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The document provides instructions for students to complete module 2 readings and assignments. Students are asked to read Chapter 3 in their textbook and compose a 100-word expository paper discussing whether society today has ethical problems, citing evidence from the assigned readings to support their position. The paper must be pasted into a textbox using 12-point font and follow APA referencing style. It is recommended the assignment be submitted on Sunday of the module week.

Education

Module 2 Readings.html
READINGS
Textbook
Read the following chapters in your textbook before starting
any other module activities. You can access your text at the link
below.Chapter 3
Expository Paper 1.html
In the textbox submit your expository paper. You should
compose your work in Word and then copy and paste your
submission into the textbox. We recommend that you submit
your work on Sunday of the week that you start the module.
HOMEWORK

Assignment Instructions
Expository Paper 1
Does our society today have ethical problems? Explain your
position and reference the assigned readings to back up your
statements. (Base your discussion on your
readings).Length/Formatting InstructionsLength100
WordsFont12 pointProgram/File TypeSubmit
OnlineAttachmentsShould be pasted into the Word document if
possible.Referencing systemAPA referencing system is
necessary in assignments, especially material copied from the
Internet.
For examples of correct citations, visit the following li nks:
http://owl.english.purdue.edu/owl/resource/560/01/Submit
Assignment

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Organizational Analysis Write a 5-7-page paper on a conflict that he or she experienced in an organizational setting. The submission must be typed, double-spaced, and have uniform 1-inch margins in 12-point Times New Roman font. The organizational analysis will contain the following sections: • Background and history that led to the conflict. • How/why did the conflict escalate? • How was the conflict resolved? • What would the student have done differently, based on what he or she has learned in the class? .

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Organizational Behavior The field of organizational behavior can be organized around three levels: individual level, team level, and organizational level. In other words, some theories focus on factors influencing individual behavior (e.g., personality, motivation). Some theories focus on factors influencing team or group behaviors (e.g., group development, conflict, roles). Still other theories focus on factors that tend to operate at an organizational level (e.g., structure, culture, leadership). During the course, you have studied a variety of theories and perspectives at all these levels. Which ones seem most meaningful to you? For your last paper: Select one theory or perspective that you have studied that seems to be an individual level theme. One that you have studied that seems to be a team level theme. And one that you have studied that seems to be an organizational level theme. Summarize what those theories are and why each pertains to its corresponding level (individual, team, or organization). Analyze those three theories based on this question: Why do people do what they do in organizations? That is, how do the theories you have selected help explain "organizational behavior?" What are the challenges, problems, or difficulties in behavior as suggested by each of your theories? What are the potential strategies and solutions (to the challenges) as suggested by your theories? How do your three theories seem to fit together? How do they seem to interact with each other? What important lessons can you derive from thinking about the interaction of the theories? Submission Details: Submit your answers in a 5 Microsoft Word document, using APA style. Support your work with examples and research. Name your document SU_MGT3002_W5_LastName_FirstInitial.doc. Submit your document to the Submissions Area by the due date assigned. .

Organizational BehaviorThe field of organizational behavior ca.docx

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Organizational behavior is the combination of four areas of study—psychology, social psychology, sociology, and anthropology. While each of these areas involves an examination of people and their interactions, the focuses are quite different: Psychology studies the mind and how people make decisions. Social Psychology examines how people work in groups. Sociology explores how systems work within the organization. Anthropology examines how culture works within the organization. Now, assume that you are an organizational consultant and have been asked by a new CEO to evaluate the strengths and weaknesses of the organization. Step 2 - Post a Response Respond to the following. Of the four areas of study listed above, which would you focus on first? Make sure to explain why you chose this area, and why it would take precedence over the other areas. .

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Organizational Communication “People in this organization don’t talk to one another anymore. Everything is e-mail, e-mail, e-mail. If you are mad at someone, you can just say it and then hide behind your computer.” With these words, Joe expressed his frustrations with Delta General’s operations. Charley echoed his concerns, responding, “I agree, but surely the managing director should be able to improve organizational communication without losing the advantages of e-mail.” As a consultant overhearing this conversation, how do you suggest the managing director respond to Charley’s challenge? Guided Response: Respond to at least two of your classmates’ postings. .

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Organizational Culture Edgar H. Schein I I I I II I II ABSTRACT: The concept of organizational culture has received increasing attention in recent years both from academics and practitioners. This article presents the au- thor's view of how culture shouM be defined and analyzed if it is to be of use in the field of organizational psychology. Other concepts are reviewed, a brief history is provided, and case materials are presented to illustrate how to analyze culture and how to think about culture change. To write a review article about the concept of organizational culture poses a dilemma because there is presently little agreement on what the concept does and should mean, how it should be observed and measured, how it relates to more traditional industrial and organizational psychology theories, and how it should be used in our efforts to help organizations. The popular use of the concept has further muddied the waters by hanging the label of"culture" on everything from common behavioral pat- terns to espoused new corporate values that senior management wishes to inculcate (e.g., Deal & Kennedy, 1982; Peters & Waterman, 1982). Serious students of organizational culture point out that each culture researcher develops explicit or implicit paradigms that bias not only the definitions of key concepts but the whole approach to the study of the phe- nomenon (Barley, Meyer, & Gash, 1988; Martin & Mey- erson, 1988; Ott, 1989; Smircich & Calas, 1987; Van Maanen, 1988). One probable reason for this diversity of approaches is that culture, like role, lies at the intersection of several social sciences and reflects some of the biases of eachwspecifically, those of anthropology, sociology, social psychology, and organizational behavior. A complete review of the various paradigms and their implications is far beyond the scope of this article. Instead I will provide a brief historical overview leading to the major approaches currently in use and then describe in greater detail one paradigm, firmly anchored in social psychology and anthropology, that is somewhat in- tegrative in that it allows one to position other paradigms in a common conceptual space. This line of thinking will push us conceptually into territory left insufficiently explored by such concepts as "climate," "norm," and "attitude." Many of the research methods of industrial/organizational psychology have weaknesses when applied to the concept of culture. If we are to take culture seriously, we must first adopt a more clinical and ethnographic approach to identify clearly the kinds of dimensions and variables that can usefully lend themselves to more precise empirical measurement and Sloan School of Management, Massachusetts Institute of Technology I I [ Illll hypothesis testing. Though there have been many efforts to be empirically precise about cultural phenomena, there is still insufficient linkage of theory wit.

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Organizational culture is so ubiquitous that it affects all areas of group life. Though organizational culture is not always immediately obvious in organizations, its outcomes (e.g., turnover, morale, productivity) can be. Some workplaces require employees to wear business attire whereas others allow employees to dress casually. In some workplaces, formal address is used and in others, people use first names regardless of position. Both examples reflect organizational norms, or “the way we do things around here,” otherwise known as organizational culture . Organizational culture may be subtle yet pervasive and may have a profound effect on employee attitudes and behavior. Organizational culture affects each of the levels of organizational assessment: individual, small group, large group, intergroup, and organization. As an organizational consultant or practitioner, it is beneficial to have a toolbox of assessments for organizational evaluation for each of these levels. By assessing organizational culture, practitioners and consultants can then develop evidence-based interventions to address the issues identified by the assessment and evaluation processes. Consider how the information above may be applied to the Greenvale Correctional Facility case study that follows. Greenvale Correctional Facility is a large, privately-owned, medium-security prison in the southeastern United States. The prison opened in 1988, and, until recently, it employed 300 security, operational, facilities, maintenance, healthcare, and administrative employees. The prison’s salary and benefit structure are comparable to other prison systems around the country. However, Greenvale is currently experiencing significant attrition, creating an unsafe and unstable environment, both for the inmates and remaining employees. Staff has reduced from 300 to 210 employees during the last 6 months, and attempts to recruit and hire new staff have been challenging. Online recruitment, employee sourcing, and participation in various job fairs have not created a plentiful base of trained, experienced employment candidates, and efforts to retain existing personnel have been unsuccessful. Exit interview data point to leadership issues, and poor working conditions. Prison leadership is comprised of Warden Bob Jones, who started at Greenvale when it first opened; Sergeant Dave Lee, the senior-level correctional leader with over 15 years of experience; and Officer Stan Phillips, a correctional manager who joined the leadership team in 2015. All three leaders work collaboratively, but they tend to remain siloed away from the other employees. All of the prison’s communications are top-down and authoritative; the leadership team believes this style is necessary given the work environment and inherent risks involved. While the team believes they are fostering a management-by-objectives culture, many employees feel excluded from the process and perceive more of an in-group/out-group m.

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Oracle/FIT5195-2-Star Schema.pdf Week 2 – Star Schema Semester 1, 2020 FIT5195 – Business Intelligence and Data Warehousing Developed by: Agnes Haryanto [email protected] MONASH INFORMATION TECHNOLOGY Agenda 1. Notations and Processes 1. Star Schema Notation 2. E/R Diagram Notation 3. Transformation Process (Case Study) 2. Two-Column Table Methodology Recall – The Big Picture Using FLUX 1. Visit http://flux.qa/ on your internet enabled device 2. Log in using your Monash account (not required if you are already logged in to Monash) 3. Click on the “+” to join audience 4. Enter the Audience Code: • Caulfield – 3GANT7 • Fully Flex – 39WRG8 • Malaysia – VTVPLW 5. Select FIT5195 in the Active Presentation menu 6. Answer questions when they pop up http://flux.qa/1AW6N8 Recall – Data Warehouse ▪ To address the drawback of operational database, and a need for decision- making support data, data warehouse is needed. ▪ A data warehouse is a multi-dimensional view of databases, with aggregates and pre-computed summaries. ➢ In many ways, it is basically doing aggregates in advance; that is exactly pre- computation done at the design level, rather than at the query level. Recall – Data Warehouse Star Schema ▪ A Star Schema is a design representation of a multi-dimensional view. It is a data modeling technique used to map multidimensional decision support data into a relational database. ▪ The reason for the star schema’s development is that existing relational modeling techniques: ER and normalization, did not yield a database structure that served the advanced data analysis requirements well. Star Schema Components ▪ There are Three main components of the Star Schema: 1. Facts 2. Dimensions 3. Attributes Star Schema Components 1. Facts Facts are numeric measurements (values) that represent a specific business aspect or activity. For example, sales figures are numeric measurements that represent product and/or service sales. 2. Dimensions Dimensions are qualifying characteristics that provide additional perspectives to a given fact. For example, sales might be viewed from specific dimension(s), such as sales location, sales period, sales product, etc. Star Schema Notation ▪ A Sales Star Schema ➢ Fact: • Sales ➢ Dimensions: • Time • Product • Branch ▪ Notation-wise, the Fact uses a bolder line, to differentiate between Fact from Dimensions. Star Schema Notation ▪ A Sales Star Schema ➢ Fact: • Sales ➢ Dimensions: • Time • Product • Branch ▪ The lines that represent a relationship between the fact and dimensions can be straight lines or bended lines. Star Schema Notation ▪ Using the star schema notation, the number of dimensions can be unlimited. ▪ If there is more dimensions, then we just add more dimensions linked to the Fact. Star Schema Components 3. Attributes Each dimension table contains attributes. For example: Product dimension: Prod Type, .

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Oral Presentation Please pick (1) one of the following topics below and present a 5- 7 minute oral presentation: 1. Race and contemporary concerns relative to policing particular ethnic communities 2. Public opinion of police by different ethnic groups 3. Police practices and police community relations 4. Police corruption and citizen complaints relative to ethnicity Note: I strongly encourage you to research your information before you present in class. .

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Option A. You are a student at a New York City college in September, 1776. Write a letter home. You are asking for money. Work in a reference to what your parents do -- and are they your parents, or is one a step-parent? You could work in a little social history here, perhaps on high mortality rates. To sweeten your request, tell the people at home what's been going on in New York City. Mention two specific events you've witnessed. Finally -- is this a legitimate request? (Is your college still holding classes?) You'll have to cruise the internet for background information; just cite what you use. If you're feeling rather proud of what you've achieved, by the way, I'm giving you a benchmark against which to compare your efforts, a letter of James Madison (Links to an external site.) written in 1774. Option B. This is a rather open question, and, again, you'll be cruising on the internet or using the library's resources. If you use Wikipedia, I ask that you go further; maybe you could consult one of the sources listed in the "reference section" usually included at the end of a Wikipedia article. What I would like you to do is to choose three of the Native American peoples that lived in the Ohio Valley between 1750 and 1850. Tell me who they are, what they have in common with each other, and some of the differences between each. Then, locate one myth told by these people. (You might start here (Links to an external site.) on the internet. The library has some material -- rummage! Search for "North American mythology;" I would consider an Iroquois myth as qualifying.) Tell me about the myth, and then tell me what this myth says about the culture of the people who produced it. Essays are to be turned in as hard copy -- either printed, or hand-written. In either case, if you can manage it, double-space. I don't do a word count, but I expect some development. There should be an introductory paragraph, a body of the essay presenting your argument, with evidence (quotations or particular references are good), and a conclusion. Grammar matters to me. Avoid sentence fragments; avoid misspellings and dangling modifiers. If you use a source I haven't provided, then cite it. Don't copy word-for-word from what I provide unless you're using quotation marks; if it's not self-evident, tell me which source you've gotten your quotation from. Plagiarism rates an F. There are due dates for each essay. Aim to get it in on the due date. I'll accept it up to 2 days later without penalty. Not after that. You only need to do 3 essays, not all 4! .

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Order #12087 Type of service: Writing from Scratch Work type: Analysis (any type) Pages: 1 pages ( 550 words, Single spaced Number of sources: 3 Subject or discipline: Music Title: Analysis of "In th Hall of the Mountain King" from Peer Gynt no 1 Suite op 48 IV Paper instructions: Comment as a referential, critical, perceptive listener on how Grieg achieves unity and variety with the use of dynamics, timbre, pitch and temp. Listening perspectives c4elink Order #12085 Type of service: Writing from Scratch Subject or discipline: Music Title: Writer's choice Pages: 1 pages ( 550 words, Single Spaced) Number of sources: 3 Paper instructions: The piece is cherry pink and apple blossom white (4:08) . Need to know number of musical ideas? The timings ( start and stop) of different sections, Unity and variety thru use of dynamics , timber, pitch; List Characteristics of the style; purpose on a C4elink .

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ORAL PRESENTATION( POWER POINT ) 12 SLICES . use the Manual of Menta.docx

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Organizational change initiatives are a team effort. It is the job of the leadership team to ensure that transition is a success. To do so, the right leaders must be put in place, and each must hold a thorough understanding of their roles and responsibilities. Examine the Delta Pacific Case Study , then analyze the following: · What are the challenges facing Delta Pacific? · What change initiative would be most effective to implement within this organization? · What type of change leaders need to be put in place? (Ex.: Change Lead, Change Managers, Change Analyst, etc.) · What departments, areas, and stakeholders will each leader be responsible for? · Where will each change leader be most effective? · What roles will each change leader need to play at their level of influence? Leadership Structure Plan Utilizing the above information, create a Leadership Structure Plan that includes the following: · At least three change leader positions to be put in place for the change initiative. · Description of each change leader's roles and responsibilities. · Account of departments they will lead. · A short description of how each position will effectively aid in the success of the initiative. Note: When creating your plan, think in terms of a job description and job analysis, and the detail used to specifically identify the roles and responsibilities of each particular job assignment. Â While this particular project does not have a page requirement, keep in mind that a thorough plan should be no less than 3 pages in length. Use headers for each category. The paper should include an APA formatted cover page and reference page. .

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Organizational Behavior OpenStax Rice University 6100 Main Street MS-375 Houston, Texas 77005 To learn more about OpenStax, visit https://openstax.org. Individual print copies and bulk orders can be purchased through our website. ©2019 Rice University. Textbook content produced by OpenStax is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). Under this license, any user of this textbook or the textbook contents herein must provide proper attribution as follows: - If you redistribute this textbook in a digital format (including but not limited to PDF and HTML), then you must retain on every page the following attribution: “Download for free at https://openstax.org/details/books/organizational-behavior.” - If you redistribute this textbook in a print format, then you must include on every physical page the following attribution: “Download for free at https://openstax.org/details/books/organizational-behavior.” - If you redistribute part of this textbook, then you must retain in every digital format page view (including but not limited to PDF and HTML) and on every physical printed page the following attribution: “Download for free at https://openstax.org/details/books/organizational-behavior.” - If you use this textbook as a bibliographic reference, please include https://openstax.org/details/books/organizational-behavior in your citation. For questions regarding this licensing, please contact [email protected] Trademarks The OpenStax name, OpenStax logo, OpenStax book covers, OpenStax CNX name, OpenStax CNX logo, OpenStax Tutor name, Openstax Tutor logo, Connexions name, Connexions logo, Rice University name, and Rice University logo are not subject to the license and may not be reproduced without the prior and express written consent of Rice University. 1-947172-71-9 978-1-947172-71-5 1-947172-72-7 978-1-947172-72-2 2019 HARDCOVER PRINT BOOK ISBN-10 HARDCOVER PRINT BOOK ISBN-13 PDF VERSION ISBN-10 PDF VERSION ISBN-13 Original Publication Year 10 9 8 7 6 5 4 3 2 1 OPENSTAX OpenStax provides free, peer-reviewed, openly licensed textbooks for introductory college and Advanced Placement® courses and low-cost, personalized courseware that helps students learn. A nonprofit ed tech initiative based at Rice University, we’re committed to helping students access the tools they need to complete their courses and meet their educational goals. RICE UNIVERSITY OpenStax, OpenStax CNX, and OpenStax Tutor are initiatives of Rice University. As a leading research university with a distinctive commitment to undergraduate education, Rice University aspires to path-breaking research, unsurpassed teaching, and contributions to the betterment of our world. It seeks to fulfill this mission by cultivating a diverse community of learning and discovery that produces leaders across the spectrum of human endeavor. PHILANTHROPIC SUPPORT OpenStax is grateful for our generous phi.

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Organisms Causing Systemic Mycoses Objectives - List two properties that the systemic dimorphics share. Discuss conversion of the dimorphic yeasts Identify from cases using colonial, morphological and geographic information, and diseases, the dimorphic fungi. Differentiate the systemic dimorphic fungi from similar organisms previously discussed. Describve the diseases, transmission, causative agents, of blastomycosis, paracocciodes, histoplamosis, and cocciomycosis. Lab objectivesDescribe any additional safety precautions needed when working with the systemic dimorphic fungi. Using lactophenol cotton blue or tissue stains – identify Blastomyces dermatitidis, Paracocciodes barasilienses, Histoplasma capsulatum, and Cocciodes immitis. Explain the method from converting these molds to yeast.Describe exoantigen testing Organisms Histoplasma capsulatumBlastomyces dermatitidisCoccidioides immitisParacoccidioides brasiliensisPneumocytis carinii Safety considerationsALL handling of specimens and cultures MUST be performed in a biological safety cabinetDo not open plates on benchtopPlates should be sealedIf C. immitis is suspected, use tubed media instead of plates Transmission and pathogenesisTransmission is by inhalation of airborne conidia which are normally present in soilOrganisms are located in distinct geographical areasDisease severity is dependent upon infective dose and patient’s immune statusCompetent hosts: asymptomatic to mild respiratory diseaseCompromised hosts: dissemination is common Cultural characteristicsVery slow growingUp to 6 weeks for growth (except C. immitis)Must do direct examinationsExperimental: PCR testing of direct specimensColonial morphology varies with isolation mediaUse both enriched (BHIA) and selective mediaClassic morphology is described on SABHistorically, definitive identification has been made by demonstrating both a yeast or tissue phase (at 370C) and a mold phase (at room temperature) Methods of identification of organism grown in cultureExoantigen testingDNA probeMicroscopic morphologyConversion to yeast or tissue phaseSerological testingFour-fold rise in antibody titer between acute and convalescent paired sera Histoplasma capsulatumCauses histoplasmosis (Darling’s or spelunker’s disease)DistributionOhio and Mississippi River valleys, Appalachian mountainsOrganism is spread by inhalation of airborne conidiaOrganism multiplies in bird droppings and bat guano Primary disease90-95% are asymptomatic or sub-clinical, with a self-limiting mild respiratory infectionHigh percent of population in endemic areas are skin test positive for organismAcute pulmonary diseaseNight sweats, cough, fever and weight lossSome develop pulmonary cavitary lesions resembling TBOrganism is able to multiply in macrophages (observed as pseudoencapsulated yeasts)Dissemination is rare in the immuno-competent Disseminated diseaseImmune competent patientsChronic disease of the adrenals, liver, kidn.

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Option 2: Several artists created multiple self-portraits. Select three self-portraits by the same artist and study them closely. Select an artist from this list below: Sofonisba Anguissola Albrecht Dürer Rembrandt Élisabeth-Louise Vigée-Lebrun Francisco Goya Vincent van Gogh Paul Gauguin Pablo Picasso Frida Kahlo Andy Warhol Lucian Freud Directions What are the differences between the three selections? What was the artist exploring or conveying in each example? Reflection: How did this assignment help to reinforce concepts in this module? Be sure to refer to required readings and/or supplementary material in your response and include citations when appropriate . .

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Option 1: Media and Mental Illness Find a source of information in the media (e.g., newspaper, talk shows, TV programs, films, etc.) that deal directly with mental illness You will need to cite this media source in your References page Discuss the quality of the coverage, the accuracy/inaccuracy of the images presented, the assumptions made about mental illness, and an overall evaluation of the coverage. Be scientific, back up your arguments with the research literature. How does this coverage affect those suffering from the particular form of mental illness covered? Could you present the information in a better way? How? Your paper will need to be 2 to 5 pages in APA format, not including a title page and reference page. The rubric will be posted on Canvas. MUST include a Title page MUST include a References page - site the media article, TV show, movie, documentary, magazine article, website page Refer to the APA Purdue Owl website Paper Option 1: Media and Mental Illness Movies/TV Shows Featuring a Mental Illness Disorder & Characters with Mental Disorder Movies (not an exhaustive list) Lights Out Donnie Darko Perks of Being a Wallflower A Beautiful Mind Split Hide and Seek Girl, Interrupted (trigger warning) A Star is Born Welcome to Marwen Love & Other Drugs Silver Linings Playbook The Notebook (Alzheimer’s Disorder) Black Swan The Soloist Rain Man Little Miss Sunshine To The Bone One Flew Over the Cuckoo’s Nest American Sniper We Need to Talk About Kevin Love & Mercy Benny and Joon Eternal Sunshine of the Spotless Mind It’s Kind of a Funny Story Coco (Alzheimer’s) Glass (2018) Birdman American Psycho Still Alice On My Block The Three Faces of Eve George Jung character in the movie Blow Roma What’s Eating Gilbert Grape A Clockwork Orange Extremely Wicked, Shocking Evil, and Vile The King’s Speech What About Bob? Temple Grandin Rain Man T.V. Shows (not an exhaustive list) This is Us: Randall Black-ish: Rainbow (Bow) Johnson Chapelle Show: Tyrone Biggums Unbreakable Kimmy Schmidt: Kimmy Schmidt The Simpsons: Barney Gumble You: Love and/or Joe House: Dr. Greg House Girls: Hannah Horvath Saved by the Bell: Jessie Spano Insecure: Molly Netflix Jessica Jones: Jessica Jones One Day at a Time: Penelope BoJack Horseman You’re the Worst: Gretchen Grey’s Anatomy: Owen Hunt Shameless: Ian Grey’s Anatomy: Christina Yang Psych: Shawn Spencer Grey’s Anatomy: Richard Webber The Big Bang Theory: Sheldon Cooper Grey’s Anatomy: Miranda Bailey The Big Bang Theory: Raj Koothrappali Grey’s Anatomy: Arizona Robbins Hulu’s show Dave: GaTa Grey’s Anatomy: Amelia Shepherd Euphoria: Rue Bennett Mr. Robot: Elliot Empire: Andre Lyon Monk: Adrian Monk Criminal Minds: Spencer Reid (short time) Grey’s Anatomy characters (can focus on 1 episode, character, patient, etc.) Criminal Minds characters (can focus on 1 episode, character, kille.

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Option 1: Thought about a child who is dying. Is a death of a child more tragic than the death of a middle age adult or an older adult? What if the child has a chronic condition and the adult experiences sudden death due to an accident? What actions would you take with the parents who child has died-does it matter if the child was ill or it was a sudden death? Describe you communication with the parents. .

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Option One— The Odyssey : For the first option, focused solely on Homer’s Odyssey , there are a variety of topics to choose from. Keep in mind that the questions under each topic are intended to stimulate your thinking—you are not required to address each and every one: The Concept of Justice : In the very first speech in the epic, Zeus claims that “mortals blame the gods. / From us alone, they say, come all their miseries, yes, / but they themselves, with their own reckless ways, / compound their pains beyond their proper share” (I. 37-40). This emphasis on human responsibility recurs throughout the epic, particularly regarding the suitors, yet at other times fate seems fixed. Consider the degree to which humans bring on their own destiny, and the degree to which fate appears to be decreed and unchangeable. In pondering this question, you might consider the function of prophecy, the role of the gods, and the force of human character on the events of the epic. In the world depicted here, how great a scope is allowed for human choice? Closely related to the question of justice is the question of human suffering. To what extent is suffering deserved? The Wanderings of Odysseus : Choose just one episode, or two that are related, in the wanderings of Odysseus as he relates them to the Phaeacians in Books IX-XII and consider how that episode relates to the epic as a whole. What important themes, motifs, and/or images are featured? How do they resonate with the larger themes of the epic? Testing : The epic is filled with contests, from tests of physical strength in Scheria and Ithaca to Odysseus’ testing of the members of his household, and their testing of him, to name just the most obvious. Why the emphasis on testing? What is being tested, and why? Women : Consider the role of women in the epic, whether mortal or divine. For what are they most praised? Most denigrated? You would do well to choose just one woman, or one contrasting pair (Helen and Penelope, for example) as you consider this question. Fathers and Sons : The epic begins with the story of Agamemnon and Orestes, and ends with the image of Laertes, Odysseus, and Telemachos fighting side by side; in between the epic is filled with fathers and sons. What appears to be valued in the father-son relationship? Odysseus : Consider the man himself—lying trickster or epic hero? A man of reckless daring or formidable self-restraint? Does he change or is his character consistent (or inconsistent!) throughout? Option Two—Comparative Essay : This option asks you to compare elements of The Odyssey and Beowulf . Both are classed as epics, with much in common, yet there are key differences. The choices below ask you to choose one specific element of the epic to focus on. The Hero : What is the most important or most interesting difference between Odysseus and Beowulf in terms of their character—who they are as individuals? The Nature of Their Quests : Consider the nature of .

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Option 1: Right to Counsel Presentation Analyze two cases involving the right to counsel and document your observations in a 7- to 10-slide Microsoft® PowerPoint® presentation with detailed speaker notes. Use complete sentences, with correct grammar and punctuation, to fully explain each slide as if you were giving an in-person presentation. Address the following topics: The aspects of right to counsel for the cases How the historical development of right to counsel relates to the cases When the right to counsel attaches to criminal procedure for the cases Whether the defendants in the cases exercised their right to self-representation The role of the attorneys in the cases as it applies to right to counsel Include videos, audio, photos, diagrams, or graphs as appropriate. 100% original work NO plagiarism .

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Option 2: Art Select any 2 of works of art about the Holocaust. You can select from the following list or conduct additional research on Holocaust art. Make sure to get approval from your instructor if you are selecting something not on the list. Click on the link to see the list: works of art about the Holocaust list ( Select any 2 of works) Morris Kestelman: Lama Sabachthani [Why Have You Forsaken Me?] George Mayer-Marton: Women with Boudlers Bill Spira: Prisoners Carrying Cement Jan Hartman: Death March (Czechowice-Bielsko, January 1945) Edgar Ainsworth: Belsen Leslie Cole: One of the Death Pits, Belsen. SS Guards Collecting Bodies Doris Zinkeisen: Human Laundry, Belsen: April 1945 Eric Taylor: A Young Boy from Belsen Concentration Camp Mary Kessell: Notes from Belsen Camp Edith Birkin: The Death Cart - Lodz Ghetto Shmuel Dresner: Benjamin Roman Halter: Mother with Babies Leo Breuer: Path Between the Barracks, Gurs Camp Leo (Lev) Haas: Transport Arrival, Theresienstadt Ghetto Jacob Lipschitz: Beaten (My Brother Gedalyahu) Norbert Troller: Terezin Anselm Kiefer: Sternenfall After selecting any 2 works of art: Write an analysis of each artwork, including the following information: Identify the title, artist, date completed, and medium used. Explain the content of the artwork - what do the images show? How does the artwork relate to the bigger picture of the Holocaust? How effective is the artwork in relating the Holocaust to viewers? Writing Requirements (APA format) Length: 2-3 pages (not including title page or references page) 1-inch margins Double spaced 12-point Times New Roman font Title page References page .

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1. Module 2 Readings.html READINGS Textbook Read the following chapters in your textbook before starting any other module activities. You can access your text at the link below.Chapter 3 Expository Paper 1.html In the textbox submit your expository paper. You should compose your work in Word and then copy and paste your submission into the textbox. We recommend that you submit your work on Sunday of the week that you start the module. HOMEWORK

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