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Develop a well-detailed essay of 4-5 paragraphs on ONE of the topics listed below. Don't forget to review the guidelines for How to Succeed in the Written Assignments and the Sample paper in MLA format , and take advantage of the Smarthinking tutorial services before submitting your essay to the Assignment submission folder. All writing assignments have Turnitin enabled for plagiarism detection . 1. In the epics, we have discussed female characters and the social power they do or do not possess. Apart from Sita, who is the one female character you found to be either the most powerful or weakest in our study so far? From where does she get her power and what is the extent of her influence in her culture? Be sure to consider her character and/or actions in terms of what her culture most values. 2. Many of the ancient stories that we have read feature miracles, stupendous events or activities that we would normally consider beyond the reach of mortals. Select one miracle that you found integral in one of our readings and explain not only why it is important but also what the miracle reveals about the text's cultural values, beliefs, or customs. 3. Compare and contrast (mainly contrast) aspects of Sumerian (or Mesopotamian), Hindu, and Ancient Greek religion as conveyed in the epics. 4. Select from one of the three epics one feature that seems most alien to our understanding or values today; detail the feature and then discuss why it seems so foreign to our modern culture. Or select from one of the epics one feature that seems most understandable or familiar to our understanding and values today; detail the feature and then discuss why it seems so timeless or relevant to our modern culture. .

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culture.
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select from one of the epics one feature that seems most
understandable or familiar to our understanding and values
today; detail the feature and then discuss why it seems so
timeless or relevant to our modern culture.

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Personal Ethics and Leadership Statement (100 Points) OBJECTIVE: The objective of this assignment is to encourage you to explore your personal ethical perspectives and how those perspectives will fit into a career in business, as well as to consider your preferred leadership styles and goals. You will have to give thoughtful consideration to what your values are, where those values came from, and how they will influence your professional career, as well as your leadership approaches and development. Your assignment will be evaluated on the criteria below. LeBow Focus: Economics: Learn to consider positions, both co-op and permanent, by seeking more than just a paycheck. Instead, you might consider a good fit in terms of skills, future growth, fit with the organizations culture, and fair compensation. Problem Solving: Give thoughtful consideration to times in your personal life and future professional life when your ethics might have been or might be compromised and think through possible ways to deal with those types of situations. Give thoughtful consideration to times in your personal life and future professional life when leadership played or may play a critical role, and how you may approach various situations. Career Planning: Acknowledge that a career in business is more than performing certain tasks. You must also consider the culture of the environment in which you work and seek a good fit between your ethical values and leadership styles, and those of the organization Writing: “Commit to Paper” your ethical values and leadership ideas and use that document to guide you as you pursue a career in business. Personal Evaluation GOAL: For this paper you will have to clearly identify and explain your ethical perspective by responding to the following questions. Your responses should be in paragraph form and you should use examples to clarify your experiences and reasoning. 1. How do you personally determine what is right or wrong? Where does your personal ethical perspective come from? (6) 2. What do you expect from yourself in dealing with others (give an example)? What do you expect from others in dealing with you (give an example)? (6) 3. What are your “core values”? (cite 2) How have your core values influenced your decisions (give an example)? (6) 4. Good people sometimes make bad decisions. Why might a person (including you) compromise an ethical foundation? (6) 5. What do you consider your leadership strengths (cite 2 and give an example of when or how you used them)? (6) 6. Considering areas of your personal leadership that can be improved, what goals do you have in the next 2-3 years (while attending Drexel) to develop as a leader (state 2). How will achieve them? (6) 7. Research a business leader who behaved unethically. Summarize (cite sources). Using the “fraud triangle”, explain why you believe the situation occurred and how it may have been prevented. (12) 8. If you have any additional comments, includ.

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Essay #2 addresses some topic in the broad scope of Transcendentalism. Essay #2 has similar parameters -- length/outside source requirements, drafting process -- as Essay #1. You are always free to develop your own topic approach within the Transcendentalism topic. Some suggestive options: 1) Analyze Thoreau's "Civil Disobedience" in light of a contemporary example or figure or incident in the tradition of American civil disobedience. 2) Analyze the persuasive and rhetorical strategies of one of the transcendental pieces (or King's "Letter") that we have read. You might look at issues of audience, style, emotional vs./and rational appeal, appeals to history/tradition or rejection of history/tradtion, metaphoric style, tone and so forth. If you deem them successful, why/how do they succeed in arguing their points? What might be points of counterargument or criticism or weaknesses in their approach? Does it work as a piece of argument/writing? 3) Pick one (or several if you feel it's appropriate) key concepts or quotes from a work (or several works) and discuss the concept/quote in terms of how it has evolved or put it in larger context. How have these words taken form in our laws, practice, literature, or culture? Where are the gaps between the great ideals of these writers' words and the reality of their times and/or ours? e.g. How might MLK (in light of his "Letter") feel about the society and civil rights situation we see today? 4) You could pick one, two, or three key themes from any of the works and discuss how the text fleshes out these themes and why they are important to our understanding of the period, or the particular writer, or to transcendentalism as a movement, or to American tradition or literature and so forth. 5) You could pick a theme which runs through several of the texts (for example, something about the role or nature of the individual) and trace it through its different configuration and representations. Essay length: 4-5 pages -- again, I'm always more concerned with minimum than limiting any maximum length. Include outside critical sources. MLA documentation .

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Week 3 Assignment: Literary Analysis Draft Link to Video Transcript For your Week Three assignment, you will write a two and a half page draft (excluding the title and references page) of your Week Five Literary Analysis. The draft should contain a working thesis (which you wrote in the Week One assignment), an introduction, at least three body paragraphs, and a conclusion. Be sure to include some paraphrases and quotations of the reference material in your Week Two Annotated Bibliography. You should use your research to help you develop and support the thesis. · Copy and paste the writing prompt you chose to explore in Week One at the beginning of your draft (this will help your instructor see if you focused well on the prompt). · Restate your working thesis after the copy-and-paste prompt. · Develop your working thesis based on the feedback you have received. Again, the thesis should offer a debatable claim in response to one of the prompts on the list. · Analyze the literary work(s) from the approved list of prompts chosen in Week One that pertained to your selected topic and include the three key ideas developed in the Week One Proposal. · Focus on one or two primary text(s). · Include references from at least two secondary sources identified on your Week Two Annotated Bibliography. More sources are not necessarily better. · Apply your knowledge of literary elements and other concepts in your response to the prompt. Reference the List of Literary Techniques. · Avoid any use of the first person. · Do not summarize the plot. List of Writing Prompts Click each prompt below to expand and click twice to collapse. View in PDF Writing Prompt #1 Write an analysis of a key character in a literary work. Focus on two or three key actions of that character. Discuss the character’s motivations and decisions in terms you can support with clear evidence from a critical reading of the text. Consider whether this character’s actions fit together or contradict each other. You may also want to consider whether or not any other characters in the story are aware of this conflict, and if so, how they influence the character you are writing about. Literary Works (choose one): “Interpreter of Maladies” (Jhumpa Lahiri, 1999) Guiding Questions: 1. How does a new outsider community member like Mrs. Das influence Mr. Kapasi, who seems to have become bored with his life and his role in the community? 2. How does Mr. Kapasi’s desire for Mrs. Das make him unable to understand Mrs. Das’ desires, leading to his failure to fulfill his role as the Interpreter of Maladies? 3. How do the Das family’s actions surrounding their children show that their desires or interests do not accord with their obligations? "What You Pawn, I Will Redeem" (Sherman Alexie, 2003) Guiding Questions 1. How does the grandmother’s property at the pawn shop help to define the narrator’s desires and feeling of obligation to recover it? Why is it so important? 2. How does the character accompli.

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Developmental Review 32 (2012) 224–267 Contents lists available at SciVerse ScienceDirect Developmental Review j o u r n a l h o m e p a g e : w w w . e l s e v i e r . c o m / l o c a t e / d r Reliability of children’s testimony in the era of developmental reversals C.J. Brainerd ⇑, V.F. Reyna Department of Human Development, Cornell University, United States a r t i c l e i n f o Article history: Available online 2 August 2012 Keywords: Children’s testimony False memory Fuzzy-trace theory Developmental reversals 0273-2297/$ - see front matter � 2012 Elsevier In http://dx.doi.org/10.1016/j.dr.2012.06.008 ⇑ Corresponding author. Address: Department of United States. Fax: +1 607 255 9856. E-mail address: [email protected] (C.J. Brainer a b s t r a c t A hoary assumption of the law is that children are more prone to false-memory reports than adults, and hence, their testimony is less reliable than adults’. Since the 1980s, that assumption has been buttressed by numerous studies that detected declines in false memory between early childhood and young adulthood under con- trolled conditions. Fuzzy-trace theory predicted reversals of this standard developmental pattern in circumstances that are directly relevant to testimony because they involve using the gist of experience to remember events. That prediction has been investigated during the past decade, and a large number of experiments have been published in which false memories have indeed been found to increase between early childhood and young adulthood. Further, experimentation has tied age increases in false memory to improvements in children’s memory for semantic gist. According to current scientific evidence, the principle that children’s testimony is necessarily more infected with false memories than adults’ and that, other things being equal, juries should regard adults’ testimony as necessarily more faithful to actual events is untenable. � 2012 Elsevier Inc. All rights reserved. Introduction To say that the reliability of child witnesses’ memories has been a controversial topic is an understatement of rather large proportions. Along with recovery of repressed memories (e.g., Loftus & Ketcham, 1994), false eyewitness identifications (e.g., Wells et al., 1998), and false confessions (e.g., Kassin & Kiechel, 1996), it has been one of the most contentious areas of psycho-legal research c. All rights reserved. Human Development, Cornell University, B-43 MVR Hall, Ithaca, NY 14853, d). http://dx.doi.org/10.1016/j.dr.2012.06.008 mailto:[email protected] http://dx.doi.org/10.1016/j.dr.2012.06.008 http://www.sciencedirect.com/science/journal/02732297 http://www.elsevier.com/locate/dr C.J. Brainerd, V.F. Reyna / Developmental Review 32 (2012) 224–267 225 during the past quarter-century (Ceci & Bruck, 1995). To understand why, it is necessary to turn back the clock to the 1980s and consider two developments that first focused attention squarely on the memories of child witn.

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Developmental Review 32 (2012) 205–223 Contents lists available at SciVerse ScienceDirect Developmental Review journal homepage: www.elsevier .com/locate/dr Natural conversations as a source of false memories in children: Implications for the testimony of young witnesses Gabrielle F. Principe ⇑, Erica Schindewolf Department of Psychology, Ursinus College, United States a r t i c l e i n f o a b s t r a c t Article history: Available online 25 July 2012 Keywords: Memory Suggestibility Children Social interaction Rumor Eyewitness testimony 0273-2297/$ - see front matter � 2012 Elsevier In http://dx.doi.org/10.1016/j.dr.2012.06.003 ⇑ Corresponding author. Address: Department o United States. Fax: +1 610 409 3633. E-mail address: [email protected] (G.F. Pri Research on factors that can affect the accuracy of children’s autobiographical remembering has important implications for understanding the abilities of young witnesses to provide legal testimony. In this article, we review our own recent research on one factor that has much potential to induce errors in children’s event recall, namely natural memory sharing conversations with peers and parents. Our studies provide compelling evidence that not only can the content of conversations about the past intrude into later memory but that such exchanges can prompt the gener- ation of entirely false narratives that are more detailed than true accounts of experienced events. Further, our work show that dee- per and more creative participation in memory sharing dialogues can boost the damaging effects of conversationally conveyed mis- information. Implications of this collection of findings for children’s testimony are discussed. � 2012 Elsevier Inc. All rights reserved. Introduction Perhaps only one simple and straightforward claim can be made about the accuracy of children’s testimony: not all statements made by children are true. Admittedly, exact accuracy is not the usual goal of memory in everyday life. Most autobiographical remembering is carried out for social purposes, such as to build bonds and foster connectedness with friends and family (see e.g., Nelson, 1993), and can serve these functions even when recollections do not precisely represent the past. In c. All rights reserved. f Psychology, Ursinus College, PO Box 1000, Collegeville, PA 19426-1000, ncipe). http://dx.doi.org/10.1016/j.dr.2012.06.003 mailto:[email protected] http://dx.doi.org/10.1016/j.dr.2012.06.003 http://www.sciencedirect.com/science/journal/02732297 http://www.elsevier.com/locate/dr 206 G.F. Principe, E. Schindewolf / Developmental Review 32 (2012) 205–223 fact, many everyday situations encourage some degree of unfaithfulness. Exaggerated, improvised, or even fabricated stories can be more engaging or more amusing to conversational partners than verid- ical reports. These tendencies to embellish personal experiences may be especially pronounced at young ages given children’s proclivity for pretense and.

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Develop a 6- to 7-page manual using the Security Standards, Po.docx

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Developmental and Communication Milestones One of the first tasks infants and children must master is communication. The ability to communicate is an important skill. Infants communicate primarily through crying. Parents and caregivers can become quite adept at interpreting a child’s cry so that they can respond to his or her needs quickly and appropriately. While nature predisposes humans to language, it is nurture that determines language development. Language development can be facilitated a number of ways: Adults can modify their speech (i.e., child-directed speech, simplified speech) to help young children attend to and learn the important parts of speech and appropriate syntax; play simple games with children that encourage turn-taking (a characteristic of good communication); and use of scaffolding (e.g., repetition) to help children learn the basics of language and communication (Pinker, 2004). The milestones of language development range from pre-language babbling to multi-word phrases and sentences. Individual and cultural differences can affect the rate and form of language within these milestones. To prepare for this Discussion , select one developmental or communication milestone in infancy and/or toddlerhood. With these thoughts in mind: a brief description of the developmental or communication milestone you selected. Then explain the implications of missing or meeting the milestone in terms of normal, advanced, and delayed development. Be sure to include any multicultural and/or diversity considerations. Support your Discussion assignment with specific resources used in its preparation. You are asked to provide a reference for all resources, including those in the Learning Resources for this course . .

Developmental and Communication MilestonesOne of the first tas.docx

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Developments New technology that affects policy process • Social media • Blogs • Open data • Freedom of information • Wisdom of the crowds • Open collaboration • Transparency in policy simulation • Agent-based simulation and hybrid modeling techniques There were several important themes in chapter 1. Here are a few quotes: 1. “Policy-making and its subsequent implementation are necessary to deal with societal problems.” (Janssen, 2015) 2. “Policy-making is driven by the need to solve societal problems and should result in interventions to solve these societal problems.” (Janssen, 2015) 3. “Examples of societal problems are unemployment, pollution, water quality, safety, criminality, well-being, health, and immigration.” (Janssen, 2015) The author of chapter 1 discusses several information and communication developments that influence policy-making. Select two of the developments in chapter 1 and describe how that development can influence policy to solve a specific problem. You have to research and identify a specific problem in society. You must do the following: 1)Provide a thoughtful research-based analysis and include at least three references to support your thoughts 2) ALL original posts ( two paragraphs supported by resources) and comments must be substantive. (I'm looking for about a paragraph - not just "I agree.") 6) Paraphrase text from resources used and cite. If quoting text, use double-quotes and cite. Reference Janssen, M., Wimmer, M. A., & Deljoo, A. (Eds.). (2015). Policy practice and digital science: Integrating complex systems, social simulation and public administration in policy research (Vol. 10). Springer. .

Developments New technology that affects policy process • So.docx

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Developmental Stages Week 7 Christina Sierra 1 Subjects Developmental Management in Pediatric Primary Care Developmental Management of Infants Developmental Management of Early Childhood Developmental Management of School Age Children Developmental Management of Adolescents 2 Developmental Management in Pediatric Primary Care Assessing development Height weight head circumference Interviewing parents Knowing appropriate milestones Educating families on normal vs abnormal Educating on developmental expectations We all grow at different rates so never compare yourself to someone else’s situation, doing so, can only bring disappointment. - Massy Arias 3 Growth Chart In child development nothing is set in stone. There is a grey area in timing. Development has a variation in time- it maybe a few weeks or months. Developmental Management of Infants Birth to one month: Babies lose 5-8% of body weight in their first few days and then regain within 10-14 days They should gain about 2 lbs per month Nutritional needs should meet 110 kcal/kg/day Sleep about 16 hours Sucking, rooting, tonic neck, moro, grasp- present and symmetric Moving hand to mouth, sucking, or grasp clothing- self console May turn to parents voice Visual space is about 8 -12 in from face, vision is foggy Hearing and smell is developed- but especially smell Four ways of being awake: 1. Drowsy 2. Quiet but alert 3. Crying 4. Alert and active What does a baby’s cry mean? Normal Hunger- rhythmic intense They want to be cuddled-slow, low tone Pain- high pitch screetchy Tired- slow rhythmic, intensifies Cries should be distinctive and vary on needs or feels. This begins articulation What does a baby’s cry mean? Usually colics Crying for over 30 minutes even after being fed, cleaned, consoled. High-pitched, shrieking Abnormal central nervous system Cornelia de Lange syndrome – like a bleating lamb Cri-du-chat syndrome- like a cat Cerebral irritability (i.e. meningitis, hydrocephalus, kernicterus) Malnutrition especially marasmus Grunting Pneumonia Sepsis Hoarseness Hypothyroidism Trauma to the hypopharynx Vocal cord paralysis Muffled Epiglottis Stridorous Foreign body Infection – abscesses, croup, epiglottitis Laryngeal abnormalities Oropharynx abnormalities Tracheal abnormalities Neoplasm Weak or whimperyMuscle weakness Muscular dystrophy Myasthenia gravis Infection 1 month to 3 months Growth in height is approximately 1.4in per month Growth in head circumference is approximately 0.8 in Weight gain is approximately 420 g= about 1 lb a month Growth spurts are expected and baby will eat more in a quicker time frame Baby becomes more routined with sleeping, passing stool and eating schedule Body movement is symmetric Attempts to grasp objects Cooing and babbling should be expected Response to conversations- acknowledgment, turning head, focused with communication with body language They may show smiles, imitation, tracking objects.

Developmental Stages Week 7Christina Sierra 1Sub.docx

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Develop a presentation on the cultural identity with which you align yourself. Consider the following: Describe the culture you identify with. Explain the major components of your culture. Explain the various symbols associated with your culture including their meanings. Describe the other cultures you are integrated with besides your own. What are the similarities and differences between these cultures with which you are connected? Evaluate the roles that race, class, age, and gender play in your culture. Support your statements with examples and scholarly references. You may use images and other media to present your perspective. Use the speakers’ notes to explain your statements in further detail. Develop a 10-slide presentation in PowerPoint format. Apply APA standards to citation of sources. .

Develop a presentation on the cultural identity with which you align.docx

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