Poem Enemies by Wendel BerryA typed copy of the poem should be .docx

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Poem: Enemies by Wendel Berry A typed copy of the poem should be annotated noting various elements of poetry found within. These features include but are not limited to: form/structure, imagery, voice/persona, symbols, archetypes, simile, metaphor, allusion, personification, hyperbole, alliteration, assonance, consonance, rhyme, onomatopoeia, etc. (Consult your text or lecture notes.) Please make these explanatory notes and comments clearly and legibly on the page. Additionally, you should note the theme of the poem (in one, full sentence) as well as any other important or significant information or further discussion of the elements noted. This might include further discussion of symbols or metaphors found in the poem, imagery, archetypes, references to historical events or literature, information about the reason for the poet’s writing of the poem, etc. Consider why the poet chose certain words, or chose to rhyme or not to, or why he/she included or left out certain features of poetry, etc. (If you do not have enough space, please attach a separate page STAPLED to the first.) .

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Imagery in Poetry By Thursday, post your response of at least 150-200 words to the Discussion Area. To support your comments, your discussion answers should include specific information and quotations from the readings. Prompt: Choose a poem from the assigned readings, which are listed in the Syllabus and found in our course eBook. Title your discussion response with the poem’s title. This will help other students see which poems have already been discussed. Once a poem has been discussed twice, please do not choose it for analysis. Review all of the thread starters including the closed list before beginning your response. Post a response of at least 150-200 words, focusing on the elements below. Identify the key images in the poem, which you believe are vital to understanding it. Provide a detailed discussion of how those images function in the poem. Do the images work together to form a coherent pattern? What ideas or feelings are conveyed by the images? How do the images contribute to the overall meaning of the poem? Tips Remember to provide evidence for your claims in the form of quoted passages from the poem. Quotations, paraphrases, and summaries should be cited according to APA rules of style, including in-text and reference citations. Quoted material should not exceed 25% of the document. Use the APA Citation Helper resource for properly citing resources. Post directly to the discussion; do not attach a document. Make sure you check spelling and grammar, and use APA style for citations. Example Response Students often ask to see a model of what is expected, so here is an example post: “The Oven Bird” is a sonnet by Robert Frost, and the poem focuses on a bird that sings a sad song about death and loss. Some of the key images include variations on singing, the seasons, and foliage, such as leaves and flowers. The following lines illustrate the use of these images: “He says that leaves are old and that for flowers/Mid-summer is to spring as one to ten/He says the early petal-fall is past/When pear and cherry bloom went down in showers” (Frost, 2016, Lines 4-7). The images in the poem work together to tell a story about the oven bird, which has a loud, discordant song that “makes the solid tree trunks sound again” (Frost, 2016, Line 3). The bird sings about having lost its first set of young to predators, and now the bird must learn to go on living with great loss. The sad yet brave feeling of the poem is summed up in the final couplet: “The question that he frames in all but words/Is what to make of a diminished thing” (Frost, 2016, Lines 13-14). Frost, R. (2016). The oven bird. In L.G. Kirszner & S.R. Mandell (Eds.), Compact Literature: Reading, Reacting, Writing [VitalSource digital version] (p. 123). Boston: Cengage. .

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alanrgibson41217

Assignment Sheet for English 1302 Poetry Explication Essay Purpose: The purpose of this assignment is to demonstrate how the uses of particular elements in a poem help to develop a specific theme in the poem. Our book defines explication as “the patient unfolding of meanings in a work of literature.” Explication is an act of interpreting “details a casual reader might miss and illustrating how a work’s smaller parts contribute to the whole” (1114). Task: The poem must be in Backpack Literature. Haiku are not allowed for this essay. 1) Do a close reading of the poem. Annotating the poem is recommended. 2) Focus on particular elements such as: diction, images, shifts, tone, figurative language or sound devices (Focus on things in the poem that need explaining!) 3) Your paper needs to lead to a discussion of theme. Length: This paper should be at least 500 words. Format: This paper should be in MLA Format. There will be a Works Cited page with the poem and any other sources used. This does not count in the 500 word minimum. Outside sources are not required for this essay. Relevant Resources: -See Table of Contents for chapters on poetry (chapters 9-22, pages xiii-xxiv) -See page 1119 for a sample explication essay. -TPCAST worksheet to help break down the poem. Due: Final Draft due Monday, May 1st (Late papers cannot be accepted!) Tips to Keep in Mind: 1. Refer to the speaking voice in the poem as the “speaker” or “the persona.” For example, do not write, “In this poem, Frost is uncaring about death.” However, you can write, “In this poem, Frost presents a speaker who…” We cannot absolutely identify Frost as the speaker of the poem, so it is more accurate to say “the speaker” in an explication. 2. Use the present tensewhen writing about poetry. The poem, as a work of literature, continues to exist! 3. Avoid repeating the same verbs like “says” and “states.” Here are some verbs: dramatizes, emphasizes, presents, suggests, illustrates, asserts, characterizes, argues, underlines, stresses, asks, offers 4. Follow MLA guidelines for writing about poetry: a) If you are quoting two to three lines of poetry, you will use a slash with one space on each side. Page numbers are not cited. Instead, the line number(s), enclosed in parentheses, go after the end quote and before any end punctuation. You will usually find the line numbers to the left of the poem. Example: Lord Byron uses alliteration in the following lines, "Where thoughts serenely sweet express / How pure, how dear their dwelling-place" (11-12). b) If you are quoting more than three lines of poetry, you will follow the rules for block quotes—indent each line by two tabs (one inch, ten spaces). The lines are not enclosed in quotes. The line number(s), enclosed in parentheses, go after any end punctuation. The lines, as always with MLA style, are double-spaced. Do not change any of the poem’s capitalization or punctuation. If a poem’s line goes further than the right ma ...

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For your third Individual Project, you will be writing an essay of 1,000 words or more about two additional poems from the assigned reading list . Please select two works from the list of fifteen—excluding the one you already reflected on in Part A of the Phase 3 DB assignment—and answer the questions below. Again, be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Also, make sure you maintain your credibility by including in-text citations and a reference list correctly formatted in APA style. Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions? Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.) Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest? Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in an older dialect or contemporary English? Provide examples. Tone: What tone does each poet take (e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject matter? Themes: What are the main messages of both poems? Give reasons for your answers. Sound: Read both poems aloud. What do you notice about their rhythms, rhyme schemes and musicality? How does listening to the sound of a poem differ from merely reading it as words on a page? Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer .

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or your third Individual Project, you will be writing an essay of 1,000 words or more about two additional poems from the assigned reading list . Please select two works from the list of fifteen—excluding the one you already reflected on in Part A of the Phase 3 DB assignment—and answer the questions below. Again, be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Also, make sure you maintain your credibility by including in-text citations and a reference list correctly formatted in APA style. Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions? Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.) Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest? Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in an older dialect or contemporary English? Provide examples. Tone: What tone does each poet take (e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject matter? Themes: What are the main messages of both poems? Give reasons for your answers. Sound: Read both poems aloud. What do you notice about their rhythms, rhyme schemes and musicality? How does listening to the sound of a poem differ from merely reading it as words on a page? Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer Be able to describe the key elements of form, character, voice, symbolism, language, etc., that enable the writer to deliver a key message Can articulate the (sometimes various) main meaning or key message in a story or poem as the writer intended it, as well as describe the writer’s unique point of view Can reflect upon how a piece of literature illuminates or enriches one’ own experience Un.

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How to Quote and Cite Poetry You will be required to quote and cite lines of poetry for both the Red Bird and Rose analyses. The grade for the poetry analyses will be partly determined by style and partly determined by your analysis of meaning. This PDF handout will focus on the importance of correct style. Paragraph Basics In order to promote clarity, each paragraph must have a topic sentence that announces the main idea of the paragraph. For smooth flow, the beginning of the topic sentence should include a transitional phrase. To promote unity (staying on topic), all paragraphs should present only ONE idea which is supported by facts, examples, statistics or illustrations, etc... Writing unified paragraphs helps both the writer and the reader to concentrate on one point at a time. Let no detail or example creep into your paragraph if it doesn’t support the one idea, or topic sentence. A new paragraph should result if there is a shift of subject, idea, emphasis, speaker, time, or place. In other words, keep one idea per paragraph. Introducing Quotes Readers should be able to move from your own words to the words you quote from a source without feeling a jolt. So introduce all your quotes with signal phrases, usually including the author’s name, to prepare readers for the source: According to ornithologist Jay Sheppard, “The bald eagle seems to have stabilized its population, at the very least, almost everywhere” (96). Although the bald eagle is still listed as an endangered species, it “seems to have stabilized its population, at the very least, almost everywhere” (Sheppard 96). To avoid monotony and excessive repetition, try to vary your signal phrases. Below is a list of appropriate phrases you can use to introduce a quote: acknowledges, adds, admits, agrees, argues, asserts, believes, claims, comments, compares, confirms, contends, declares, denies, disputes, emphasizes, endorses, grants, illustrates, implies, insists, notes, observes, points out, reasons, refutes, rejects, reports, responds, states, suggests, thinks, writes. (Work Cited - Hacker, Diana. Instructor’s Edition: Rules for Writers. 5th ed. Boston: Bedford/St. Martin’s, 2004.) Introducing Lines of Verse * Here are a few examples on h ow to introduce lines of verse. (Source: WikiHow. Please visit the webpage (link below) to read more about quoting and citing poetry): Example: Robert Frost uses a variety of words and phrases such as “frozen” (7), “darkest evening” (8), and “before I sleep” (15) to imply thoughts of solitude and the desire to not return to his obligations. Example: The notion of solitude appears in many notable poems including the famous lines, "The woods are lovely, dark, and deep / But I have promises to keep / And miles to go before I sleep" (Frost 13-15). Example: Robert Frost writes about solitude and man’s relationship with nature: Whose woods these are I think I know. His house is in the village, though; He will not see me stopping ...

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Review the title page for errors and missing elements. In the running head, give a short version of the title (not the whole thing), and give the page number. Do not use bold font. Double space. For the title of the poem mentioned in the essay, use quotation marks. The introduction should have an opening sentence that engages the reader and introduces the general topic. The last sentence of the introduction should be your thesis statement (or main point) for writing the essay. The thesis statement is your opinion about some literary element in the poem (such as imagery, theme, or symbolism) and why the author used it or what the author accomplished with it. The thesis cannot be a fact because it is a statement of opinion. Expand the essay to five paragraphs. Support the main point with short quotations and examples as evidence. Analyze the poem by looking deeply at words and phrases. Do not generalize and talk about people and society; talk about the poem's language. You must give in-text citations for every quotation. Give the author, date, and line number in parentheses. Left align the reference. Use a hanging indent. Fix errors in the end reference. 2. You immediately had me hooked with your introduction speaking about secrecy of the human life. I really enjoyed when you tied the introduction to the modern world and your poem. The more connections throughout the poem the better. I like the direction of your poem and your explanation of symbolism. I would remember the APA citations and cite the quotations from the poem. 3. You chose a good poem! I do think your introduction needs to be stronger. I would have liked to see a more eye opening introduction as I didn't really know the meaning of the poem based off the title alone. I was looking forward to an interesting explanation that would grab my attention. Also be careful with grammar and spelling. Use spell check as often as needed. The title needs to be in title case throughout the essay, making sure to include quotations around the title .

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ENG 112 : Poetry Essay Note: don’t upload an electronic copy to Moodle/Turnitin just yet. Length: 3-4 pages. Typed, double-spaced, with standard 1-inch margins, 12pt font, and Work Cited. Number your pages and staple. William Butler Yeats once said that when you have an argument with the world you write an essay, but when you have an argument with yourself you write a poem. Poetry’s advantage is that it can explore these complex arguments not only through its content (subject, characters, themes), but also largely through form (structure, layout, patterns of rhyme and meter, patterns of diction or imagery, repetition, etc.). TASK:Select two complete poems from our anthology (i.e. not the ones that are just fragments), a pair that you think does something interesting together. Write an essay that, by comparing and contrasting the poem’s form and content, forms an argument to suggest something significant the authors do with their subject. Put emphasis not merely on WHAT the poem is saying but HOW and WHY. (If you wish, one of the poems can come from outside the anthology). PURPOSE: To practice extensive brainstorming, sustained close-reading and analysis, and argument-based essay writing. CRITERIA: Papers will be graded on the sharpness of the observations, wisdom of the organization, precision of the writing/grammar/punctuation, the level of interest generated by the comparisons and contrasts, and the degree to which the observations have been crafted into a unified argument. Basic Writing Reminders: -For this assignment, outside research is not only discouraged – it is forbidden. Work only with what you can get from the poem itself. -Resist organizing your paper through a chronological treatment of each poem (papers that do this fall into the trap of merely retelling/summarizing the poem, whereas your true goal here is analysis). The strongest papers organize paragraphs around topic sentences that make a broad claim followed by specific details and evidence. Provide a concluding paragraph that recaps your point and brings out the larger significance involved in what you’ve demonstrated. End with a Works Cited listing the poems. -To increase flow in your writing, be sure each paragraph has a strong topic sentence. Good topic sentences usually contain some sort of transition from the last paragraph and an argument (not just an observation but a debatable argument that advances your point) for the present one. -Practice the important habit of granting writers poetic license to create speakers who are not themselves; rather than assuming the “I” in a first-person poem is the poet him- or her-self, it is safer to refer to them as the poem’s “speaker.” -Be specific. Avoid overly-general statements like "the diction is descriptive," "the poet uses diction and imagery to convey her theme," or "the form of the poem makes it flow." Instead always specify the type of diction/imagery/form/etc. and which specific theme/desc ...

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Exploration of one or more characteristic(s) of an author's style and approach Consider analyzing the author's use of imagery or setting: Analyzing Setting “Setting refers to the natural or artificial scenery or environment in which characters in literature live and move. Seeing also includes what in the theater would be called props or properties—the implements employed by the characters in various activities. Such things as the time of day and the consequent amount of light at which an event occurs, the flora and fauna, the sounds described, the smells, and the weather are also part of the setting. Paintbrushes, apples, pitchforks, rafts, six-shooters, watches, automobiles, horses and buggies, and innumerable other items belong to the setting. References to clothing, descriptions of physical appearance, and spatial relationships among the characters are also part of setting.” (Edgar V. Roberts, Writing Themes about Literature) In order to create an argument about the function of the setting in a particular work, you need to identify the principal settings and to see how they work. Here are some steps you can take: 1) Read the story and mark references to setting. Start with the place and time of the action and then focus upon recurrent details and objects. 2) Think about what the story is about. What happens? What is its point? Is it a story about love, jealousy, gain, or loss? What is the main experience here? 3) Look through your setting notes and see if they fall into any pattern. What are the interesting shifts and contrasts? 4) Determine how the setting relates to either the main point of the story (step 2) or to some part of it. In other words what does the setting have to do with character or action? What are its effects? Whatever you decide here will be your thesis statement. 5) Make an outline, indicating what aspects of setting you will discuss and what you intend to say about them. Discard notes that are not central to your plan (you don’t have to discuss everything). Focus on the four or five key passages in the story that you wish to examine. List them in your outline in the order in which they occur. Analyzing Imagery As distinct from character, theme, and plot, imagery occurs primarily in language, in the metaphors (i.e. comparisons), similes (comparisons with “like” or “as”), or other forms of figurative (pictorial) language in a literary work. Sometimes setting, i.e., the locality or placing of scenes, or stage props (like swords, flowers, blood, winecups) can also be considered under the rubric of imagery. But whatever the expression, images primarily are visual and concrete, i.e., things which the reader sees or can imagine seeing. Some examples are flowers, tears, animals, the moon, sun, stars, diseases, floods, metals, darkness and light. In order to create an argument about the significance of an image in a particular work, identify a principal image or image cluster and to see how it works by following the.

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An Explication is a complete and detailed analysis of a work of literature, often proceeding word-by-word or line-by-line through the work. For this paper, you will be writing an explication of a poem. You may choose any of the poems we have read or a song. You may also choose any poem you like from an anthology. Technical Requirements for Explication: · The paper must be typed and double-spaced, conforming to proper MLA format. · The paper must be at least two full (2) pages. · This is not a research essay; therefore, you will not (and should not) use outside sources. · Be sure to know when the essay is due. No late papers will be accepted. In the Explication you will be presenting your "reading" of the poem you have chosen. Such a reading will require you to understand all aspects of the poem and to have a grasp of the meaning of individual parts of the poem in relation to the entire work. You are not, however, striving to be exhaustive in your "explanation" of the poem, but rather you should strive to be selective in considering only those details that are significant to your own thematic understanding of the poem. Some general questions to consider when writing about Poetry: 1. What does the title contribute to the reader's understanding of the poem? 2. Who is the speaker? Where is the speaker when the poem is happening? 3. Is it possible to determine the speaker's age, sex, sensibilities, level of awareness, and values? 4. What is the situation? What has happened in the past, or what is happening in the present, that has brought about the speech/poem? 5. Is there a specific setting of time and place? 6. Is the speaker addressing anyone in particular? 7. How do you respond to the speaker? Favorably? Negatively? Are there any special circumstances that inform what the speaker says? 8. Does reading the poem aloud help you to understand it better? 9. Does a paraphrase reveal the basic purpose of the poem? 10. What is the theme/meaning of the poem? Is the theme of the poem presented directly or indirectly? What detials make possible the formulation of the main idea? 11. Do any allusions enrich the poem's meaning? What references need explaining? How does an explanation assist in the understanding of the poem? 12. What difficult, special, or unusual words does the poem contain? How does the diction reveal meaning? Are any words repeated? do any carry evocative connotative meanings? Are there any puns or other forms of verbal wit? 13. Are figures of speech used? How does the figurative language contribute to the poem's vividness and meaning? 14. Do any objects, persons, places, events, or actions have allegorical or symbolic meanings? What other details in the poem support your interpretation? 15. Is irony used? Are there any examples of situational irongy, verbal irony, or dramatic irony? Is understatement or paradox used? 16. What is the tone of the poem? Is the tone consistent? 17. Does the poem use onomatopoeia, assonance, consonance, or al.

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Policy networks are a prevalent feature of democratic governance. Th.docx

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Political Participation and the Internet Many supporters of democratic participation hope that the Internet will improve citizens’ access and participation in government. In this context, explore your state’s or city’s Web site and respond to the following: Evaluate and share the information value of the Web site. In your opinion, how well does the Web site provide information about important policy issues? How well does it invite citizen participation? Share your views on how well the Web site facilitates citizen participation in governance. .

Political Participation and the InternetMany supporters of democ.docx

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Poetic Terms Fill in the letter that corresponds to the poetic term that belongs in the blank. 1. If you read a poem that leaves you with a sad feeling, the __________ of the poem is melancholy. 1. an instrument that measures weight and density 2. a substance capable of neutralizing (working against) a poison 3. study of and writing down of the vital statistics of people (birth, death, etc.) 4. in drama, when an actor gives a speech while alone on stage 5. a morbid fear of work a. ergophobia b. demography c. soliloquy d. gravimeter e. antitoxin Apostrophes Choose the sentence that uses apostrophes correctly. 17. Choose the sentence that uses apostrophes correctly. 1. a star-like sign used in printing 2. an ancient or prehistoric drawing or painting on a rock wall 3. fear of water 4. of or relating to the commerce of the sea 5. the part of the world where life can exist a. pictograph b. maritime c. hydrophobia d. asterisk e. biosphere "Why Poetry?" Choose the best multiple-choice answers for the following questions about the article "Why Poetry?" 27. According to Polonsky, what is the first "tool" for understanding poetry? [removed] enthusiasm [removed] cleverness [removed] patience [removed] intelligence 28. Which of the following poetry analogies is not mentioned in "Why Poetry?" [removed] Poetry is like music and can affect your mood. [removed] Learning to enjoy poetry is like learning to swim. [removed] Poetry is like chocolate cake – a rich sensory experience. [removed] A poem is like a piece of code to be deciphered. 29. According to Marc Polonsky (the author of "Why Poetry?"), how is poetry similar to yoga? [removed] Yoga relaxes the body; poetry relaxes the mind. [removed] Yoga and poetry both help build a person's concentration. [removed] Yoga limbers up the body; poetry stretches the imagination. [removed] Yoga and poetry reading become easier with practice. "When I Heard the Learn'd Astronomer" Choose the best multiple-choice answers for the following questions about the poem "When I Heard the Learn'd Astronomer." 30. Which line from the poem contains an example of alliteration? [removed] "in the mystical moist night air" [removed] "till rising and gliding out I wander'd off by myself" [removed] "the proofs, the figures, were ranged in columns before me" [removed] "how soon unaccountable I became tired and sick" 31. When the speaker goes outside, the mood changes. What word best describes this new mood? [removed] stressful [removed] exciting [removed] peaceful [removed] depressing 32. Which experience would the speaker in "When I Heard the Learn'd Astronomer," enjoy most? [removed] a scientific debate [removed] a historical speech [removed] a math contest [removed] a stroll in the park 33. What kind of mood does Whitman create during the astronomer's lecture? [removed] one of enthusiasm [removed] one of frustration [removed] one of happiness [removed] one of relaxation "Today" Choose the b.

Poetic TermsFill in the letter that corresponds to the poetic .docx

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Pop Art MovementReview our reading on the Pop Art movement. Write .docx

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Policies are constantly being reviewed and considered to help improve the federal, state, or local health care systems. Each one has the potential to affect each of us on a daily basis, so careful consideration must be given when policies are proposed. It is important to understand the process of how a topic eventually becomes a policy. Choose a health care topic for which a policy might be formed. Write a 1,050- to 1,400-word paper on the complete process of how your chosen topic becomes a policy. In your paper, include the following information: State the objective of the policy. Define Formulation stage: Explain the process to formulate your policy and the involvement of stakeholders. Define Legislative stage: Explain the legislative body's approval process needed to gain support (ie funding) for the policy and how stakeholders influence legislators' decisions. Define Implementation stage: Identify the accountable parties and their roles in the various implementation stages of your policy. Cite a minimum of five references. Format your paper consistent with APA guidelines. Materials Week 3 Grading Rubric .

Policies are constantly being reviewed and considered to help improv.docx

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Police Mission: Fighting Crime or Public Service Policing is complex and involves different characteristics to fight crime and serve the public. Write a 2 page paper. Address the following in your paper: Explain what is meant by service to the public and how do officers fulfill this mission. Provide specific examples. Include a title page and 3-5 references. Please adhere to the American Psychological Association (APA) 6th edition, 2nd printing when writing and submitting papers. Papers should be grammatically correct. Lastly, avoid first person and contractions in your paper. You can provide an opinion without using “I think” statements. .

Police Mission Fighting Crime or Public ServicePolicing is comple.docx

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Police Functions Research the major functions of the police and briefly describe the purposes and techniques of these police functions: Patrol. Investigation. Internal Affairs. Vice (public morals). Community relations. Civilian: Identify some examples of "civilian" jobs found in a local law enforcement agency. Looking at job descriptions from a police department would be helpful. You might also try contacting a police department's public relations officer. .

Police FunctionsResearch the major functions of the police and bri.docx

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plz read the questions and after that give me your offerplagiarism.docx

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Police Community Relations Often, the community in which the police work is not accepting of the police or authority, making the police officer’s job more difficult. Identify and discuss the barriers to a good police-community relationship. How would you avoid these issues or work to resolve them if you were a police administrator? How would you avoid these issues or work to resolve them if you were head of a federal agency, state agency, sheriff’s office, or a municipal agency? (In addition to answering from a police administrator’s perspective, answer from the perspective of two of the aforementioned agencies.) Would your techniques be different for each type of agency? How and why? Your initial response should be 250-300 words in length. Your claims should be supported by the text and/or other academic resources. .

Police Community Relations Often, the community in which the polic.docx

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Police officers believed that Deft had assaulted Bart because Bart failed to pay Deft for cocaine Deft sold to Bart. The others obtained a valid warrant for the arrest of Deft on an assault charge. They went to Deft's apartment and arrested Deft at the front door when he responded to their knock. The officers then walked through the apartment and, in a rear bedroom, saw drug paraphernalia which they left in place. A police officer advised Deft of his Miranda rights. Deft immediately stated: "I do not want to talk to you." Deft was booked and placed in a cell with Snitch, an inmate who was known by the jailers to be an informant. Snitch asked Deft why he had been arrested and engaged Deft in a conversation about drug sales during which Deft made statements incriminating himself concerning drug trafficking. Snitch promptly related Deft's statements to jail personnel. Police then obtained a warrant authorizing a search of Deft's apartment for cocaine and drug paraphernalia. The affidavit in support of the warrant recited that Deft had sold cocaine to Bart. The affidavit also recited that a police officer had seen drug paraphernalia in Deft's apartment. The affidavit did not disclose Deft's statements to Snitch or the circumstances in which police observed the drug paraphernalia. Officers who executed the search warrant seized the drug paraphernalia and cocaine which they also found in the apartment. Deft has been charged with possession of cocaine and drug paraphernalia under applicable state laws. Deft has moved to exclude from evidence his statements to Snitch. Deft claims his statements were involuntary, were elicited after he invoked his Miranda rights, and were obtained in the absence of counsel. He argues that admission of the evidence would violate his rights under the Fifth and Sixth Amendments to the United States Constitution. What arguments should the prosecutor make in opposition to the motion, and how should the court rule on the motion? Discuss. Deft has also moved to exclude any testimony regarding the police officers' initial observations of drug paraphernalia in Deft's home and to exclude the items seized in the search made pursuant to the search warrant. a. What arguments based on the Fourth Amendment to the United States Constitution should Deft make in support of this motion? b. What arguments should the prosecutor make in opposition to the motion, and how should the court rule on the motion? Discuss. .

Police officers believed that Deft had assaulted Bart because Bart f.docx

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Poetry Essay Instructions In preparation for the Poetry Essay and by completing your textbook readings, you will be equipped to objectively respond by compiling information from a variety of sources to compose a paper that allows you to write a persuasive analysis of a literary work; follow standard usage in English grammar and sentence structure; identify the theme and structure of each literary selection as well as the significant characteristics or elements of each genre studied; and evaluate the literary merit of a work (Syllabus MLOs: A, B, C, D, F, G and Module 5 LOs: 1, 2, 3, 4, 5, 6, 7). In Module/Week 5, you will write a 750-word (3–4 pages) essay that analyzes 1 poem from the Poetry Unit. Before you begin writing the essay, carefully read the guidelines for developing your paper topic that are given below. Review the Poetry Essay Grading Rubric to see how your submission will be graded. Gather all of your information, plan the direction of your essay, and organize your ideas by developing a 1-page thesis statement and outline for your essay as you did for your Fiction Essay. Format the thesis statement and the outline in a single Microsoft Word document using current MLA, APA, or Turabian style (whichever corresponds to your degree program). You are required to submit the thesis and outline by 11:59 p.m. (ET) on Monday of Module/Week 4 for instructor feedback. The Poetry Essay is due by 11:59 p.m. (ET) on Monday of Module/Week 5 and must include, a title page (see the General Writing Requirements), a thesis/outline page, and the essay itself followed by a works cited/references/bibliography page of any primary and/or secondary texts cited in the essay. Guidelines for Developing Your Paper Topic Chapter 41 of the Kennedy and Gioia textbook (Chapter 43, pp. 1132–1142 in the eText) provides some helpful pointers for reading poems, taking notes, brainstorming, developing a clearly-defined thesis statement, preparing an outline, writing a cogent literary analysis of a poem, and citing your sources. This chapter specifically addresses Robert Frost’s “Design,” which is studied in this course, so be sure to read it before doing any further work for this assignment. Also, take notice of the example of a poetry thesis and outline on pp. 1344–1345 (pp. 1135–1136 in the eText). Choose 1 of the poems from the list below to address in your essay: The Lamb” or “The Tiger” or “The Chimney Sweeper” by William Blake; “Batter my heart, three-personed God” or “Death Be Not Proud” by John Donne (watch the video lecture on John Donne’s “Batter my heart, three-personed God” for more ideas to help you write your essay on this poem); “Journey of the Magi” by T. S. Eliot; “God’s Grandeur” or “Pied Beauty” or “Spring” by Gerard Manley Hopkins; “Ode on a Grecian Urn” or “Ode to a Nightingale” by John Keats; “Ozymandias” by Percy Bysshe Shelley; “My Last Duchess” by Robert Browning (watch the video lecture on Robert Browning’s “My Last Duchess” for more.

Poetry Essay InstructionsIn preparation for the Poetry Essay and b.docx

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Point of View Essay Major Paper #1--The Point of View Essay We will be working on this paper for the next three units. The final draft of the paper--with all three sections described below--will be due at the end of Unit #4. Purpose: This paper assignment has several purposes. As the first major paper for this class, the Point of View Essay is designed to re-engage you with the fundamentals of all good writing, including using lush sensory details to show the reader a particular place (rather than tell them about it), basic organization, clear focus, etc. However, this unit does not function as a mere review. The Point of View Essay will also introduce you to the concept of "thinking and seeing rhetorically, and analyzing writing rhetorically"--using the Writer's Toolbox described in this unit to improve your writing and critical reading skills. Finally, the Point of View Essay allows you to reflect on this process. The Assignment: 1. Pleasant/Unpleasant Description of the Place: Choose a place you can observe for an extended period of time (at least 20-30 minutes). Use all of your senses (sight, hearing, touch, smell, even taste if possible) to experience the place, and record all of the sensations that you experience. As you record your data, you may wish to note which details naturally seem more positive, negative, or neutral, in terms of tone. (For instance, a stinky and overflowing trash barrel swarming with flies in a nearby alley might seem more inherently negative than a little white bunny rabbit hopping playfully across the lawn.) Then, you will use this information to help your write descriptions of the place: one positive, one negative. Both descriptions should be factually true (same real time and real place), but you will want one description to be positive in terms of tone and the other to be negative. In addition to including the information and sensory details you've collected as the basis for these descriptions, you will also use the Writer's Toolbox to create your two contrasting impressions for this assignment. (The Writer's Toolbox is explained in the Lecture Notes section of this unit.) As you revise and refine your descriptions, please be sure you are "showing" your readers your place (really putting the readers "there" in the moment and in this scene), rather than simply "telling" them about it. You will also want to try to eliminate unnecessary linking verbs as much as you can, incorporating verbs that show "action" whenever possible. 2. Rhetorical Analysis: Looking back at your descriptions, analyze how you created these two very different impressions of the place (one positive, one negative) without changing any of the facts. How did you make your place seem so positive in one paragraph and yet so negative in the other paragraph, without changing the facts? Discuss how you incorporated each of the tools from the Writer's Toolbox, and cite examples of this from each of your descriptions. (This.

Point of View EssayMajor Paper #1--The Point of View Essay.docx

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Pluto is one of the most interesting objects in our solar system. Like our solar system's planets, it has enough mass to maintain a nearly round shape. It's dense and rocky like Mercury, Venus, Earth and Mars. On the other hand, it's smaller than all of the other planets, even smaller than the Earth's moon. On August 24, 2006, the International Astronomical Union (IAU) demoted Pluto from full planet status. In an essay of at least 400 words (minimum): Part 1: Describe why Pluto was demoted. Describe what class of planetoid it is considered now. Describe the other bodies that share this distinction in our solar system. Part 2: What have been the ramifications of this decision? Describe the reaction by the scientific community and by the public. What are your thoughts on this matter? Do you agree or disagree with the decision? Part 3: Documentation Use at least two (2) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources. The body of the paper must have in-text citations that correspond to the references. Integrate all sources into your paper using proper techniques of quoting, paraphrasing and summarizing, along with proper use of in-text citations to credit your sources. Your report 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 style. 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 . .

Pluto is one of the most interesting objects in our solar system. Li.docx

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Pls finish this problem professional and I will attach some instruction about format(you can find it on syllabus) pls follow it. And other attachment is an example. But this example is too long, you dont have to write too much things. Just make sure finish the problem clearly. Casino Queen, Inc. operates a gambling and hotel establishment in East St. Louis, Illinois. Casino Queen’s location places it within a large metropolitan area comprised of East St. Louis, Illinois, and St. Louis, Missouri, and several other cities in both Illinois and Missouri. Casino Queen advertises through print, radio, and television media in Missouri. Mark Myers is a resident of St. Louis County, Missouri. Myers went to Casino Queen to gamble and won $17,500. He cashed out his winnings and took a cab to Missouri. Two individuals who saw him cash out his winnings at the casino followed Myers in a cab to Missouri, where they beat and robbed him of his winnings. Myers sued Casino Queen in a Missouri court, alleging that the casino was negligent in not providing Myers warnings of such illegal activities and protecting him from such activities. Casino Queen, an Illinois corporation, made a motion to have the lawsuit dismissed by the Missouri court, alleging that the Missouri court did not have personal jurisdiction over the Illinois casino. Myers argued that Missouri’s long-arm statute gave it personal jurisdiction over Casino Queen. Does the Missouri court have personal jurisdiction over the Illinois casino based on Missouri’s long-arm statute? Myers v. Casino Queen, Inc. , 689 F.3d 904 (United States Court of Appeals for the Eighth Circuit, 2012) .

Pls finish this problem professional and I will attach some instruct.docx

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Please, answer one of the following questions and respond to a classmate's post about the Industrial Era, 1865 to 1910s FROM THE NORTH, SOUTH, EAST & WEST, 1865-1914 (WWI). BACKGROUND : More foreign immigrants (approximately 14 million) came to Northern industrial cities than in any voluntary migration in world history . Unlike today , there were more industrial jobs than workers. Foreign immigrants and Americans alike found factory jobs easily. Most were European peasants who came with only limited, agricultural job skills. Like today , few spoke English, or knew anyone in America. QUESTION 1 . Examine the Chinese Exclusion Act , and/or exploitation of Irish immigrants in Northern industrial cities . In your opinion, are American reactions similar to foreign immigrants today? Please, use information from Instructor Insights, political cartoons in Week 3, and the textbook . QUESTION 2 . How did issues of foreign immigration divide Americans in the Industrial Era and today? How has, or might the issue of foreign immigration affect you at your workplace? Explain. .

Please, answer one of the following questions and respond to a class.docx

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