Discussion Board Week 1
Research and select three leadership theories. Explain how you will implement those theories in your leadership style. Be sure to include specific examples and articulate how the theory influences the outcome. Use this document to draft your initial post. The post must follow the APA style of writing.
Leadership Theory
Implementation of the leadership theory in your leadership style
Leadership theory influences the outcome
1. Participative Theory is the extent to which a leader involves others in making decisions for which the leader has formal authority and responsibility (Bryman, 2011, p. 287). Leaders who frequently use empowering decision procedures are called participative leaders.
*Note: In this column, list one of your top three leadership theories.
As the Academic Dean of Languages, Arts, and Social Sciences, I make all the final decisions regarding the schedule of classes. However, I do not compile the schedule of classes without the help of my Associate Deans and Executive Assistant. Because I empower my subordinates to develop the schedule based on their educational discipline, my style of leadership would imply participative. According to the text, participation in decision making is to solicit the input of others to make decisions (Bateman, Snell, & Konopaske, 2019, p. 351). I have the formal authority and responsibility of the schedule, but I allow others to assist which produces a more robust-inclusive offering of courses.
*Note: How is the theory implemented in your everyday work.
Because my leadership style is participative in developing the schedule of classes, the college has a better schedule due to collaboration. This participative style influences the outcome because of choice-variety in the schedule from semester-to-semester.
*Note: What is the outcome (if any) of your leadership theory to the desired task or goal.
2. *Note: Follow example above for #2
3. *Note: Follow example above for #3
Reference:
Bateman, T., Snell, S., & Konopaske, R. (2019). Management: Leading & Collaborating in a Competitive World. New York: McGraw-Hill.
Bryman, A., Collinson, D., Grint, K., Jackson, B., & Uhl-Gien, M. (2011). The Sage Handbook of Leadership. Thousand Oaks: Sage.
Shakespeare in the Bush
file:///C|/Users/familylaptop/Documents/Cultural%20anthro/CULThandouts/Shakespeare%20in%20the%20Bush.htm[3/23/2014 3:18:23 PM]
Shakespeare in the bush
by Laura Bohannan
(from Natural History, Aug/Sept. 1966)
Just before I left Oxford for the Tiv in West Africa, conversation turned to the season at Stratford. "You Americans,"
said a friend, "often have difficulty with Shakespeare. He was, after all, a very English poet, and one can easily
misinterpret the universal by misunderstanding the particular."
I protested that human nature is pretty much the same the whole world over; at least the general plot and motivation of
the greater tragedies would always be clear--everywhere--although some ...
20 I A N D I D E O L O G YVNever noticed the difference.docxeugeniadean34240
20 I A N D I D E O L O G Y
'V
Never noticed the difference! No wonder! I hated the
Never gave it a glance, if I could avoid it. For years I held G
parents, especially my mother. Look at the gilded cage I liv J
whoever would listen. Look how my parents kept me from re r ̂ Sa'd
equivalent of the story of how Dickens was put to work in a bl v ^ ̂ as ui°
at the age of 12, deprived of his education, hopeless, abandoned b § fact°n
ents who had turned the world upside down and relied on h i m * ̂ par'
them. As I'd learned from reading Edmund Wilson, all of Dicke*0-51115^
had proceeded from this experience. Why didn't I have somethin"" $ $ n°Ve's
that in my past? Instead I had Goldie. No wonder I hadn't becom ^"^
novelist. My parents hadn't allowed me to suffer. kj a 8reat
I was a difficult, ungrateful child, and this lasted well into my 4^ u ̂
until I told this story to my psychiatrist, a wise man in New Haven, th IT""
a handle on it. I told it to him as an example of how I'd been coddled as a' h?'
trying to gain his sympathy. ("Poor little fly on the wall," I can hearmy moth
er say. "Nebbish!") Wasn't it at least partly my parents' fault if I hadn't yet writ-
ten what I wanted to write? Hadn't my parents deprived me of the pain I need-
ed to be nourished as an artist? My doctor said, with the insight and subtlen
achieved only after the most sophisticated theoretical and orthodox Freudian
training, "She sounds like a very good mother."
\w that you have read one conflict story in this chapter, you can begin
to think about it analytically by asking die six critical questions of it that VOL
will be asking about your own narrative later in the chapter. (See Figu:
Reading Analytically K
1. Focusing on specific passages from this text, describe how^he au
makes you feel about her parents, about Goldie, and about herse .
2. The last paragraph ends abruptly with the psychiatrist's wor | ̂
does not explicitly tell us what the effect of those words arej°;?n!i]vze ̂
are we to understand them and their effect on the author
tone of her description of the psychiatrist and look at the.
words in the context of the entire text. JP
3. Rose states at the beginning that she was a "spoiled middle
What assumptions does the author have about herself because^
class? What assumptions do you bring to the story knowing
a "privileged" upbringing? Explore whether you think the
parents' actions would have been felt differently—by the ,
you as a reader—if the author were from a poor backgrc
4. In exploring how Rose's feelings about the canary and a- g£ y,
resents to her evolve over time, discuss her feelings a 0$i&\: her response when she is six, her response to her <
tion about the bird, and your sense of her response to ne i
"'«**$*£ t'ltf
Locating Ourselves in History and Culture 21
the au
reader
uthor's conflict?
answer this, the essay must contain
For a reauti frsse^ This is also a 5/te of possible revision
• details and be.reaa ̂
k from draft l° u ô̂ perspe.
20 I AND I D E O L O G YVNever noticed the difference! .docxeugeniadean34240
20 I AND I D E O L O G Y
'V
Never noticed the difference! No wonder! I hated the
Never gave it a glance, if I could avoid it. For years I held G
parents, especially my mother. Look at the gilded cage I liv J
whoever would listen. Look how my parents kept me from re r ̂ Sa'd
equivalent of the story of how Dickens was put to work in a bl v ^ ̂ as ui°
at the age of 12, deprived of his education, hopeless, abandoned b § fact°n
ents who had turned the world upside down and relied on him* ̂ par'
them. As I'd learned from reading Edmund Wilson, all of Dicke*0-51115^
had proceeded from this experience. Why didn't I have somethin"" $ $ n°Ve's
that in my past? Instead I had Goldie. No wonder I hadn't becom ^"^
novelist. My parents hadn't allowed me to suffer. kj a 8reat
I was a difficult, ungrateful child, and this lasted well into my 4^ u ̂
until I told this story to my psychiatrist, a wise man in New Haven, th IT""
a handle on it. I told it to him as an example of how I'd been coddled as a' h?'
trying to gain his sympathy. ("Poor little fly on the wall," I can hearmy moth
er say. "Nebbish!") Wasn't it at least partly my parents' fault if I hadn't yet writ-
ten what I wanted to write? Hadn't my parents deprived me of the pain I need-
ed to be nourished as an artist? My doctor said, with the insight and subtlen
achieved only after the most sophisticated theoretical and orthodox Freudian
training, "She sounds like a very good mother."
\w that you have read one conflict story in this chapter, you can begin
to think about it analytically by asking die six critical questions of it that VOL
will be asking about your own narrative later in the chapter. (See Figu:
Reading Analytically K
1. Focusing on specific passages from this text, describe how^he au
makes you feel about her parents, about Goldie, and about herse .
2. The last paragraph ends abruptly with the psychiatrist's wor | ̂
does not explicitly tell us what the effect of those words arej°;?n!i]vze ̂
are we to understand them and their effect on the author
tone of her description of the psychiatrist and look at the.
words in the context of the entire text. JP
3. Rose states at the beginning that she was a "spoiled middle
What assumptions does the author have about herself because^
class? What assumptions do you bring to the story knowing
a "privileged" upbringing? Explore whether you think the
parents' actions would have been felt differently—by the ,
you as a reader—if the author were from a poor backgrc
4. In exploring how Rose's feelings about the canary and a- g£ y,
resents to her evolve over time, discuss her feelings a 0$i&\: her response when she is six, her response to her <
tion about the bird, and your sense of her response to ne i
"'«**$*£ t'ltf
Locating Ourselves in History and Culture 21
the au
reader
uthor's conflict?
answer this, the essay must contain
For a reauti frsse^ This is also a 5/te of possible revision
• details and be.reaa ̂
k from draft l° u ô̂ perspective.
Here is a potential interview dialogue based on the article:
Interviewer: Thank you for joining us today Alex. You've said people shouldn't walk on eggshells around disabled people. Why do you feel this way?
Alex: Thanks for having me. Disability is just a natural part of life and we should feel comfortable interacting with disabled people like anyone else. If someone falls out of their wheelchair, it's normal to react - we've all seen crazy crashes in wheelchair rugby. The Paralympics can help reduce awkwardness by showing disability is just part of diversity in sport.
Interviewer: You've also said we shouldn't necessarily sympathize with Paralympians who underperform. Why is that?
Alex:
Battle Royal Ralph Ellison It goes a long way back, some .docxgarnerangelika
Battle Royal
Ralph Ellison
It goes a long way back, some twenty years. All my life I had been looking for something, and everywhere I turned someone tried to tell me what it was. I accepted their answers too, though they were often in contradiction and even self-contradictory. I was naive. I was looking for myself and asking everyone except myself questions which I, and only I, could answer. It took me a long time and much painful boomeranging of my expectations to achieve a realization everyone else appears to have been born with: That I am nobody but myself. But first I had to discover that I am an invisible man!
And yet I am no freak of nature, nor of history. I was in the cards, other things having been equal (or unequal) eighty-five years ago. I am not ashamed of my grandparents for having been slaves. I am only ashamed of myself for having at one time been ashamed. About eighty-five years ago they were told they were free, united with others of our country in everything pertaining to the common good, and, in everything social, separate like the fingers of the hand. And they believed it. They exulted in it. They stayed in their place, worked hard, and brought up my father to do the same. But my grandfather is the one. He was an odd old guy, my grandfather, and I am told I take after him. It was he who caused the trouble. On his deathbed he called my father to him and said, "Son, after I'm gone I want you to keep up the good fight. I never told you, but our life is a war and I have been a traitor all my born days, a spy in the enemy's country ever since I give up my gun back in the Reconstruction. Live with your head in the lion's mouth. I want you to overcome 'em with yeses, undermine 'em with grins, agree 'em to death and destruction, let 'em swoller you till they vomit or bust wide open." They thought the old man had gone out of his mind. He had been the meekest of men. The younger children were rushed from the room, the shades drawn and the flame of the lamp turned so low that it sputtered on the wick like the old man's breathing. "Learn it to the younguns," he whispered fiercely; then he died.
But my folks were more alarmed over his last words than over his dying. It was as though he had not died at all, his words caused so much anxiety. I was warned emphatically to forget what he had said and, indeed, this is the first time it has been mentioned outside the family circle. It had a tremendous effect upon me, however. I could never be sure of what he meant. Grandfather had been a quiet old man who never made any trouble, yet on his deathbed he had called himself a traitor and a spy, and he had spoken of his meekness as a dangerous activity. It became a constant puzzle which lay unanswered in the back of my mind. And whenever things went well for me I remembered my grandfather and felt guilty and uncomfortable. It was as though I was carrying out his advice in spite of myself. And to make it worse, everyone loved me for it. I was.
This document provides background information on the novel The Thirty-Nine Steps by John Buchan. It includes a dedication to Thomas Arthur Nelson and a brief note from the author about the type of thriller/adventure story the novel contains. It then presents the first chapter, which introduces the protagonist Richard Hannay and a mysterious man who comes to Hannay claiming he is dead and in danger, revealing a conspiracy to assassinate an important political leader.
1) When customers are researching for healthcare service options, .docxSONU61709
1) When customers are researching for healthcare service options, the most important performance measure is staffing. It is the most important performance measure because your care may require special equipment or specialty services. Another factor into placing importance on staffing, according to the Medicare website, that higher staffing levels may indicate higher quality of care. The patient experience with the staffing is also crucial and is important to the quality of life for a patient.
2) In my opinion, healthcare consumers, find all of the performance measures mentioned important and all three are equal in importance. Health inspections, staffing and quality are the top three performance measures used determine if a customer will use that particular facilities services. Health inspections are important to ensure that patients are safe and there are polices in place to ensure patient safety. Staffing measures are important to ensure that staff is qualified to provide the services needed by the patient and that staff interaction is positive to improve quality of life. Quality measures are used to ensure that the patient is safe and always monitoring what needs to be changed to meet patient’s needs.
3) Consumers should use the site to simply weed out the lower rated nursing facility. However, the website will not answer a lot of the probing questions a consumer may have before placing their loved ones into a particular facility. According to the University of Chicago Medicine, a study shows that many believe that CMS could improve the website’s appeal by adding more information regarding cost, opinions from nursing-home residents about the quality of care and the availability of activities to residents (Targeted News Service, 2016).
4) As a consumer seeking a nursing facility, in addition to reviewing the performance measures, it is important to consider the location of the facility, if the facility is certified by Medicare and Medicaid (how does it affect you financially), and explore what activities are offered to residents. It could also benefit the consumer to physically visit the nursing facility. Consumers could also explore how to get feedback from individuals that have experience with that particular nursing facility.
5) Although it has been several years since visiting the location, I will base my answer on my experience then. Two of my great-grandmothers resided there. One of them declined in health after being placed there and the other lived there for years, reaching the age of 103. Mostly, I do agree with the ratings CMS has given this facility. However, I do remember the staffing rates always seemed to be low and overworked. I believe this facility could definitely use some work on quality measures overall.
http://www.wicknet.org/english/bfreeman/Anthology/battle_royal.htm
Battle Royal
Ralph Ellison
It goes a long way back, some twenty years. All my life I had been looking for something, and ...
This document discusses factors to consider when selecting texts for students. It outlines three main factors: potential for engagement, levels of meaning, and features of the text.
For potential engagement, teachers should consider if the text offers opportunities for knowledge building, personal connection, and meaning-making. For levels of meaning, teachers should evaluate if the text presents multiple depths of meaning as readers progress from simple to more complex understanding. For features of the text, the document discusses quantitative measures of complexity from various programs and how certain textual features could help or hinder comprehension. It emphasizes that quantitative measures are useful but imperfect, and all three factors should be weighed when choosing texts.
20 I A N D I D E O L O G YVNever noticed the difference.docxeugeniadean34240
20 I A N D I D E O L O G Y
'V
Never noticed the difference! No wonder! I hated the
Never gave it a glance, if I could avoid it. For years I held G
parents, especially my mother. Look at the gilded cage I liv J
whoever would listen. Look how my parents kept me from re r ̂ Sa'd
equivalent of the story of how Dickens was put to work in a bl v ^ ̂ as ui°
at the age of 12, deprived of his education, hopeless, abandoned b § fact°n
ents who had turned the world upside down and relied on h i m * ̂ par'
them. As I'd learned from reading Edmund Wilson, all of Dicke*0-51115^
had proceeded from this experience. Why didn't I have somethin"" $ $ n°Ve's
that in my past? Instead I had Goldie. No wonder I hadn't becom ^"^
novelist. My parents hadn't allowed me to suffer. kj a 8reat
I was a difficult, ungrateful child, and this lasted well into my 4^ u ̂
until I told this story to my psychiatrist, a wise man in New Haven, th IT""
a handle on it. I told it to him as an example of how I'd been coddled as a' h?'
trying to gain his sympathy. ("Poor little fly on the wall," I can hearmy moth
er say. "Nebbish!") Wasn't it at least partly my parents' fault if I hadn't yet writ-
ten what I wanted to write? Hadn't my parents deprived me of the pain I need-
ed to be nourished as an artist? My doctor said, with the insight and subtlen
achieved only after the most sophisticated theoretical and orthodox Freudian
training, "She sounds like a very good mother."
\w that you have read one conflict story in this chapter, you can begin
to think about it analytically by asking die six critical questions of it that VOL
will be asking about your own narrative later in the chapter. (See Figu:
Reading Analytically K
1. Focusing on specific passages from this text, describe how^he au
makes you feel about her parents, about Goldie, and about herse .
2. The last paragraph ends abruptly with the psychiatrist's wor | ̂
does not explicitly tell us what the effect of those words arej°;?n!i]vze ̂
are we to understand them and their effect on the author
tone of her description of the psychiatrist and look at the.
words in the context of the entire text. JP
3. Rose states at the beginning that she was a "spoiled middle
What assumptions does the author have about herself because^
class? What assumptions do you bring to the story knowing
a "privileged" upbringing? Explore whether you think the
parents' actions would have been felt differently—by the ,
you as a reader—if the author were from a poor backgrc
4. In exploring how Rose's feelings about the canary and a- g£ y,
resents to her evolve over time, discuss her feelings a 0$i&\: her response when she is six, her response to her <
tion about the bird, and your sense of her response to ne i
"'«**$*£ t'ltf
Locating Ourselves in History and Culture 21
the au
reader
uthor's conflict?
answer this, the essay must contain
For a reauti frsse^ This is also a 5/te of possible revision
• details and be.reaa ̂
k from draft l° u ô̂ perspe.
20 I AND I D E O L O G YVNever noticed the difference! .docxeugeniadean34240
20 I AND I D E O L O G Y
'V
Never noticed the difference! No wonder! I hated the
Never gave it a glance, if I could avoid it. For years I held G
parents, especially my mother. Look at the gilded cage I liv J
whoever would listen. Look how my parents kept me from re r ̂ Sa'd
equivalent of the story of how Dickens was put to work in a bl v ^ ̂ as ui°
at the age of 12, deprived of his education, hopeless, abandoned b § fact°n
ents who had turned the world upside down and relied on him* ̂ par'
them. As I'd learned from reading Edmund Wilson, all of Dicke*0-51115^
had proceeded from this experience. Why didn't I have somethin"" $ $ n°Ve's
that in my past? Instead I had Goldie. No wonder I hadn't becom ^"^
novelist. My parents hadn't allowed me to suffer. kj a 8reat
I was a difficult, ungrateful child, and this lasted well into my 4^ u ̂
until I told this story to my psychiatrist, a wise man in New Haven, th IT""
a handle on it. I told it to him as an example of how I'd been coddled as a' h?'
trying to gain his sympathy. ("Poor little fly on the wall," I can hearmy moth
er say. "Nebbish!") Wasn't it at least partly my parents' fault if I hadn't yet writ-
ten what I wanted to write? Hadn't my parents deprived me of the pain I need-
ed to be nourished as an artist? My doctor said, with the insight and subtlen
achieved only after the most sophisticated theoretical and orthodox Freudian
training, "She sounds like a very good mother."
\w that you have read one conflict story in this chapter, you can begin
to think about it analytically by asking die six critical questions of it that VOL
will be asking about your own narrative later in the chapter. (See Figu:
Reading Analytically K
1. Focusing on specific passages from this text, describe how^he au
makes you feel about her parents, about Goldie, and about herse .
2. The last paragraph ends abruptly with the psychiatrist's wor | ̂
does not explicitly tell us what the effect of those words arej°;?n!i]vze ̂
are we to understand them and their effect on the author
tone of her description of the psychiatrist and look at the.
words in the context of the entire text. JP
3. Rose states at the beginning that she was a "spoiled middle
What assumptions does the author have about herself because^
class? What assumptions do you bring to the story knowing
a "privileged" upbringing? Explore whether you think the
parents' actions would have been felt differently—by the ,
you as a reader—if the author were from a poor backgrc
4. In exploring how Rose's feelings about the canary and a- g£ y,
resents to her evolve over time, discuss her feelings a 0$i&\: her response when she is six, her response to her <
tion about the bird, and your sense of her response to ne i
"'«**$*£ t'ltf
Locating Ourselves in History and Culture 21
the au
reader
uthor's conflict?
answer this, the essay must contain
For a reauti frsse^ This is also a 5/te of possible revision
• details and be.reaa ̂
k from draft l° u ô̂ perspective.
Here is a potential interview dialogue based on the article:
Interviewer: Thank you for joining us today Alex. You've said people shouldn't walk on eggshells around disabled people. Why do you feel this way?
Alex: Thanks for having me. Disability is just a natural part of life and we should feel comfortable interacting with disabled people like anyone else. If someone falls out of their wheelchair, it's normal to react - we've all seen crazy crashes in wheelchair rugby. The Paralympics can help reduce awkwardness by showing disability is just part of diversity in sport.
Interviewer: You've also said we shouldn't necessarily sympathize with Paralympians who underperform. Why is that?
Alex:
Battle Royal Ralph Ellison It goes a long way back, some .docxgarnerangelika
Battle Royal
Ralph Ellison
It goes a long way back, some twenty years. All my life I had been looking for something, and everywhere I turned someone tried to tell me what it was. I accepted their answers too, though they were often in contradiction and even self-contradictory. I was naive. I was looking for myself and asking everyone except myself questions which I, and only I, could answer. It took me a long time and much painful boomeranging of my expectations to achieve a realization everyone else appears to have been born with: That I am nobody but myself. But first I had to discover that I am an invisible man!
And yet I am no freak of nature, nor of history. I was in the cards, other things having been equal (or unequal) eighty-five years ago. I am not ashamed of my grandparents for having been slaves. I am only ashamed of myself for having at one time been ashamed. About eighty-five years ago they were told they were free, united with others of our country in everything pertaining to the common good, and, in everything social, separate like the fingers of the hand. And they believed it. They exulted in it. They stayed in their place, worked hard, and brought up my father to do the same. But my grandfather is the one. He was an odd old guy, my grandfather, and I am told I take after him. It was he who caused the trouble. On his deathbed he called my father to him and said, "Son, after I'm gone I want you to keep up the good fight. I never told you, but our life is a war and I have been a traitor all my born days, a spy in the enemy's country ever since I give up my gun back in the Reconstruction. Live with your head in the lion's mouth. I want you to overcome 'em with yeses, undermine 'em with grins, agree 'em to death and destruction, let 'em swoller you till they vomit or bust wide open." They thought the old man had gone out of his mind. He had been the meekest of men. The younger children were rushed from the room, the shades drawn and the flame of the lamp turned so low that it sputtered on the wick like the old man's breathing. "Learn it to the younguns," he whispered fiercely; then he died.
But my folks were more alarmed over his last words than over his dying. It was as though he had not died at all, his words caused so much anxiety. I was warned emphatically to forget what he had said and, indeed, this is the first time it has been mentioned outside the family circle. It had a tremendous effect upon me, however. I could never be sure of what he meant. Grandfather had been a quiet old man who never made any trouble, yet on his deathbed he had called himself a traitor and a spy, and he had spoken of his meekness as a dangerous activity. It became a constant puzzle which lay unanswered in the back of my mind. And whenever things went well for me I remembered my grandfather and felt guilty and uncomfortable. It was as though I was carrying out his advice in spite of myself. And to make it worse, everyone loved me for it. I was.
This document provides background information on the novel The Thirty-Nine Steps by John Buchan. It includes a dedication to Thomas Arthur Nelson and a brief note from the author about the type of thriller/adventure story the novel contains. It then presents the first chapter, which introduces the protagonist Richard Hannay and a mysterious man who comes to Hannay claiming he is dead and in danger, revealing a conspiracy to assassinate an important political leader.
1) When customers are researching for healthcare service options, .docxSONU61709
1) When customers are researching for healthcare service options, the most important performance measure is staffing. It is the most important performance measure because your care may require special equipment or specialty services. Another factor into placing importance on staffing, according to the Medicare website, that higher staffing levels may indicate higher quality of care. The patient experience with the staffing is also crucial and is important to the quality of life for a patient.
2) In my opinion, healthcare consumers, find all of the performance measures mentioned important and all three are equal in importance. Health inspections, staffing and quality are the top three performance measures used determine if a customer will use that particular facilities services. Health inspections are important to ensure that patients are safe and there are polices in place to ensure patient safety. Staffing measures are important to ensure that staff is qualified to provide the services needed by the patient and that staff interaction is positive to improve quality of life. Quality measures are used to ensure that the patient is safe and always monitoring what needs to be changed to meet patient’s needs.
3) Consumers should use the site to simply weed out the lower rated nursing facility. However, the website will not answer a lot of the probing questions a consumer may have before placing their loved ones into a particular facility. According to the University of Chicago Medicine, a study shows that many believe that CMS could improve the website’s appeal by adding more information regarding cost, opinions from nursing-home residents about the quality of care and the availability of activities to residents (Targeted News Service, 2016).
4) As a consumer seeking a nursing facility, in addition to reviewing the performance measures, it is important to consider the location of the facility, if the facility is certified by Medicare and Medicaid (how does it affect you financially), and explore what activities are offered to residents. It could also benefit the consumer to physically visit the nursing facility. Consumers could also explore how to get feedback from individuals that have experience with that particular nursing facility.
5) Although it has been several years since visiting the location, I will base my answer on my experience then. Two of my great-grandmothers resided there. One of them declined in health after being placed there and the other lived there for years, reaching the age of 103. Mostly, I do agree with the ratings CMS has given this facility. However, I do remember the staffing rates always seemed to be low and overworked. I believe this facility could definitely use some work on quality measures overall.
http://www.wicknet.org/english/bfreeman/Anthology/battle_royal.htm
Battle Royal
Ralph Ellison
It goes a long way back, some twenty years. All my life I had been looking for something, and ...
This document discusses factors to consider when selecting texts for students. It outlines three main factors: potential for engagement, levels of meaning, and features of the text.
For potential engagement, teachers should consider if the text offers opportunities for knowledge building, personal connection, and meaning-making. For levels of meaning, teachers should evaluate if the text presents multiple depths of meaning as readers progress from simple to more complex understanding. For features of the text, the document discusses quantitative measures of complexity from various programs and how certain textual features could help or hinder comprehension. It emphasizes that quantitative measures are useful but imperfect, and all three factors should be weighed when choosing texts.
This document discusses narrative medicine and uses Sylvia Plath's novel The Bell Jar as a case example. It summarizes how Plath uses present tense in the novel to compare electroconvulsive therapy to execution and discuss other personal topics. The document also includes examples of narrative writing from patients to demonstrate how narrative competence can help physicians understand patients and provide more empathic care. It concludes that narrative medicine involves understanding and communicating a patient's story in order to care for them effectively.
The document discusses different elements and structures that can be used when writing an introduction paragraph. It identifies the topic sentence, thesis statement, supporting sentences, and conclusion sentence as key components of an introduction. It also contrasts subordinate and coordinate paragraph structures, with subordinate using increasingly specific sentences and coordinate using evenly focused sentences. The document provides guidance on writing clear and effective introduction paragraphs.
The document provides instructions for using the HelpWriting.net website to request writing assistance. It outlines a 5-step process: 1) Create an account with a password and email, 2) Complete an order form with instructions and deadline, 3) Review writer bids and choose one, 4) Review the completed paper and authorize payment, 5) Request revisions if needed. The site promises original, high-quality content and refunds for plagiarized work.
Johnny gruelle, raggedy ann stories, p.3AbulQassim1
There she sits, a trifle loppy and loose-jointed, looking me squarely in the face in a straightforward, honest manner, a twinkle where her shoe-button eyes reflect the electric light.
Johnny Gruelle, "Raggedy Ann Stories", p.3
A powerpoint that focuses on the skill of inferring--both when reading individual words and whole sentences and paragraphs. It is based on a pairing of Fever 1793 and An American Plague.
The document provides steps for requesting assignment writing help from HelpWriting.net. It outlines the registration process, how to submit a request by completing an order form and attaching samples, how writers bid on requests and clients select a writer, how clients can request revisions, and HelpWriting.net's guarantees regarding originality and refunds.
For Essay 1, write an explication of one of the assigned poe.docxRAJU852744
For Essay 1, write an
explication
of
one
of the assigned poems.
Choose to write about
only one
of the following:
"The Fish"
"A Blessing"
"My Papa's Waltz"
"Lady Lazarus"
"The Blue Bowl"
"Most Like an Arch This Marriage"
Unit 1 will cover, in detail, how to write an explication essay. In brief, "in an explication essay, you examine a work in much detail. Line by line, stanza by stanza...you explain each part as fully as you can and show how the author's techniques produce your response. An explication is essentially a demonstration of your thorough understanding of a work" (
Literature: The Human Experience
47).
For this particular essay, you will want to focus on the poetic techniques of diction, tone, image, and/or figurative language, which we will also cover in this unit.
Your essay should be between 500 and 750 words and adhere to MLA formatting. It needs to quote directly from your chosen text for support, but it should
not
use any secondary research.
Remember that the explication essay should
not just
summarize the poem.
It needs to look at the different elements of poetry used and offer a detailed
explanation
of the poem that also addresses the poem's overall effect and meaning.
The Fish
Elizabeth Bishop
,
1911
-
1979
I caught a tremendous fish
and held him beside the boat
half out of water, with my hook
fast in a corner of his mouth.
He didn’t fight.
He hadn’t fought at all.
He hung a grunting weight,
battered and venerable
and homely. Here and there
his brown skin hung in strips
like ancient wallpaper,
and its pattern of darker brown
was like wallpaper:
shapes like full-blown roses
stained and lost through age.
He was speckled with barnacles,
fine rosettes of lime,
and infested
with tiny white sea-lice,
and underneath two or three
rags of green weed hung down.
While his gills were breathing in
the terrible oxygen
—the frightening gills,
fresh and crisp with blood,
that can cut so badly—
I thought of the coarse white flesh
packed in like feathers,
the big bones and the little bones,
the dramatic reds and blacks
of his shiny entrails,
and the pink swim-bladder
like a big peony.
I looked into his eyes
which were far larger than mine
but shallower, and yellowed,
the irises backed and packed
with tarnished tinfoil
seen through the lenses
of old scratched isinglass.
They shifted a little, but not
to return my stare.
—It was more like the tipping
of an object toward the light.
I admired his sullen face,
the mechanism of his jaw,
and then I saw
that from his lower lip
—if you could call it a lip—
grim, wet, and weaponlike,
hung five old pieces of fish-line,
or four and a wire leader
with the swivel still attached,
with all their five big hooks
grown firmly in his mouth.
A green line, frayed at the end
where he broke it, two heavier lines,
and a fine black thread
still crimped from the strain and snap
when it broke and he got away.
Like medals with their ribbons
fr ...
Pagesrevision of thetelevision. NoteUnder the Student.docxalfred4lewis58146
Pages
revision of the
television. Note
Under the "Students Write'l
Christine Lee criticizes
blly consider the
material, you
of Speech,
completi r
15a
reaiity
reasons
for the changes as glverr 223-224.
Nate: To ensure v*{e comfortable
shouid revie'qGisr online supplements,
Word Usgp,
tion
the c
and Sentence Skills, before
for Lesson 3.
Required Journal Entry 5: Public Space
Reread Brent Staples'essay "Black Men and Public Space" on pages 160-162. Explore the ways
you and individuals around you "alter public space." Include specific examples from your life. You
may wish to describe a situation in which your intentions were misunderstood or when someone
made false assumptions about you. Another option is to discuss times when you've had to change
your behavior to accommodate someone else's needs or expectations. {2 paragraphs, 5 sentences
for each)
Freewrite about the way errors in grammar, spelling, and punctuation can alter the public space
between writer and reader in an essay. (1 paragraph, 5 sentences)
f-Check 1
l. Exercise 10.1, on page Edit the five make them concise.
Exercise 10,2, on page
or complex sentences.
210: the pairs of sente to single, compound,2.
3. Exercise 10.3, page 2!2: Add modifiers to create varied sentence in the five
sentences.
10.4, on page 213: Edit the five sentences to eliminate problems with pa
(Continued)
Lesson 3
ffiU"t Men and Public Space
Brent Staples
Any woman who has lived in a cily knows the fear Brent Staples
qpeab ;r" but not many of us realize how that reaction afects the
innocent. Staples's essayuasf* published inEarper's in 1986. He's
still whistling.
My first victim was a woman-u7hi1s, well-dressed, probably in
her early twenties- I came upon her late one evening on a deserted
street in Hyde Park, a relativelyaffluent neighborhood in an other-
wise mean, impoverished section of Chicago. As I swung onto the
avenue behind her, there seemed to be a discreet, uninflarnmatory
distance between us. Not so. She cast back a worried glance. To her,
the youngish black rnur--a broad 6 feet 2 inches with a beard and
billowing hair, botl hands shoved into the pockets of a bulky mil-
itary jacket-seerned menacingly close. After a few more quick
glimpses, she picked up her pace and was soon running in earnest.
Within seconds she disappeared into a cross street.
That was more than a decade ago. I was 22 years old, a grad-
uate student newly arrived at the University of Chicago. It was in
the echo of that terrified woman's footfalls that I first began to
know the unwieldy inheritance I'd come into-the ability to alter
public space in ugly ways. It was clear that she thought herself the
quarry of a mugger, a rapist, or worse. Suffering a bout of insom-
nia, however, I was stalking sleep, not defenseless wayfarers. As a
softy who is scarcely able to take a knife to a raw chicken-let
alone hold one to a person's ftroat-I was surprised, embar-
rassed, and dismayed all at once. Her flight made me.
Erik ringmara bloggers manifesto ANTI-CENSURA INTERNET PDF ELIAS OMEGA
This document summarizes the experiences of Erik Ringmar, a professor who started blogging. In his first posts, he jokingly wrote about a colleague's presentation and made up a story about his university director, though he knew these topics had limits. When the Danish cartoon controversy emerged, he decided to publish the cartoons on his blog in support of free expression, seeing it as a stance against threats issued in response. Though new to blogging, he felt empowered but also aware of legal and social limits to speech, which he was still defining through experimenting on his blog.
The document discusses the feud between Nathaniel Bacon and Governor William Berkeley in colonial Virginia. Bacon accused Berkeley of corruption, excessive taxation, and treason. Berkeley strongly denied the accusations. Their dispute highlighted tensions between protecting the interests of the crown and advocating for the colonists. It was an example of how political debates can both progress change but also be used vindictively.
The document discusses the characterization of Benjamin Braddock in the 1967 film "The Graduate". It focuses on how Benjamin is characterized through the point of view, cinematography, score, and dialog. The entire film focuses on Benjamin's perspective, and the camera at times shows angles from his point of view, further emphasizing that he is the main subject and driving the audience's understanding of who he is and the challenges he faces.
The document introduces Robert Langdon, a Harvard professor who has been invited to Washington D.C. by his mentor Peter Solomon. Langdon arrives by private jet and is driven to the U.S. Capitol building, where something secret is planned for this evening. Meanwhile, a man who calls himself Mal'akh prepares nearby, tattooing symbols onto his shaved head in a ritual of transformation and control over his body.
Albani speaks about And writes about his.pdfbkbk37
This document summarizes a short story written by Albani about his experience witnessing a mob lynching as a 10-year-old boy in Nigeria. In the story, Albani and his aunt witness a man being accused of theft at the local market. When one elder calls for tolerance, he is booled down. The mob proceeds to hang a tire around the man's neck, pour gasoline on him, and light him on fire while the crowd watches. Albani's aunt forces him to watch the man burn and spit on his burning body. The story highlights the prevalence of mob justice and lack of due process in 1970s Nigeria through the eyes of a young boy.
Albani speaks about And writes about his.pdfbkbk37
This document summarizes a short story from the perspective of a 10-year-old boy in Nigeria. He accompanies his aunt to the market on a rainy day. They witness a mob form and chase after a man accused of theft. The man runs to the courtyard where elders dispense justice, seeking sanctuary. However, the mob overwhelms the elders and proceeds to lynch the man, hanging a tire around his neck, dousing him with fuel, and setting him on fire while he pleads for his life. The boy's aunt forces him to watch the burning man and spit on his charred body along with the mob, as a lesson.
. According to your textbook, Contrary to a popular misconception.docxmadlynplamondon
According to a cross-cultural study of 186 societies, attitudes toward homosexuality vary significantly across cultures. Only 31% of societies studied stigmatized homosexual behavior, while 38% viewed it as a normal developmental phase for youth and 18% accepted committed same-sex relationships as an alternative form of marriage. The historical stigmatization of homosexuality in America is a product of enculturation rather than universal moral values.
-How did artwork produced in America from 1945 to 1960 compare to ar.docxmadlynplamondon
Post-World War II American art differed from European art by embracing abstract expressionism through artists like Jackson Pollock and his drip paintings, while European art focused more on figurative styles. Pollock's painting Number 1, 1950 (Lavender Mist) used dripped and splattered oil paint on canvas in 1950, as did Willem de Kooning's Woman I in 1952, showing the abstract expressionist movement in America. European art of the time included Alberto Giacometti's figurative sculpture Woman of Venice II from 1956.
-Just thoughts and opinion on the reading-Consent and compen.docxmadlynplamondon
-Just thoughts and opinion on the reading
-Consent and compensation are two things that the Johns Hopkins doctors did not provide Henrietta Lacks. How are these ideas at odds?
-African Americans today face disparities in the health care system even today. How can Henrietta's story motivate change in our current system?
.
. The Questioned Documents Unit (QDU) provides forensic support .docxmadlynplamondon
. The Questioned Documents Unit (QDU) provides forensic support to federal, state and local law enforcement agencies by conducting examinations on evidence collected during their investigation as well as expert testimony concerning information contained in the reports. The Cryptanalysis and Racketeering Records Unit (CRRU) supports law enforcement by assisting in the analysis of cryptic communications such as codes found in letters, notes and diaries (FBI.gov).
After an individual is arrested, I will obtain fingerprints and photographs of the subject and complete a number of forms that are used to start a criminal file on the subject. I will use the Buccal Collection DNA test kit provided by the FBI on my subject. Once completed properly and submitted to the FBI, the kit will be sent to the Federal DNA Database Unit (FDDU). The FDDU will take the DNA test kit and upload it into NDIS creating a DNA profile for my subject. The subject’s DNA profile will be searched against unknown forensic profiles from crime scenes across the country. If my subject’s DNA matches with another crime from another state he can be charged for that crimes as well. In my opinion this is the most important service the FBI has. This allows all agencies to communicate and share information based off of DNA evidence. The flaw is that they need the criminal to be apprehended and processed in order for the DNA to be in the system.
In Knoxville Tennessee, FBI Emergency Response agents train how to excavate a body at the Body Farm. The agents pair up in teams with forensic anthropologists to learn how to best identify and excavate human remains to preserve the clues and pieces of evidence that decaying bodies may leave behind. The weeklong training gives agents step by step instructions while surprising the agents with twists and surprises during their excavations. This was very interesting to me because it helps put things into perspective. Teaches them to put the victim first, which will motivate them to slow down, be methodical with their techniques and be very thorough because it only can be done once.
respond to this discussion question 150 words
.
. What is it about the fundamental nature and structure of the Olym.docxmadlynplamondon
. What is it about the fundamental nature and structure of the Olympics that helps explain why the conflict arose and escalated?
b. Was the form of aggression displayed by the attackers hostile aggression or instrumental aggression? Explain your reasoning. (Note: you
must
make a decision between these alternatives and defend your decision.)
.
-Learning objectives for presentation-Brief background o.docxmadlynplamondon
Madeleine Leininger developed the transcultural nursing theory to address the need for culturally competent care (Leininger, 2002). Her theory focuses on how culture impacts health, wellness, and nursing care. It emphasizes understanding a patient's cultural values, beliefs and practices to provide sensitive and respectful care.
-You will need to play a phone game Angry Birds (any version) to mak.docxmadlynplamondon
-You will need to play a phone game Angry Birds (any version) to make observation.
-Make an observation on how you must launch the birds in order to knock over the items.
-Pay attention to how the path of the birds (the projectiles) changes as you change the launch angle and how far back you pull the birds at launch.
-You will also need to complete the calculations in assignment.
Assignment file below...
.
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Johnny gruelle, raggedy ann stories, p.3AbulQassim1
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Johnny Gruelle, "Raggedy Ann Stories", p.3
A powerpoint that focuses on the skill of inferring--both when reading individual words and whole sentences and paragraphs. It is based on a pairing of Fever 1793 and An American Plague.
The document provides steps for requesting assignment writing help from HelpWriting.net. It outlines the registration process, how to submit a request by completing an order form and attaching samples, how writers bid on requests and clients select a writer, how clients can request revisions, and HelpWriting.net's guarantees regarding originality and refunds.
For Essay 1, write an explication of one of the assigned poe.docxRAJU852744
For Essay 1, write an
explication
of
one
of the assigned poems.
Choose to write about
only one
of the following:
"The Fish"
"A Blessing"
"My Papa's Waltz"
"Lady Lazarus"
"The Blue Bowl"
"Most Like an Arch This Marriage"
Unit 1 will cover, in detail, how to write an explication essay. In brief, "in an explication essay, you examine a work in much detail. Line by line, stanza by stanza...you explain each part as fully as you can and show how the author's techniques produce your response. An explication is essentially a demonstration of your thorough understanding of a work" (
Literature: The Human Experience
47).
For this particular essay, you will want to focus on the poetic techniques of diction, tone, image, and/or figurative language, which we will also cover in this unit.
Your essay should be between 500 and 750 words and adhere to MLA formatting. It needs to quote directly from your chosen text for support, but it should
not
use any secondary research.
Remember that the explication essay should
not just
summarize the poem.
It needs to look at the different elements of poetry used and offer a detailed
explanation
of the poem that also addresses the poem's overall effect and meaning.
The Fish
Elizabeth Bishop
,
1911
-
1979
I caught a tremendous fish
and held him beside the boat
half out of water, with my hook
fast in a corner of his mouth.
He didn’t fight.
He hadn’t fought at all.
He hung a grunting weight,
battered and venerable
and homely. Here and there
his brown skin hung in strips
like ancient wallpaper,
and its pattern of darker brown
was like wallpaper:
shapes like full-blown roses
stained and lost through age.
He was speckled with barnacles,
fine rosettes of lime,
and infested
with tiny white sea-lice,
and underneath two or three
rags of green weed hung down.
While his gills were breathing in
the terrible oxygen
—the frightening gills,
fresh and crisp with blood,
that can cut so badly—
I thought of the coarse white flesh
packed in like feathers,
the big bones and the little bones,
the dramatic reds and blacks
of his shiny entrails,
and the pink swim-bladder
like a big peony.
I looked into his eyes
which were far larger than mine
but shallower, and yellowed,
the irises backed and packed
with tarnished tinfoil
seen through the lenses
of old scratched isinglass.
They shifted a little, but not
to return my stare.
—It was more like the tipping
of an object toward the light.
I admired his sullen face,
the mechanism of his jaw,
and then I saw
that from his lower lip
—if you could call it a lip—
grim, wet, and weaponlike,
hung five old pieces of fish-line,
or four and a wire leader
with the swivel still attached,
with all their five big hooks
grown firmly in his mouth.
A green line, frayed at the end
where he broke it, two heavier lines,
and a fine black thread
still crimped from the strain and snap
when it broke and he got away.
Like medals with their ribbons
fr ...
Pagesrevision of thetelevision. NoteUnder the Student.docxalfred4lewis58146
Pages
revision of the
television. Note
Under the "Students Write'l
Christine Lee criticizes
blly consider the
material, you
of Speech,
completi r
15a
reaiity
reasons
for the changes as glverr 223-224.
Nate: To ensure v*{e comfortable
shouid revie'qGisr online supplements,
Word Usgp,
tion
the c
and Sentence Skills, before
for Lesson 3.
Required Journal Entry 5: Public Space
Reread Brent Staples'essay "Black Men and Public Space" on pages 160-162. Explore the ways
you and individuals around you "alter public space." Include specific examples from your life. You
may wish to describe a situation in which your intentions were misunderstood or when someone
made false assumptions about you. Another option is to discuss times when you've had to change
your behavior to accommodate someone else's needs or expectations. {2 paragraphs, 5 sentences
for each)
Freewrite about the way errors in grammar, spelling, and punctuation can alter the public space
between writer and reader in an essay. (1 paragraph, 5 sentences)
f-Check 1
l. Exercise 10.1, on page Edit the five make them concise.
Exercise 10,2, on page
or complex sentences.
210: the pairs of sente to single, compound,2.
3. Exercise 10.3, page 2!2: Add modifiers to create varied sentence in the five
sentences.
10.4, on page 213: Edit the five sentences to eliminate problems with pa
(Continued)
Lesson 3
ffiU"t Men and Public Space
Brent Staples
Any woman who has lived in a cily knows the fear Brent Staples
qpeab ;r" but not many of us realize how that reaction afects the
innocent. Staples's essayuasf* published inEarper's in 1986. He's
still whistling.
My first victim was a woman-u7hi1s, well-dressed, probably in
her early twenties- I came upon her late one evening on a deserted
street in Hyde Park, a relativelyaffluent neighborhood in an other-
wise mean, impoverished section of Chicago. As I swung onto the
avenue behind her, there seemed to be a discreet, uninflarnmatory
distance between us. Not so. She cast back a worried glance. To her,
the youngish black rnur--a broad 6 feet 2 inches with a beard and
billowing hair, botl hands shoved into the pockets of a bulky mil-
itary jacket-seerned menacingly close. After a few more quick
glimpses, she picked up her pace and was soon running in earnest.
Within seconds she disappeared into a cross street.
That was more than a decade ago. I was 22 years old, a grad-
uate student newly arrived at the University of Chicago. It was in
the echo of that terrified woman's footfalls that I first began to
know the unwieldy inheritance I'd come into-the ability to alter
public space in ugly ways. It was clear that she thought herself the
quarry of a mugger, a rapist, or worse. Suffering a bout of insom-
nia, however, I was stalking sleep, not defenseless wayfarers. As a
softy who is scarcely able to take a knife to a raw chicken-let
alone hold one to a person's ftroat-I was surprised, embar-
rassed, and dismayed all at once. Her flight made me.
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This document summarizes the experiences of Erik Ringmar, a professor who started blogging. In his first posts, he jokingly wrote about a colleague's presentation and made up a story about his university director, though he knew these topics had limits. When the Danish cartoon controversy emerged, he decided to publish the cartoons on his blog in support of free expression, seeing it as a stance against threats issued in response. Though new to blogging, he felt empowered but also aware of legal and social limits to speech, which he was still defining through experimenting on his blog.
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Albani speaks about And writes about his.pdfbkbk37
This document summarizes a short story written by Albani about his experience witnessing a mob lynching as a 10-year-old boy in Nigeria. In the story, Albani and his aunt witness a man being accused of theft at the local market. When one elder calls for tolerance, he is booled down. The mob proceeds to hang a tire around the man's neck, pour gasoline on him, and light him on fire while the crowd watches. Albani's aunt forces him to watch the man burn and spit on his burning body. The story highlights the prevalence of mob justice and lack of due process in 1970s Nigeria through the eyes of a young boy.
Albani speaks about And writes about his.pdfbkbk37
This document summarizes a short story from the perspective of a 10-year-old boy in Nigeria. He accompanies his aunt to the market on a rainy day. They witness a mob form and chase after a man accused of theft. The man runs to the courtyard where elders dispense justice, seeking sanctuary. However, the mob overwhelms the elders and proceeds to lynch the man, hanging a tire around his neck, dousing him with fuel, and setting him on fire while he pleads for his life. The boy's aunt forces him to watch the burning man and spit on his charred body along with the mob, as a lesson.
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respond to this discussion question 150 words
.
. What is it about the fundamental nature and structure of the Olym.docxmadlynplamondon
. What is it about the fundamental nature and structure of the Olympics that helps explain why the conflict arose and escalated?
b. Was the form of aggression displayed by the attackers hostile aggression or instrumental aggression? Explain your reasoning. (Note: you
must
make a decision between these alternatives and defend your decision.)
.
-Learning objectives for presentation-Brief background o.docxmadlynplamondon
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-You will need to play a phone game Angry Birds (any version) to make observation.
-Make an observation on how you must launch the birds in order to knock over the items.
-Pay attention to how the path of the birds (the projectiles) changes as you change the launch angle and how far back you pull the birds at launch.
-You will also need to complete the calculations in assignment.
Assignment file below...
.
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EDU 571 Week 3 Target of Program Evaluation Plan, Part 1 -
Target of Program Evaluation Plan, Part 1
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a 1000 words paper in which you:
1. Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
2. Describe the program's history, primary purpose(s), and / or expected outcomes.
3. Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
4. Discuss three (3) advantages of evaluating the program at this time.
5. Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
6. Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewe.
. What were the causes of World War II Explain how and why the Unit.docxmadlynplamondon
. What were the causes of World War II? Explain how and why the United States got involved in the war. Discuss the U.S. home front. How did women and minorities respond to the war? Explain the war in North Africa and Europe. Discuss the Allied invasion of Normandy on June 6, 1944. What was Adolf Hitler’s “final solution,” and what were the consequences of the Holocaust? How did the Allies end the war in Europe? Discuss the war in the Pacific. What proved to be an effective U.S. strategy in the Pacific? Analyze Harry Truman’s controversial decision to drop the atomic bombs on Japan. What were the consequences of World War II?
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. Complete the prewriting for the progress reportPrewriting p.docxmadlynplamondon
. Complete the prewriting for the progress report:
Prewriting prepares you to write and helps you organize your ideas.
You may print the lesson and jot notes for yourself on the paper, or you may write notes on your own.
You do not have to submit prewriting for any points, but don't skip this important step!
2. Complete a draft of the progress report:
Remember to use the memo format style in typing this progress report.
This report should be two or more pages when you are completed.
The draft will be much shorter than your final report.
Follow a logical structure: introduction, what is finished, what is underway, what is left to do, and a conclusion.
Use specifics such as dates, proper names, numbers, costs, etc.
Include one or more visuals may such as pictures, graphs, charts, tables, etc.
.
-in Filomena by Roberta Fernandez the author refers to the Mexican r.docxmadlynplamondon
-in Filomena by Roberta Fernandez the author refers to the Mexican rituals for the day of the dead how is this celebration portrayed in the story?
-in "La doctora Barr" how does Mary Helen Ponce describe the traditional way Mexican-American women prepared for a childbirth in their community?
-how does Nilda feel about Sophies's presence in her home?
-how is bilingualism used in the story "Filomena"? Support your opinions with examples from the story
-describe the incident with the vanilla ice cream . Why was it so upsetting for Nilda?
.
-Write about a violent religious event in history.(Ex. Muslim ex.docxmadlynplamondon
-Write about a violent religious event in history.
(Ex. Muslim extremist acts in history, or the Christian crusades, etc.)
-Write about belief/reasoning/justification those certain people believe their actions have and affects of...
-(Identity)They're view of the world and themselves. Is it rationale or is it a problem. Why?
5-pages minimum
4-scholarly sources min. 2 of 4 book sources Need Dec. 2nd by 9pm.
.
-This project is an opportunity to demonstrate the ability to analyz.docxmadlynplamondon
-This project is an opportunity to demonstrate the ability to analyze and write about music with clarity and purpose. Assume the role of a reviewer/critic who is applying for a job writing a music column for a progressive weblog catering to readers who on average have at least a bachelor's degree and are concerned with issues of justice and equality
-The CD reviewed is one that will allow reflection about how music can provide people the opportunity to imagine the lives and experiences of others different from oneself. Questions to guide reflection while listening should include:
1. Who are the peoples performing the music or who is the music about?
2.What type of life is presented through the music's lyrics and musical sound?
3.What themes or issues are presented by the music?
4. How do the various musical selections relate to each other?
5.What can be learned about people by listening to this CD?
6.Why should other people listen to this music?
-A list of CDs is available for this assignment. CDs may be downloaded for a fee from a preferred site.
-The review will need to include:
1.CD title, artist, genre, release date, etc
2.Background information about the artist or artists for those who may not be familiar.
-The review should be between 800 and 1000 words.
-Conventions of good writing (e.g., correct grammar, spelling, appropriate use of quotations, unctuation) should be observed throughout this project. Moreover, it is important to consider the audience and write in a style that is appropriate. Quotations or information from a primary or secondary source should be cited correctly using APA, Turabian, or MLA.
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-7 Three men are trapped in a cave with no hope of rescue and no foo.docxmadlynplamondon
Judge A belongs to the legal positivist school of thought. He bases his decision solely on statutory law and case precedents interpreting the law, without considering other factors.
Judge B belongs to the natural law school of thought. He believes the laws of nature apply in extraordinary situations where people are cut off from civilization, rather than man-made laws.
Judge C belongs to the sociological jurisprudence school of thought. She bases her decision on a scientific survey of the community's beliefs, rather than just statutory law or precedent.
-1. Are the three main elements of compensation systems—internal.docxmadlynplamondon
-1.
Are the three main elements of compensation systems—internal consistency, market competitiveness, and recognizing employee contributions—equally important, or do you believe that they differ in importance? If different, which do you believe is most important? Least important? Give your rationale.
use 1 online reference and
Martocchio, J. (2017). Strategic Compensation: A human resource management approach (9th ed.). Upper Saddle River, NJ: Pearson.
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- What are the key differences between national health service (.docxmadlynplamondon
- What are the key differences between national health service (NHS) and national health insurance (NHI) systems?
- How do NHI and NHS systems compare with the health care system in the United States?
- How do most countries with similar levels per capita income differ from and resemble the United States with respect to provider payments, coordination of care, workforce and information technology, and health system performance?
Cite at least 2 peer reviewed journal/article. Write in APA format
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--Describe and analyze the ways in which Alfons Heck’s participation.docxmadlynplamondon
Alfons Heck participated in the Hitler Youth and Nazi culture as a child, which helped shape his sense of purpose and identity. In his memoir "A Child of Hitler", written many decades later, Heck reflects on his experiences and how the acts of writing and reflection allowed him to craft a new identity in the present. Students are asked to analyze how Heck's participation in the Hitler Youth influenced his identity, and how writing his memoir also impacted his identity later in life, in a 2-4 page paper with citations.
------ Watch an online speechpresentation of 20 minutes or lo.docxmadlynplamondon
------
Watch an online speech/presentation of 20 minutes or longer.
( please cite the presentation you would use)
Write a speech analysis essay of
2-3 pages
I: List the speaker, date, location, & topic, and describe the audience. Describe each of these elements and analyze the effect that each of these elements had on the speaker and/or speech.
II: Describe and analyze the effectiveness of each part of the speaker's introduction (attention getter, revelation of topic, statement of credibility, statement of central idea, preview of main points).
III: Summarize each of the speaker's main points. What pattern of organization did the speaker utilize? Was this effective? Why or why not?
IV: Describe and analyze the effectiveness of the evidence/supporting material that the speaker used.
V: Describe and analyze the effectiveness of the speaker's language.
VI: Describe and analyze the effectiveness of the speaker's delivery.
VII: Describe and analyze the effectiveness of each part of the speaker's conclusion.
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) Florida National UniversityNursing DepartmentBSN.docxmadlynplamondon
)
Florida National University
Nursing Department
BSN Program
NUR 4636-Community Health Nursing
Prof. Eddie Cruz, RN MSN
Please choose one infectious disease or communicable disease and present a 1,000 words essay including the follow;
Name of the disease including agents that cause Infectious/Communicable Disease, the mode of contamination or how it is spread.
The modes of prevention applying the three levels of prevention with at least one example of each one.
Prevalence and control of the condition according to the Center for Disease Control and Prevention (CDC) including morbidity and mortality.
Implications of the disease in the community and the role of the community health nurse in the control and prevention of the disease.
The essay must be presented in a Word Document, APA format, Arial 12 font attached to the forum in the tab of the Discussion Question title “Infections/Communicable disease essay” and in the assignment tab under the exercise title “SafeAssign infectious/communicable disease”. A minimum of 3 references no older than 5 years must be used. If you use any reference from any website make sure they are reliable sites such as CDC, NIH, Institute of Medicine, etc.
There is a rubric attached to the assignment for your guidance.
Below please see the definitions of infectious disease and communicable disease. They are similar but differ in some characteristics.
Infectious diseases
are disorders caused by organisms — such as bacteria, viruses, fungi or parasites. Many organisms live in and on our bodies. They're normally harmless or even helpful. But under certain conditions, some organisms may cause
disease
. Some
infectious diseases
can be passed from person to person.
Communicable
, or infectious
diseases
, are caused by microorganisms such as bacteria, viruses, parasites and fungi that can be spread, directly or indirectly, from one person to another. Some are transmitted through bites from insects while others are caused by ingesting contaminated food or water.
.
- Please answer question 2 at the end of the case.- cita.docxmadlynplamondon
- Please answer
question 2
at the end of the case.
- citations and references in
IEEE
style
( at least two)
- your answer should be in regards to the case
+
regarding the question itself.
Do it twice ( two different copies)
.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Discussion Board Week 1Research and select three leadership th.docx
1. Discussion Board Week 1
Research and select three leadership theories. Explain how you
will implement those theories in your leadership style. Be sure
to include specific examples and articulate how the theory
influences the outcome. Use this document to draft your initial
post. The post must follow the APA style of writing.
Leadership Theory
Implementation of the leadership theory in your leadership style
Leadership theory influences the outcome
1. Participative Theory is the extent to which a leader involves
others in making decisions for which the leader has formal
authority and responsibility (Bryman, 2011, p. 287). Leaders
who frequently use empowering decision procedures are called
participative leaders.
*Note: In this column, list one of your top three leadership
theories.
As the Academic Dean of Languages, Arts, and Social Sciences,
I make all the final decisions regarding the schedule of classes.
However, I do not compile the schedule of classes without the
help of my Associate Deans and Executive Assistant. Because I
empower my subordinates to develop the schedule based on
their educational discipline, my style of leadership would imply
participative. According to the text, participation in decision
making is to solicit the input of others to make decisions
(Bateman, Snell, & Konopaske, 2019, p. 351). I have the formal
authority and responsibility of the schedule, but I allow others
to assist which produces a more robust-inclusive offering of
2. courses.
*Note: How is the theory implemented in your everyday work.
Because my leadership style is participative in developing the
schedule of classes, the college has a better schedule due to
collaboration. This participative style influences the outcome
because of choice-variety in the schedule from semester-to-
semester.
*Note: What is the outcome (if any) of your leadership theory to
the desired task or goal.
2. *Note: Follow example above for #2
3. *Note: Follow example above for #3
Reference:
Bateman, T., Snell, S., & Konopaske, R. (2019). Management:
Leading & Collaborating in a Competitive World. New York:
McGraw-Hill.
Bryman, A., Collinson, D., Grint, K., Jackson, B., & Uhl-Gien,
M. (2011). The Sage Handbook of Leadership. Thousand Oaks:
Sage.
Shakespeare in the Bush
file:///C|/Users/familylaptop/Documents/Cultural%20anthro/CU
LThandouts/Shakespeare%20in%20the%20Bush.htm[3/23/2014
3. 3:18:23 PM]
Shakespeare in the bush
by Laura Bohannan
(from Natural History, Aug/Sept. 1966)
Just before I left Oxford for the Tiv in West Africa,
conversation turned to the season at Stratford. "You
Americans,"
said a friend, "often have difficulty with Shakespeare. He was,
after all, a very English poet, and one can easily
misinterpret the universal by misunderstanding the particular."
I protested that human nature is pretty much the same the whole
world over; at least the general plot and motivation of
the greater tragedies would always be clear--everywhere--
although some details of custom might have to be explained
and difficulties of translation might produce other slight
changes. To end an argument we could not conclude, my
friend gave me a copy of Hamlet to study in the African bush: it
would, he hoped, lift my mind above its primitive
surroundings, and possibly I might, by prolonged meditation,
achieve the grace of correct interpretation.
It was my second field trip to that African tribe, and I thought
myself ready to live in one of its remote sections--an
area difficult to cross even on foot. I eventually settled on the
hillock of a very knowledgeable old man, the head of a
homestead of some hundred and forty people, all of whom were
either his close relatives or their wives and children.
Like the other elders of the vicinity, the old man spent most of
his time performing ceremonies seldom seen these days
in the more accessible parts of the tribe. I was delighted. Soon
there would be three months of enforced isolation and
leisure, between the harvest that takes place just before the
4. rising of the swamps and the clearing of new farms when
the water goes down. Then, I thought, they would have even
more time to perform ceremonies and explain them to me.
I was quite mistaken. Most of the ceremonies demanded the
presence of elders from several homesteads. As the
swamps rose, the old men found it too difficult to walk from
one homestead to the next, and the ceremonies gradually
ceased. As the swamps rose even higher, all activities but one
came to an end. The women brewed beer from maize
and millet. Men, women, and children sat on their hillocks and
drank it.
People began to drink at dawn. By midmorning the whole
homestead was singing, dancing, and drumming. When it
rained, people had to sit inside their huts: there they drank and
sang or they drank and told stories. In any case, by
noon or before, I either had to join the party or retire to my own
hut and my books. "One does not discuss serious
matters when there is beer. Come, drink with us." Since I lacked
their capacity for the thick native beer, I spent more
and more time with Hamlet. Before the end of the second
month, grace descended on me. I was quite sure that Hamlet
had only one possible interpretation, and that one universally
obvious.
Early every morning, in the hope of having some serious talk
before the beer party, I used to call on the old man at his
reception hut--a circle of posts supporting a thatched roof above
a low mud wall to keep out wind and rain. One day I
crawled through the low doorway and found most of the men of
the homestead sitting huddled in their ragged cloths
on stools, low plank beds, and reclining chairs, warming
themselves against the chill of the rain around a smoky fire.
In the center were three pots of beer. The party had started.
5. The old man greeted me cordially. "Sit down and drink." I
accepted a large calabash full of beer, poured some into a
small drinking gourd, and tossed it down. Then I poured some
more into the same gourd for the man second in
seniority to my host before I handed my calabash over to a
young man for further distribution. Important people
shouldn't ladle beer themselves.
"It is better like this," the old man said, looking at me
approvingly and plucking at the thatch that had caught in my
hair. "You should sit and drink with us more often. Your
servants tell me that when you are not with us, you sit inside
your hut looking at a paper."
The old man was acquainted with four kinds of "papers": tax
receipts, bride price receipts, court fee receipts, and
Shakespeare in the Bush
file:///C|/Users/familylaptop/Documents/Cultural%20anthro/CU
LThandouts/Shakespeare%20in%20the%20Bush.htm[3/23/2014
3:18:23 PM]
letters. The messenger who brought him letters from the chief
used them mainly as a badge of office, for he always
knew what was in them and told the old man. Personal letters
for the few who had relatives in the government or
mission stations were kept until someone went to a large market
where there was a letter writer and reader. Since my
arrival, letters were brought to me to be read. A few men also
brought me bride price receipls, privately, with requests
to change the figures to a higher sum. I found moral arguments
were of no avail, since in laws are fair game, and the
technical hazards of forgery difficult to explain to an illiterate
6. people. I did not wish them to think me silly enough to
look at any such papers for days on end, and I hastily explained
that my "paper" was one of the "things of long ago" of
my country.
"Ah," said the old man.''Tell us."
I protested that I was not a storyteller. Storytelling is a skilled
art among them; their standards are high, and the
audiences critical--and vocal in their criticism. I protested in
vain. This morning they wanted to hear a story while they
drank. They threatened to tell me no more stories until I told
them one of mine. Finally, the old man promised that no
one would criticize my style "for we know you are struggling
with our language." "But," put in one of the elders, "you
must explain what we do not understand, as we do when we tell
you our stories." Realizing that here was my chance to
prove Hamlet universally intelligible, I agreed.
The old man handed me some more beer to help me on with my
storytelling. Men filled their long wooden pipes and
knocked coals from the fire to place in the pipe bowls; then,
puffing contentedly, they sat back to listen. I began in the
proper style, "Not yesterday, not yesterday, but long ago, a
thing occurred. One night three men were keeping watch
outside the homestead of the great chief, when suddenly they
saw the former chief approach them."
"Why was he no longer their chief?"
"He was dead," I explained. "That is why they were troubled
and afraid when they saw him."
"Impossible," began one of the elders, handing his pipe on to
his neighbor, who interrupted, "Of course it wasn't the
dead chief. It was an omen sent by a witch. Go on."
7. Slightly shaken, I continued. "One of these three was a man who
knew things"--the closest translation of scholar, but
unfortunately it also meant witch. The second elder looked
triumphantly at the first. "So he spoke to the dead chief
saying, 'Tell us what we must do so you may rest in your grave,'
but the dead chief did not answer. He vanished, and
they could see him no more. Then the man who knew things--his
name was Horatio--said this event was the affair of
the dead chief's son, Hamlet."
There was a general shaking of heads round the circle. "Had the
dead chief no living brothers? Or was this son the
chief?"
"No," I replied. "That is, he had one living brother who became
the chief when the elder brother died."
The old men muttered: such omens were matters for chiefs and
elders, not for youngsters; no good could come of
going behind a chief's back; clearly Horatio was not a man who
knew things.
"Yes, he was," I insisted, shooing a chicken away from my beer.
"In our country the son is next to the father. The dead
chief's younger brother had become the great chief. He had also
married his elder brother's widow only about a month
after the funeral."
"He did well," the old man beamed and announced to the others,
"I told you that if we knew more about Europeans, we
would find they really were very like us. In our country also,"
he added to me, "the younger brother marries the elder
brother's widow and becomes the father of his children. Now, if
your uncle, who married your widowed mother, is
your father's full brother, then he will be a real father to you.
8. Did Hamlet's father and uncle have one mother?"
His question barely penetrated my mind; I was too upset and
thrown too far off balance by having one of the most
important elements of Hamlet knocked straight out of the
picture. Rather uncertainly I said that I thought they had the
Shakespeare in the Bush
file:///C|/Users/familylaptop/Documents/Cultural%20anthro/CU
LThandouts/Shakespeare%20in%20the%20Bush.htm[3/23/2014
3:18:23 PM]
same mother, but I wasn't sure--the story didn't say. The old
man told me severely that these genealogical details made
all the difference and that when I got home I must ask the elders
about it. He shouted out the door to one of his
younger wives to bring his goatskin bag.
Determined to save what I could of the mother motif, I took a
deep breath and began again. "The son Hamlet was very
sad because his mother had married again so quickly. There was
no need for her to do so, and it is our custom for a
widow not to go to her next husband until she has mourned for
two years."
"Two years is too long," objected the wife, who had appeared
with the old man's battered goatskin bag. "Who will hoe
your farms for you while you have no husband?"
"Hamlet," I retorted without thinking, "was old enough to hoe
his mother's farms himself. There was no need for her to
remarry." No one looked convinced. I gave up. "His mother and
the great chief told Hamlet not to be sad, for the great
9. chief himself would be a father to Hamlet.
Furthermore, Hamlet would be the next chief: therefore he must
stay to learn the things of a chief. Hamlet agreed to
remain, and all the rest went off to drink beer."
While I paused, perplexed at how to render Hamlet's disgusted
soliloquy to an audience convinced that Claudius and
Gertrude had behaved in the best possible manner, one of the
younger men asked me who had married the other wives
of the dead chief.
"He had no other wives," I told him.
"But a chief must have many wives! How else can he brew beer
and prepare food for all his guests?"
I said firmly that in our country even chiefs had only one wife,
that they had servants to do their work, and that they
paid them from tax money.
It was better, they returned, for a chief to have many wives and
sons who would help him hoe his farms and feed his
people; then everyone loved the chief who gave much and took
nothing--taxes were a bad thing.
I agreed with the last comment, but for the rest fell back on
their favorite way of fobbing off my questions: "That is the
way it is done, so that is how we do it."
I decided to skip the soliloquy. Even if Claudius was here
thought quite right to marry his brother's widow, there
remained the poison motif, and I knew they would disapprove of
fratricide. More hopefully I resumed, "That night
Hamlet kept watch with the three who had seen his dead father.
The dead chief again appeared, and although the
10. others were afraid, Hamlet followed his dead father off to one
side. When they were alone, Hamlet's dead father
spoke."
"Omens can't talk!" The old man was emphatic.
"Hamlet's dead father wasn't an omen. Seeing him might have
been an omen, but he was not." My audience looked as
confused as I sounded. "It was Hamlet's dead father. It was a
thing we call a 'ghost.'" I had to use the English word, for
unlike many of the neighboring tribes, these people didn't
believe in the survival after death of any individuating part
of the personality.
"What is a 'ghost?' An omen?"
"No, a 'ghost' is someone who is dead but who walks around and
can talk, and people can hear him and see him but
not touch him."
They objected. "One can touch zombis."
"No, no! It was not a dead body the witches had animated to
sacrifice and eat. No one else made Hamlet's dead father
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walk. He did it himself."
"Dead men can't walk," protested my audience as one man.
11. I was quite willing to compromise. "A 'ghost' is the dead man's
shadow."
But again they objected. "Dead men cast no shadows."
"They do in my country," I snapped.
The old man quelled the babble of disbelief that arose
immediately and told me with that insincere, but courteous,
agreement one extends to the fancies of the young, ignorant,
and superstitious, "No doubt in your country the dead can
also walk without being zombis." From the depths of his bag he
produced a withered fragment of kola nut, bit off one
end to show it wasn't poisoned, and handed me the rest as a
peace offering.
"Anyhow," I resumed, "Hamlet's dead father said that his own
brother, the one who became chief, had poisoned him.
He wanted Hamlet to avenge him. Hamlet believed this in his
heart, for he did not like his father's brother." I took
another swallow of beer. "In the country of the great chief,
living in the same homestead, for it was a very large one,
was an important elder who was often with the chief to advise
and help him. His name was Polonius. Hamlet was
courting his daughter but her father and her brother . . . [I cast
hastily about for some tribal analogy] warned her not to
let Hamlet visit her when she was alone on her farm, for he
would be a great chief and so could not marry her."
"Why not?" asked the wife, who had settled down on the edge of
the old man's chair. He frowned at her for asking
stupid questions and growled, "They lived in the same
homestead."
"That was not the reason," I informed them. "Polonius was a
12. stranger who lived in the homestead because he helped
the chief, not because he was a relative."
"Then why couldn't Hamlet marry her?"
"He could have," I explained, "but Polonius didn't think he
would. After all, Hamlet was a man of great importance
who ought to marry a chief's daughter, for in his country a man
could have only one wife. Polonius was afraid that if
Hamlet made love to his daughter, then no one else would give
a high price for her."
"That might be true," remarked one of the shrewder elders, "but
a chief's son would give his mistress's father enough
presents and patronage to more than make up the difference.
Polonius sounds like a fool to me."
"Many people think he was," I agreed. "Meanwhile Polonius
sent his son Laertes off to Paris to learn the things of that
country, for it was the homestead of a very great chief indeed.
Because he was afraid that Laertes might waste a lot of
money on beer and women and gambling, or get into trouble by
fighting, he sent one of his servants to Paris secretly,
to spy out what Laertes was doing. One day Hamlet came upon
Polonius's daughter Ophelia. He behaved so oddly he
frightened her. Indeed" --I was fumbling for words to express
the dubious quality of Hamlet's madness ''the chief and
many others had also noticed that when Hamlet talked one could
understand the words but not what they meant. Many
people thought that he had become mad." My audience suddenly
became much more attentive. "The great chief wanted
to know what was wrong with Hamlet, so he sent for two of
Hamlet's age mates [school friends would have taken long
explanation] to talk to Hamlet and find out what troubled his
heart. Hamlet, seeing that they had been bribed by the
chief to betray him, told them nothing. Polonius, however,
13. insisted that Hamlet was mad because he had been
forbidden to see Ophelia, whom he loved."
"Why," inquired a bewildered voice, "should anyone bewitch
Hamlet on that account?"
"Bewitch him?''
"Yes, only witchcraft can make anyone mad, unless, of course,
one sees the beings that lurk in the forest."
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I stopped being a storyteller, took out my notebook and
demanded to be told more about these two causes of madness.
Even while they spoke and I jotted notes, I tried to calculate the
effect of this new factor on the plot. Hamlet had not
been exposed to the beings that lurk in the forest. Only his
relatives in the male line could bewitch him. Barring
relatives, not mentioned by Shakespeare, it had to be Claudius
who was attempting, to harm him. And, of course, it
was.
For the moment I staved off questions by saying that the great
chief also refused to believe that Hamlet was mad for
the love of Ophelia and nothing else. "He was sure that
something much more important was troubling Hamlet heart."
"Now Hamlet's age mates," I continued, "had brought with them
a famous storyteller. Hamlet decided to have this man
14. tell the chief and all his homestead a story about a man who had
poisoned his brother because he desired his brother's
wife and wished to be chief himself. Hamlet was sure the great
chief could not hear the story without making a sign if
he was indeed guilty, and then he would discover whether his
dead father had told him the truth.''
The old man interrupted, with deep cunning, "Why should a
father lie to his son?" he asked.
I hedged: "Hamlet wasn't sure that it really was his dead
father." It was impossible to say anything, in that language,
about devil inspired visions.
"You mean," he said, "it actually was an omen, and he knew
witches sometimes send false ones. Hamlet was a fool
not to go to one skilled in reading omens and divining the truth
in the first place. A man-who sees the truth could have
told him how his father died, if he really had been poisoned,
and if there was witchcraft in it; then Hamlet could have
called the elders to settle the matter."
The shrewd elder ventured to disagree. "Because his father's
brother was a great chief, one who sees the truth might
therefore have been afraid to tell it. I think it was for that
reason that a friend of Hamlet's father--a witch and an elder-
-sent an omen so his friend's son would know. Was the omen
true?"
"Yes," l said, abandoning ghosts and the devil; a witch sent
omen it would have to be. "It was true, for when the
storyteller was telling his tale before all the homestead, the
great chief rose in fear. Afraid that Hamlet knew his secret
he planned to have him killed."
The stage set of the next bit presented some difficulties of
15. translation. I began cautiously. "The great chief told
Hamlet's mother to find out from her son what he knew. But
because a woman's children are always first in her heart,
he had the important elder Polonius hide behind a cloth that
hung against the wall of Hamlet's mother's sleeping hut.
Hamlet started to scold his mother for what she had done."
There was a shocked murmur from everyone. A man should
never scold his mother.
"She called out in fear, and Polonius moved behind the cloth.
Shouting, 'A rat!' Hamlet took his machete and slashed
through the cloth." I paused for dramatic effect. "He had killed
Polonius!"
The old men looked at each other in supreme disgust. "That
Polonius truly was a fool and a man who knew nothing!
What child would not know enough to shout, 'It's me!'" With a
pang, I remembered that these people are ardent
hunters, always armed with bow, arrow, and machete; at the
first rustle in the grass an arrow is aimed and ready, and
the hunter shouts "Game!" If no human voice answers
immediately, the arrow speeds on its way. Like a good hunter
Hamlet had shouted, "A rat!"
I rushed in to save Polonius's reputation. "Polonius did speak.
Hamlet heard him. But he thought it was the chief and
wished to kill him to avenge his father. He had meant to kill
him earlier that evening...." I broke down, unable to
describe to these pagans, who had no belief in individual
afterlife, the difference between dying at one's prayers and
dying "unhousell'd, disappointed, unaneled."
This time I had shocked my audience seriously. "For a man to
raise his hand against his father's brother and the one
who has become his father--that is a terrible thing The elders
16. ought to let such a man be bewitched."
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I nibbled at my kola nut in some perplexity, then pointed out
that after all the man had killed Hamlet's father.
"No," pronounced the old man, speaking less to me than to the
young men sitting behind the elders. "If your father's
brother has killed your killer, you must appeal to your father's
age mates; they may avenge him. No man may use
violence against his senior relatives." Another thought struck
him. "But if his father's brother had indeed been wicked
enough to bewitch Hamlet and make him mad that would be a
good story indeed, for it would be his fault that Hamlet,
being mad, no longer had any sense and thus was ready to kill
his father's brother."
There was a murmur of applause. Hamlet was again a good story
to them, but it no longer seemed quite the same story
to me. As I thought over the coming complications of plot and
motive, I lost courage and decided to skim over
dangerous ground quickly.
"The great chief," I went on, "was not sorry that Hamlet had
killed Polonius. It gave him a reason to send Hamlet
away, with his two treacherous age mates, with letters to a chief
of a far country, saying that Hamlet should be killed.
But Hamlet changed the writing on their papers, so that the
chief killed his age mates instead." I encountered a
17. reproachful glare from one of the men whom I had told
undetectable forgery was not merely immoral but beyond
human skill. I looked the other way.
"Before Hamlet could return, Laertes came back for his father's
funeral. The great chief told him Hamlet had killed
Polonius. Laertes swore to kill Hamlet because of this, and
because his sister Ophelia, hearing her father had been
killed by the man she loved, went mad and drowned in the
river."
"Have you already forgotten what we told you?" The old man
was reproachful. "One cannot take vengeance on a
madman; Hamlet killed Polonius in his madness. As for the girl,
she not only went mad, she was drowned Only
witches can make people drown. Water itself can't hurt
anything. It is merely something one drinks and bathes in."
I began to get cross. "If you don't like the story, I'll stop."
The old m;man made soothing noises and himself poured me
some more beer. "You tell the story well, and we are
listening. But it is clear that the elders of your country have
never told you what the story really means. No, don't
interrupt! We believe you when you say your marriage customs
are different, or your clothes and weapons. But people
are the same everywhere; therefore, there are always witches
and it is we, the elders, who know how witches work. We
told you it was the great chief who wished to kill Hamlet, and
now your own words have proved us right. Who were
Ophelia's male relatives?"
"There were only her father and her brother." Hamlet was
clearly out of my hands.
"There must have been many more; this also you must ask of
18. your elders when you get back to your country. From
what you tell us, since Polonius was dead, it must have been
Laertes who killed Ophelia, although I do not see the
reason for it."
We had emptied one pot of beer, and the old men argued the
point with slightly tipsy interest. Finally one of them
demanded of me, "What did the servant of Polonius say on his
return?"
With difficulty I recollected Reynaldo and his mission. "I don't
think he did return before Polonius was killed."
"Listen," said the elder, "and I will tell you how it was and how
your story will go, then you may tell me if I am right.
Polonius knew his son would get into trouble, and so he did. He
had many fines to pay for fighting, and debts from
gambling. But he had only two ways of getting money quickly.
One was to marry off his sister at once, but it is
difficult to find a man who will marry a woman desired by the
son of a chief. For if the chief's heir commits adultery
with your wife, what can you do? Only a fool calls a case
against a man who will someday be his judge. Therefore
Laertes had to take the second way: he killed his sister by
witchcraft, drowning her so he could secretly sell her body
to the witches."
I raised an objection. "They found her body and buried it.
Indeed Laertes jumped into the grave to see his sister once
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more--so, you see, the body was truly there. Hamlet, who had
just come back, jumped in after him."
"What did I tell you?" The elder appealed to the others. "Laertes
was up to no good with his sister's body. Hamlet
prevented him, because the chief's heir, like a chief, does not
wish any other man to grow rich and powerful. Laertes
would be angry, because he would have killed his sister without
benefit to himself. In our country he would try to kill
Hamlet for that reason. Is this not what happened?"
"More or less," I admitted. "When the great chief found Hamlet
was still alive, he encouraged Laertes to try to kill
Hamlet and arranged a fight with machetes between them. In the
fight both the young men were wounded to death.
Hamlet's mother drank the poisoned beer that the chief meant
for Hamlet in case he won the fight. When he saw his
mother die of poison, Hamlet, dying, managed to kill his
father's brother with his machete."
"You see, I was right!" exclaimed the elder.
''That was a very good story," added the old man, "and you told
it with very few mistakes. There was just one more
error, at the very end. The poison Hamlet's mother drank was
obviously meant for the survivor of the fight, whichever
it was. If Laertes had won, the great chief would have poisoned
him, for no one would know that he arranged Hamlet's
death. Then, too, he need not fear Laertes' witchcraft; it takes a
strong heart to kill one's only sister by witchcraft.
"Sometime," concluded the old man, gathering his ragged toga
about him, "you must tell us some more stories of your
country. We, who are elders, will instruct you in their true
20. meaning, so that when you return to your own land your
elders will see that you have not been sitting in the bush, but
among those who know things and who have taught you
wisdom."
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