tremendous effect it had one me. I would be spellbound by the television shows and commercials, it would consume my mind at times. This corporate control of my mind through media made me more disposed to commercialization, consumerism, materialism, and superficiality. The corporate companies have effectively starting selling culture and will stop and nothing in the quest to do so. We as a community must become aware of what is going on, and reclaim a common public space outside of the market. Not having a public 'town hall' of sorts that is outside of the market, (such as in malls) takes away from our democracy. We need to watch what we consume, be it media, fast food, drugs, or any other. Parents of children, or teachers in schools need to teach kids about the effect of such corporate control of the political, economic, and social sectors of society.

Word Count: 476

RR- Reading in America (Killer Culture)

Chris Dunfield

Stacey Knapp

English 1A

23 March 2013

Reading in America-Killer Culture (reading response)

An article in Reading America called Killer Culture, by David Kupelian, portrays 20^th century American culture, media, and society. David Kupelian holds the belief that kids should be both home schooled and shielded from mass mainstream culture/media. He targets American parents and Christian thinkers, as well as corporations who create the youths' culture like, “Newscorp, Disney, Viacom, Universal Vivendi, and AOL/Time Warner.”(Ibid) David Kupelian holds the belief that kids are extremely susceptible to influence, and can easily have their perceptions molded and changed, which I agree with. Thus, children are in great need of some kind of good influence. I agree with David in his belief that, “children deserve and desperately need firmness, patience, fairness, limits, kindness, insight, and a good, non-hypocritical example.” (Kupelian) One point I do not agree with him on, however, is that I do not think all kids should be home schooled; the main problem is with mass media outlets owning and controlling everything that people are so frequently exposed to, the 'Killer Culture'.

Corporate culture has thus effectively starting creating culture through their monopolization of these forms of media that continually bombard our senses. David examines this effect of corporate America and advertisement well when he says, “This would be bad enough-- if corporate America were just following and marketing the basest instincts of confused, unsupervised teenagers. But they are not following, they are leading-- downward.”(Kupelian). Corporations own every commercial cable channel, and are responsible for almost all the advertisement we are exposed to; this means that they have the power to, and do, create culture through the exertion of this control. Clearly, something has to be done about the total domination of most peoples senses that (these small groups of people behind the most) powerful corporations in the world are able to exert. I agree educating people so that they are more aware of what's behind what they are being constantly exposed to is one of the most important steps we can take, but homeschooling is not the way. People need social interaction with one-another; I think homeschooling would just further feelings of separation and angst in the community at large. On a larger note, the power of these corporations and many others is way to vast and must be limited, corporations have the power to succeed international laws regarding the environment and trade, something that quite obviously raises a red flag! Once people become aware of what is going on, others will act out against these unethical and unlawful act of structural violence our 'killer culture' exerts on the global (undeveloped) South.

Word count :450

Visual RA# 2 (The Key- pgs. 97-99)

Chris Dunfield

Stacey Knapp

English 1A

24 March 2013

Visual RA #2: Persepolis:The Key

The book Persepolis was written by Marjane Satrapi, an Iranian-born French women who has also written several other texts in both English and French. This particular text is written in an informal and inquisitive tone, displayed through comic strips and text bubbles. The readers are assumed to have some prior knowledge into the background of the long-standing feud between Iran and Iraq and of the Islamic Revolution of 1979; furthermore, the readers are most likely assumed to be Western minded people.

Marjane depicts the inconsistency of ideology prevalent in the Iranian working class and educated activists to that of the educational system, government, and fundamentalists. This message is supported in the novel when Marji and her classmates' parents get called into to school because the girls are acting out against being force-fed fundamentalist thought. The teacher tells the parents that they are educating their children wrongly, and, “to make sure their (kids are) well behaved!” (98). The tone of this scene is both mocking of the teacher and defiant to her ideology; it is intended to further show how overwhelmed Marji and her classmates were. This is supported through Marjane's illustrations when she shows the outrage in the parent's faces. She depicts the teacher as a veiled fundamentalist, and she comically pokes fun at the teacher. In the last box on the page, Marjis' father even tells the teacher that, “If hair is as stimulating as you say, then you need to shave you mustache!”(98).

Marjane Satrapi portrays the inconsistency in thought among the population, especially between the younger and older, the government/elite and the proletariat, the revolutionary and the fundamentalist. She emphasizes the parents outrage to the teachers' demands, and chooses to ed-emphasize the views of the teacher. Iranian culture, religion, and historically relevant ideology are incorporated both into this scene and throughout the text. However, Marjanes' main message is that of rebellion to the traditional views and assertion of the strain of secularist thought that Marji and her surrounding acquaintances support.

Narrative Edited

Dunfield 1

Chris Dunfield

Stacey Knapp

English 1A

24 February 2013

Shi'i Ulama and the Revolution in Iran

The revolution that took place during the 19^th century in Iran was both long and strenuous, and can be attributed to a plethora of causes. The Shi'i Ulama, or religious leaders, are powerful people, clerics and shahs, who are authorities on the Shi'i doctrine and its' interpretations. Some of these influential leaders are at least a partial cause of the Islamic Revolution of 1979.

In the 19^th Century, the Shi'i ulama are said to have played a large part in defending native peoples against tyrannical oppression by the Qajar. The interpreted doctrines require leaders and believers alike to “strive to end injustice and limit tyranny”(1481). Thus, it was these principles that created a natural flow of movement from those under its' faith to revolution. Samir Arjomand holds the view that, “... certain features of Shi'i Islam...were powerful instruments for political mobilization of the common people...” (1484).
Khomeini, an important religious leader, is said to have started a movement which caused a massive readjustment to the 'traditional understanding'. After this reformation of sorts, it was understood there was no instance of Shi'i ulama taking over political power to control the government themselves. Instead, this reformation was much more suitable to the petty bourgeoisie and lower class and thus was able to act as a catalyst for change and motivate the majority of the population, something much needed for a revolution. Furthermore, the Shi'i system had constitutional guarantees and checks on government. Although it is clear that the most of the Shi'i ulama faith tried to end tyranny naturally through their religious fundamentals, scholars disagree on their beliefs as to whether the actions as a

Dunfield 2

result of the doctrine was beneficial or not; “The Shi'i doctrine can be mined to justify and encourage active opposition to the state as readily as to justify political quiescence in the face of oppression” (1483). Clearly, although there are several oppositional views amongst scholars as to which sect of Shi'i played the beneficial role, they all agree that generally that the Shi'i faith and its' principles hold that people should strive to limit injustice and tyranny, and that generally those under this faith (the state) will naturally usurp unrighteous rulers' power. According to the American Historical Review, some scholars view the Shi'i evolution in faith and ideology as an attempted return to traditional values and ways of living, and others as a self-centered strive for resources and wealth; whether that's true or not, and whether it was the doctrine of the hidden Imam or not, both groups make the claim that they are martyrs for “democracy, liberty, and social justice” (1482).
The Shi'i doctrine was crucial in reaching the low class Iranian citizens, and consequently helped start the movement to revolution. The religious leaders, or Shi'i Ulama, hold that they are causes for liberty, social justice, and democracy, and were able to have influence in the political sphere of the state, further pushing this movement.

Works Cited
 Bakash, Shaul. "Iran." American Historical Review (1991): 1479-496. Web.

PERSEPOLIS RR1 edited

Chris Dunfield

Stacey Knapp

English 1A

03 March 2013

PERSEPOLIS READING RESPONSE #1

The novel Persepolis, written by Marjane Satrapi, depicts her childhood and life growing up during the Islamic Revolution. It is written is comic book form, with images that reinforce ideas and help the reader to be in the story more vividly. Marjane Satrapi writes with a motive to show that, “an entire nation should not be judged by the wrongdoings of a few extremists.” (Preface-PERSEPOLIS). She hopes to show the readers another perspective on the Islamic Revolution, one that depicts those who lost their lives defending freedom and those that lived through it.

After reading the novel, I have gained some insight into how it must have been for Marjane during the Islamic Revolution and to some of the history of Iran and its' people. As a young girl, Marjane experienced firsthand the beginnings of a cultural revolution. In 1979, she attended a French school, (non-religious), did not wear a veil, and was educated along-side all of her peers, not just women. Yet just one year later, the Shah closed all bilingual schools because they were “symbols of capitalism.”(4).

She was very confused as a young girl and was drawn to self educating herself through reading; after learning about the history of tyranny and oppression in Iran and of other revolutionary leaders, she came to a better understanding on why their was a revolution taking place. She learned how the English helped bring Reza Shah into power and consequently his son, too; referred to as just the Shah, Reza's son succeeded him and tried to instill a Republic, which eventually motivated the population (and herself) to revolt.
Throughout the rest of the book, Marji's character develops in age and intellect and some Influential family members and their friends come into her life. One in particular Anoosh, Marji' uncle, I found compelling. He was imprisoned for nine years for helping support Marjis' grandfathers' independence movement towards a democratic state, and for going against the shah. He joined the U.S.S.R and went to Moscow to be educated in Marxism-Lennism. His views on the Islamic Republic illustrate how chaotic the political sphere in Iran was at the time, “But the religious leaders don't know how to govern...the proletariat shall rule!...”(62).

Later on, they declare making the veil mandatory to protect women against rape. Even though some are against it, some fundamentalist radicals scared the government into making that decree. Marjis' mother was threatened herself, but was still against the veil. Eventually, the type of veil women wore became a symbol for which type of idealogy they stood behind, and the beard a symbol for funamentalist men.

It has been interesting to gain a firsthand perspective from someone that was in Iran during the Islamic Revolution. Marjane offers an inspiring view on the power of society and of the goods of human nature while depicting the battle that went on between and the roles played by the corrupt Shah, religious leaders, and rebellious society. The comic strip format helps enforce and depict ideas and help sympathize with the people that contributed their lives to the roots of and the actual Islamic Revolution.