have become America's public living and dining rooms, or as company founder Howard Schultz describes his stores, ''an extension of people's front porch'' (Serwer and Bonamici). As of January 2004, there were over 7,500 Starbucks locations in 28 countries (Serwer and Bonamici), and based on company predictions, some believe that ''The number of Starbucks locations worldwide could someday rival the total of McDonalds' restaurants'' (Bishop). This paper will examine the ways in which Starbucks' use of language appeals to more than our craving for caffeine. In his book Bobos in Paradise, David Brooks argues that the dominant tone of American culture has been set by America's new educated elite, or ''bobos,'' a term meshing bohemians with bourgeois (11). Brooks notes that bobos have ''combined the countercultural sixties and the achieving eighties into one social ethos . . . .So the people who thrive in this period are the ones who can turn ideas and emotions into products'' (10). Starbucks Corporation has associated coffee with the language of love: self-love, romantic love, and philanthropic love. Starbucks' corporate use of language is carefully crafted to appear as comforting as hot cocoa with ''extra whip,'' as hot as a steamed latte, and as socially conscious as the Fair Trade coffee offered for sale in their stores.The history of coffee production, consumption, and advertising has less to do with love, however, than with conspiracy, colonialism, and capitalism. The drink appears to have been brewed first in Ethiopia, and achieved widespread popularity in the Islamic world during the
Negation poses certain challenges for queries and searches. This paper deals with exclusionary queries implemented using the ISO database language SQL and a dialog-based interface and with retrieval searches involving negation. This research arose because instructors in database courses noticed a large proportion of students making mistakes on certain queries. The paper explores underlying comprehension issues and makes practical recommendations on identifying potential sources of error and avoiding incorrect or misleading results. Proposed actions include changes in general education and database training and encouraging implementation of the new SQL:1999 standard.
This classroom research discusses the challenges of integrating face-to-face interactions with the use of on-line resources in secondary English classrooms. Examining the lesson plans of pre-service and early career teachers in the US, I found that the uses of on-line resources were frequently neither coherent nor consistent with the goals and objectives teachers had planned for their lessons. As well, on-line resources rarely furthered teachers' attempts to support students' analytical or close reading of literary texts, but instead were used primarily to foster student engagement with the literature. Although on-line literature resources provide almost unimaginable possibilities for enriching classrooms, teachers must learn to identify and clarify their objectives for reading, and they must distinguish their objectives from those of website developers and sponsors. If we want on-line resources to transform our classrooms, then we must be willing and able to transform those materials, to translate them for our students through developing robust questions that will guide their viewings and readings. Additionally, we must acknowledge that on-line contexts may themselves change reading behaviours, and that when using the World-Wide Web, our local contexts matter greatly.
This essay recovers a “doubleness” or “second and more difficult poem” that exists beneath the surface of the only Great War poem that L.M. Montgomery published during her lifetime. Using Montgomery’s wartime journals, as well as her war novel Rilla of Ingleside, this analysis suggests that “Our Women” is a complex text that simultaneously voices patriotic sentiments as it subverts the traditional elegy and exposes the emotional traumas Montgomery and other women endured during the Great War and in its aftermath.
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