In two to four double-spaced pages (excluding title and reference page), analyze The Welcome Table and complete the following:
Explain why the literary work captured your interest, using terms and concepts from the text to support your explanation. The key terms are found at the end of Chapter 2.
Apply two to three of the key terms from Chapter 2 to your reflection. Review the Reader’s Response matrix (Figure 2.1) to help you frame your response.
Key terms:
figurative language
figures of speech
imagery
metaphor
persona
simile
song
symbol
tone
Your paper should be organized around a thesis statement about the selected literary work and the approach you are using to analyze the work. All sources must be properly cited. The paper must include a separate title and reference page, and be formatted to APA (6th edition) style.
The paper must be two to four pages in length (excluding the title and reference page), and formatted according to APA style. You must use at least two scholarly resources (at least one of which can be found in the Ashford Online Library) other than the textbook to support your claims and subclaims. Cite your resources in text and on the reference page. For information regarding APA samples and tutorials, visit the Ashford Writing Center, within the Learning Resources tab on the left navigation toolbar, in your online course.
The Welcome Table
Alice Walker (1970)
for sister Clara Ward
I'm going to sit at the Welcome table
Shout my troubles over
Walk and talk with Jesus
Tell God how you treat me
One of these days!
Spiritual
The old woman stood with eyes uplifted in her Sunday-go-to-meeting clothes: high shoes polished about the tops and toes, a long rusty dress adorned with an old corsage, long withered, and the remnants of an elegant silk scarf as head rag stained with grease from the many oily pigtails underneath. Perhaps she had known suffering. There was a dazed and sleepy look in her aged blue-brown eyes. But for those who searched hastily for "reasons" in that old tight face, shut now like an ancient door, there was nothing to be read. And so they gazed nakedly upon their own fear transferred; a fear of the black and the old, a terror of the unknown as well as of the deeply known. Some of those who saw her there on the church steps spoke words about her that were hardly fit to be heard, others held their pious peace; and some felt vague stirrings of pity, small and persistent and hazy, as if she were an old collie turned out to die.
She was angular and lean and the color of poor gray Georgia earth, beaten by king cotton and the extreme weather. Her elbows were wrinkled and thick, the skin ashen but durable, like the bark of old pines. On her face centuries were folded into the circles around one eye, while around the other, etched and mapped as if for print, ages more threatened again to live. Some of them there at the church saw the age, the dotage, the missing buttons down the front of her mildewed black dr.
Alice Walker Is known for her landmark novel The Color Purple, but.docxgalerussel59292
Alice Walker Is known for her landmark novel The Color Purple, but her short stories are equally intense, often weaving dreamy surrealism and the harsh realities of racism with unforgettable characters
THE OLD WOMAN STOOD WITH EYES UPLIFTED IN HER SUNDAY-GO-TO meeting clothes: high shoes polished about the tops and toes, a long rusty dress adorned with an old corsage, long withered, and the remnants of an elegant silk scarf as headrag stained with grease from the many oily pigtails underneath. Perhaps she had known suffering. There was a dazed and sleepy look in her aged blue-brown eyes. But for those who searched hastily for “reasons” in that old tight face, shut now like an ancient door, there was nothing to be read. And so they gazed nakedly upon their own fear transferred; a fear of die black and the old, a terror of the unknown as well as of the deeply known. Some of those who saw her there on the church steps spoke words about her that were hardly fit to be heard, others held their pious peace; and some felt vague stirrings of pity, small and persistent and hazy, as if she were an old collie turned out to die.
She was angular and lean and the color of poor gray Georgia earth, beaten by king cotton and the extreme weather. Her elbows were wrinkled and thick, the skin ashen but durable, like the bark of old pines. On her face centuries were folded into the circles around one eye, while around the other, etched and mapped as if for print, ages more threatened again to live. Some of them there at the church saw the age, the dotage, the missing buttons down the front of her mildewed black dress. Others saw cooks, chauffeurs, maids, mistresses, children denied or smothered in the deferential way she held her cheek to the side, toward the ground. Many of them saw jungle orgies in an evil place, while others were reminded of riotous anarchists looting and raping in the streets. Those who knew the hesitant creeping up on them of the law, saw the beginning of the end of the sanctuary of Christian worship, saw the desecration of Holy Church, and saw an invasion of privacy, which they struggled to believe they still kept.
Still she had come down the road toward the big white church alone. Just herself, an old forgetful woman, nearly blind with age. Just her and her eyes raised dully to the glittering cross that crowned the sheer silver steeple. She had walked along the road in a stagger from her house a half mile away. Perspiration, cold and clammy, stood on her brow and along the creases by her thin wasted nose. She stopped to calm herself on the wide front steps, not looking about her as they might have expected her to do, but simply standing quite still, except for a slight quivering of her throat and tremors that shook her cotton-stockinged legs.
The reverend of the church stopped her pleasantly as she stepped into the vestibule. Did he say, as they thought he did, kindly, “Auntie, you know this is not your church?” As if one could choose the w.
The beginning section of my novella, The Courtesans of Abaddon, in which four sisters work in a brothel that exists simultaneously within heaven and hell, serving both angels and demons, in which time both passes eternally and doesn't exist at all, where day and night, light and dark, good and evil, god and anti-god, seem to be one and the same.
Week 2 - Discussion 1
77 unread replies.2222 replies.
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.
Literary Techniques and Their Connection to Conflict in Literature [WLOs: 1, 2] [CLOs: 1, 2, 3]
Prepare:
Prior to beginning work on this discussion, review the Types of Conflict Found in Literature document, read Chapters 4 through 6 of Journey into Literature, choose a story from the textbook, and review the
List of Literary Techniques (Links to an external site.)Links to an external site.
. For additional assistance, review the
Evaluating Sources
(Links to an external site.)Links to an external site.
tutorial, the
Scholarly and Popular Sources
(Links to an external site.)Links to an external site.
video.
Reflect:
All stories have a theme that forms the plot. Also, literary elements and techniques contribute to creating and highlighting the theme. Reflect on the theme and literary elements and techniques in “Piropo” by Leticia del Toro in Chapter 5 of your textbook.
Write:
For this discussion,
Describe the core conflict represented in the story.
Describe the theme of the story.
Select three literary elements/techniques in the story and describe them. If needed, review the
List of Literary Techniques (Links to an external site.)Links to an external site.
.
Explain how the elements/techniques illustrate the theme and conflict expressed in the story.
Incorporate quotations and paraphrases found in the story to illustrate the points you make. For help on writing paraphrases and quotations, review the Ashford University Writing Center’s tutorial
Integrating Research
(Links to an external site.)Links to an external site.
and the
Quoting, Paraphrasing, & Summarizing (Links to an external site.)Links to an external site.
web page.
Your initial post should be at least 200 words in length. The minimum word count does not include references.
Guided Response:
Respond to at least two of your classmates’ initial posts. Each response should be at least 75 words in length and should address two or more of the following points:
Do you agree with your classmates’ perspectives? Why, or why not? Be specific.
Ask a specific question to encourage further discussion on the topic.
Challenge your classmates’ interpretation of literature and/or point of view.
Do a small amount of research and share what you learn with your peers about the topic discussed in this post.
A
Worn
Path
(1941)
1
2
3
It was December—a bright frozen day in the early morning. Far out in the country there was anold Negro woman with her head tied in a red rag, coming along a path through the pine-woods.Her name was Phoenix Jackson. She was very old a ...
Writing Portfolio including creative works of fiction, poetry, and creative nonfiction as well as nonfiction and informational pieces and lesson planning and curriculum design.
Alice Walker Is known for her landmark novel The Color Purple, but.docxgalerussel59292
Alice Walker Is known for her landmark novel The Color Purple, but her short stories are equally intense, often weaving dreamy surrealism and the harsh realities of racism with unforgettable characters
THE OLD WOMAN STOOD WITH EYES UPLIFTED IN HER SUNDAY-GO-TO meeting clothes: high shoes polished about the tops and toes, a long rusty dress adorned with an old corsage, long withered, and the remnants of an elegant silk scarf as headrag stained with grease from the many oily pigtails underneath. Perhaps she had known suffering. There was a dazed and sleepy look in her aged blue-brown eyes. But for those who searched hastily for “reasons” in that old tight face, shut now like an ancient door, there was nothing to be read. And so they gazed nakedly upon their own fear transferred; a fear of die black and the old, a terror of the unknown as well as of the deeply known. Some of those who saw her there on the church steps spoke words about her that were hardly fit to be heard, others held their pious peace; and some felt vague stirrings of pity, small and persistent and hazy, as if she were an old collie turned out to die.
She was angular and lean and the color of poor gray Georgia earth, beaten by king cotton and the extreme weather. Her elbows were wrinkled and thick, the skin ashen but durable, like the bark of old pines. On her face centuries were folded into the circles around one eye, while around the other, etched and mapped as if for print, ages more threatened again to live. Some of them there at the church saw the age, the dotage, the missing buttons down the front of her mildewed black dress. Others saw cooks, chauffeurs, maids, mistresses, children denied or smothered in the deferential way she held her cheek to the side, toward the ground. Many of them saw jungle orgies in an evil place, while others were reminded of riotous anarchists looting and raping in the streets. Those who knew the hesitant creeping up on them of the law, saw the beginning of the end of the sanctuary of Christian worship, saw the desecration of Holy Church, and saw an invasion of privacy, which they struggled to believe they still kept.
Still she had come down the road toward the big white church alone. Just herself, an old forgetful woman, nearly blind with age. Just her and her eyes raised dully to the glittering cross that crowned the sheer silver steeple. She had walked along the road in a stagger from her house a half mile away. Perspiration, cold and clammy, stood on her brow and along the creases by her thin wasted nose. She stopped to calm herself on the wide front steps, not looking about her as they might have expected her to do, but simply standing quite still, except for a slight quivering of her throat and tremors that shook her cotton-stockinged legs.
The reverend of the church stopped her pleasantly as she stepped into the vestibule. Did he say, as they thought he did, kindly, “Auntie, you know this is not your church?” As if one could choose the w.
The beginning section of my novella, The Courtesans of Abaddon, in which four sisters work in a brothel that exists simultaneously within heaven and hell, serving both angels and demons, in which time both passes eternally and doesn't exist at all, where day and night, light and dark, good and evil, god and anti-god, seem to be one and the same.
Week 2 - Discussion 1
77 unread replies.2222 replies.
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.
Literary Techniques and Their Connection to Conflict in Literature [WLOs: 1, 2] [CLOs: 1, 2, 3]
Prepare:
Prior to beginning work on this discussion, review the Types of Conflict Found in Literature document, read Chapters 4 through 6 of Journey into Literature, choose a story from the textbook, and review the
List of Literary Techniques (Links to an external site.)Links to an external site.
. For additional assistance, review the
Evaluating Sources
(Links to an external site.)Links to an external site.
tutorial, the
Scholarly and Popular Sources
(Links to an external site.)Links to an external site.
video.
Reflect:
All stories have a theme that forms the plot. Also, literary elements and techniques contribute to creating and highlighting the theme. Reflect on the theme and literary elements and techniques in “Piropo” by Leticia del Toro in Chapter 5 of your textbook.
Write:
For this discussion,
Describe the core conflict represented in the story.
Describe the theme of the story.
Select three literary elements/techniques in the story and describe them. If needed, review the
List of Literary Techniques (Links to an external site.)Links to an external site.
.
Explain how the elements/techniques illustrate the theme and conflict expressed in the story.
Incorporate quotations and paraphrases found in the story to illustrate the points you make. For help on writing paraphrases and quotations, review the Ashford University Writing Center’s tutorial
Integrating Research
(Links to an external site.)Links to an external site.
and the
Quoting, Paraphrasing, & Summarizing (Links to an external site.)Links to an external site.
web page.
Your initial post should be at least 200 words in length. The minimum word count does not include references.
Guided Response:
Respond to at least two of your classmates’ initial posts. Each response should be at least 75 words in length and should address two or more of the following points:
Do you agree with your classmates’ perspectives? Why, or why not? Be specific.
Ask a specific question to encourage further discussion on the topic.
Challenge your classmates’ interpretation of literature and/or point of view.
Do a small amount of research and share what you learn with your peers about the topic discussed in this post.
A
Worn
Path
(1941)
1
2
3
It was December—a bright frozen day in the early morning. Far out in the country there was anold Negro woman with her head tied in a red rag, coming along a path through the pine-woods.Her name was Phoenix Jackson. She was very old a ...
Writing Portfolio including creative works of fiction, poetry, and creative nonfiction as well as nonfiction and informational pieces and lesson planning and curriculum design.
Katherine MansfieldMiss BrillAlthough it was so brilliantl.docxtawnyataylor528
Katherine Mansfield
Miss Brill
Although it was so brilliantly fine - the blue sky powdered with gold and great spots of light like white wine splashed over the Jardins Publiques - Miss Brill was glad that she had decided on her fur. The air was motionless, but when you opened your mouth there was just a faint chill, like a chill from a glass of iced water before you sip, and now and again a leaf came drifting - from nowhere, from the sky. Miss Brill put up her hand and touched her fur. Dear little thing! It was nice to feel it again. She had taken it out of its box that afternoon, shaken out the moth-powder, given it a good brush, and rubbed the life back into the dim little eyes. "What has been happening to me?" said the sad little eyes. Oh, how sweet it was to see them snap at her again from the red eiderdown! ... But the nose, which was of some black composition, wasn't at all firm. It must have had a knock, somehow. Never mind - a little dab of black sealing-wax when the time came - when it was absolutely necessary ... Little rogue! Yes, she really felt like that about it. Little rogue biting its tail just by her left ear. She could have taken it off and laid it on her lap and stroked it. She felt a tingling in her hands and arms, but that came from walking, she supposed. And when she breathed, something light and sad - no, not sad, exactly - something gentle seemed to move in her bosom.
There were a number of people out this afternoon, far more than last Sunday. And the band sounded louder and gayer. That was because the Season had begun. For although the band played all the year round on Sundays, out of season it was never the same. It was like some one playing with only the family to listen; it didn't care how it played if there weren't any strangers present. Wasn't the conductor wearing a new coat, too? She was sure it was new. He scraped with his foot and flapped his arms like a rooster about to crow, and the bandsmen sitting in the green rotunda blew out their cheeks and glared at the music. Now there came a little "flutey" bit - very pretty! - a little chain of bright drops. She was sure it would be repeated. It was; she lifted her head and smiled.
< 2 >
Only two people shared her "special" seat: a fine old man in a velvet coat, his hands clasped over a huge carved walking-stick, and a big old woman, sitting upright, with a roll of knitting on her embroidered apron. They did not speak. This was disappointing, for Miss Brill always looked forward to the conversation. She had become really quite expert, she thought, at listening as though she didn't listen, at sitting in other people's lives just for a minute while they talked round her.
She glanced, sideways, at the old couple. Perhaps they would go soon. Last Sunday, too, hadn't been as interesting as usual. An Englishman and his wife, he wearing a dreadful Panama hat and she button boots. And she'd gone on the whole time about how she ought to wear spectac ...
X. Transfiguration
XI. Learning by Suffering
XII. Looking on the Bright Side
XIII. "Thy Will be Done"
XIV. The Love of God
XV. Prayer Lessons
XVI. The Vision Glorious
The Story of an Hour Kate Chopin (1894)Knowing that Mrs..docxsarah98765
"The Story of an Hour"
Kate Chopin (1894)
Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband's death.
It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her husband's friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard's name leading the list of "killed." He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message.
She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sister's arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her.
There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul.
She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which someone was singing reached her faintly, and countless sparrows were twittering in the eaves.
There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window.
She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob came up into her throat and shook her, as a child who has cried itself to sleep continues to sob in its dreams.
She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought.
There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air.
Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will--as powerless as her two white slender hands would have been. When she abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under her breath: "free, free, free!" The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and.
Although it was so brilliantly finelight like white wi.docxgreg1eden90113
Although it was so brilliantly fine
light like white wine splashed over the Jardins Publiques
had decided on her fur. The air was motionless, but when you ope
was just a faint chill, like a chill from a glass of iced water before you sip, and now and
again a leaf came drifting
touched her fur. Dear little thing! It was nice to feel i
box that afternoon, shaken out the moth
life back into the dim little eyes. "What has been happening to me?" said the sad little
eyes. Oh, how sweet it was to see them snap
the nose, which was of some black composition, wasn't at all firm. It must have had a
knock, somehow. Never mind
when it was absolutely necessary... Little rog
Little rogue biting its tail just by her left ear. She could have taken it off and laid it on her
lap and stroked it. She felt a tingling in her hands and arms, but that came from walking,
she supposed. And when
something gentle seemed to move in her bosom.
There were a number of people out this afternoon, far more than last Sunday. And the
band sounded louder and gayer. That was because the Season had b
the band played all the year round on Sundays, out of season it was never the same. It
was like some one playing with only the family to listen; it didn't care how it played if
there weren't any strangers present. Wasn't the conductor we
was sure it was new. He scraped with his foot and flapped his arms like a rooster about to
crow, and the bandsmen sitting in the green rotunda blew out their cheeks and glared at
the music. Now there came a little "flutey" bit
drops. She was sure it would be repeated. It was; she lifted her head and smiled.
Only two people shared her "special" seat: a fine old man in a velvet coat, his hands
clasped over a huge carved walking
roll of knitting on her embroidered apron. They did not speak. This was disappointing, for
Miss Brill always looked forward to the conversation. She had become really quite
expert, she thought, at listening as though she
lives just for a minute while they talked round her.
She glanced, sideways, at the old couple. Perhaps they would go soon. Last Sunday, too,
hadn't been as interesting as usual. An Englishman and his wife, he w
Panama hat and she button boots. And she'd gone on the whole time about how she ought
to wear spectacles; she knew she needed them; but that it was no good getting any; they'd
be sure to break and they'd never keep on. And he'd been so pa
everything—gold rims, the kind that curved round your ears, little pads inside the bridge.
http://www.katherinemansfieldsociety.org
MISS BRILL (1920)
By Katherine Mansfield
Although it was so brilliantly fine—the blue sky powdered with gold and great spots of
light like white wine splashed over the Jardins Publiques—Miss Brill was glad that she
had decided on her fur. The air was motionless, but when you opened your mouth there
was just a faint chill, like a chill from a glass of iced water before you sip, and now and
again a leaf cam.
Although it was so brilliantly finelight like white wi.docxgalerussel59292
Although it was so brilliantly fine
light like white wine splashed over the Jardins Publiques
had decided on her fur. The air was motionless, but when you ope
was just a faint chill, like a chill from a glass of iced water before you sip, and now and
again a leaf came drifting
touched her fur. Dear little thing! It was nice to feel i
box that afternoon, shaken out the moth
life back into the dim little eyes. "What has been happening to me?" said the sad little
eyes. Oh, how sweet it was to see them snap
the nose, which was of some black composition, wasn't at all firm. It must have had a
knock, somehow. Never mind
when it was absolutely necessary... Little rog
Little rogue biting its tail just by her left ear. She could have taken it off and laid it on her
lap and stroked it. She felt a tingling in her hands and arms, but that came from walking,
she supposed. And when
something gentle seemed to move in her bosom.
There were a number of people out this afternoon, far more than last Sunday. And the
band sounded louder and gayer. That was because the Season had b
the band played all the year round on Sundays, out of season it was never the same. It
was like some one playing with only the family to listen; it didn't care how it played if
there weren't any strangers present. Wasn't the conductor we
was sure it was new. He scraped with his foot and flapped his arms like a rooster about to
crow, and the bandsmen sitting in the green rotunda blew out their cheeks and glared at
the music. Now there came a little "flutey" bit
drops. She was sure it would be repeated. It was; she lifted her head and smiled.
Only two people shared her "special" seat: a fine old man in a velvet coat, his hands
clasped over a huge carved walking
roll of knitting on her embroidered apron. They did not speak. This was disappointing, for
Miss Brill always looked forward to the conversation. She had become really quite
expert, she thought, at listening as though she
lives just for a minute while they talked round her.
She glanced, sideways, at the old couple. Perhaps they would go soon. Last Sunday, too,
hadn't been as interesting as usual. An Englishman and his wife, he w
Panama hat and she button boots. And she'd gone on the whole time about how she ought
to wear spectacles; she knew she needed them; but that it was no good getting any; they'd
be sure to break and they'd never keep on. And he'd been so pa
everything—gold rims, the kind that curved round your ears, little pads inside the bridge.
http://www.katherinemansfieldsociety.org
MISS BRILL (1920)
By Katherine Mansfield
Although it was so brilliantly fine—the blue sky powdered with gold and great spots of
light like white wine splashed over the Jardins Publiques—Miss Brill was glad that she
had decided on her fur. The air was motionless, but when you opened your mouth there
was just a faint chill, like a chill from a glass of iced water before you sip, and now and
again a leaf cam.
Develop a detailed outline for the data collection plan to include .docxbradburgess22840
Develop a detailed outline for the data collection plan to include: (1) required permissions for use of instruments and/or sources of data, (2) proposed sampling approach, (3) detailed data collection steps for each of the instruments and data sources, and (4) a data management plan.
Incorporate instructor feedback on your post to revise the Sources of Data/Instruments and Data Collection sections of the prospectus.
.
Develop a 3–4 page research paper based on a selected case study rel.docxbradburgess22840
Develop a 3–4 page research paper based on a selected case study related to reproductive choices. Since the processes of reproduction and birth represent one of the potential biological outcomes of heterosexual activity, it is important to examine the biological foundations of human sexuality. This includes knowledge of fertilization and early development, including some of the most recent findings. There is more than a litany of birth control methods; this assessment offers a sound basis for understanding the issues to be weighed in personal decision making about contraception and abortion, which continue to generate debate and controversy.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply psychological theories to topics in human sexuality.
Apply psychological theories to a case study in human sexuality.
Competency 2: Apply scholarly research findings to topics in human sexuality.
Apply scholarly research findings to a case study in human sexuality.
Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
Explain how ethics inform professional behavior in the field of human sexuality.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style.
APA Resources
Because this is a psychology course, you need to format this assessment according to APA guidelines. Additional resources about APA can be found in the Research Resources in the left navigation menu of your courseroom. Use the resources to guide your work as needed.
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(6th ed.). Washington, DC: Author.
Available from the
bookstore
.
APA Paper Template [DOCX]
.
Required Resources
The following resource is required to complete the assessment.
Human Sexuality Case Studies: Sexuality Confronts Social Policy
|
Transcript
.
Suggested Resources
The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
PSYC-FP2800 – Introduction to Human Sexuality Library Guide
can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Human Sexuality and Reproductive Choices
Kelly, G. F. (2015).
Sexuality today
(11th ed.). New York, NY: McGraw-Hill.
Available from the
bookstore
.
Chapter 10, "Reprod.
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Miss Brill
Although it was so brilliantly fine - the blue sky powdered with gold and great spots of light like white wine splashed over the Jardins Publiques - Miss Brill was glad that she had decided on her fur. The air was motionless, but when you opened your mouth there was just a faint chill, like a chill from a glass of iced water before you sip, and now and again a leaf came drifting - from nowhere, from the sky. Miss Brill put up her hand and touched her fur. Dear little thing! It was nice to feel it again. She had taken it out of its box that afternoon, shaken out the moth-powder, given it a good brush, and rubbed the life back into the dim little eyes. "What has been happening to me?" said the sad little eyes. Oh, how sweet it was to see them snap at her again from the red eiderdown! ... But the nose, which was of some black composition, wasn't at all firm. It must have had a knock, somehow. Never mind - a little dab of black sealing-wax when the time came - when it was absolutely necessary ... Little rogue! Yes, she really felt like that about it. Little rogue biting its tail just by her left ear. She could have taken it off and laid it on her lap and stroked it. She felt a tingling in her hands and arms, but that came from walking, she supposed. And when she breathed, something light and sad - no, not sad, exactly - something gentle seemed to move in her bosom.
There were a number of people out this afternoon, far more than last Sunday. And the band sounded louder and gayer. That was because the Season had begun. For although the band played all the year round on Sundays, out of season it was never the same. It was like some one playing with only the family to listen; it didn't care how it played if there weren't any strangers present. Wasn't the conductor wearing a new coat, too? She was sure it was new. He scraped with his foot and flapped his arms like a rooster about to crow, and the bandsmen sitting in the green rotunda blew out their cheeks and glared at the music. Now there came a little "flutey" bit - very pretty! - a little chain of bright drops. She was sure it would be repeated. It was; she lifted her head and smiled.
< 2 >
Only two people shared her "special" seat: a fine old man in a velvet coat, his hands clasped over a huge carved walking-stick, and a big old woman, sitting upright, with a roll of knitting on her embroidered apron. They did not speak. This was disappointing, for Miss Brill always looked forward to the conversation. She had become really quite expert, she thought, at listening as though she didn't listen, at sitting in other people's lives just for a minute while they talked round her.
She glanced, sideways, at the old couple. Perhaps they would go soon. Last Sunday, too, hadn't been as interesting as usual. An Englishman and his wife, he wearing a dreadful Panama hat and she button boots. And she'd gone on the whole time about how she ought to wear spectac ...
X. Transfiguration
XI. Learning by Suffering
XII. Looking on the Bright Side
XIII. "Thy Will be Done"
XIV. The Love of God
XV. Prayer Lessons
XVI. The Vision Glorious
The Story of an Hour Kate Chopin (1894)Knowing that Mrs..docxsarah98765
"The Story of an Hour"
Kate Chopin (1894)
Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband's death.
It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her husband's friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard's name leading the list of "killed." He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message.
She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sister's arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her.
There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul.
She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which someone was singing reached her faintly, and countless sparrows were twittering in the eaves.
There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window.
She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob came up into her throat and shook her, as a child who has cried itself to sleep continues to sob in its dreams.
She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought.
There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air.
Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will--as powerless as her two white slender hands would have been. When she abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under her breath: "free, free, free!" The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and.
Although it was so brilliantly finelight like white wi.docxgreg1eden90113
Although it was so brilliantly fine
light like white wine splashed over the Jardins Publiques
had decided on her fur. The air was motionless, but when you ope
was just a faint chill, like a chill from a glass of iced water before you sip, and now and
again a leaf came drifting
touched her fur. Dear little thing! It was nice to feel i
box that afternoon, shaken out the moth
life back into the dim little eyes. "What has been happening to me?" said the sad little
eyes. Oh, how sweet it was to see them snap
the nose, which was of some black composition, wasn't at all firm. It must have had a
knock, somehow. Never mind
when it was absolutely necessary... Little rog
Little rogue biting its tail just by her left ear. She could have taken it off and laid it on her
lap and stroked it. She felt a tingling in her hands and arms, but that came from walking,
she supposed. And when
something gentle seemed to move in her bosom.
There were a number of people out this afternoon, far more than last Sunday. And the
band sounded louder and gayer. That was because the Season had b
the band played all the year round on Sundays, out of season it was never the same. It
was like some one playing with only the family to listen; it didn't care how it played if
there weren't any strangers present. Wasn't the conductor we
was sure it was new. He scraped with his foot and flapped his arms like a rooster about to
crow, and the bandsmen sitting in the green rotunda blew out their cheeks and glared at
the music. Now there came a little "flutey" bit
drops. She was sure it would be repeated. It was; she lifted her head and smiled.
Only two people shared her "special" seat: a fine old man in a velvet coat, his hands
clasped over a huge carved walking
roll of knitting on her embroidered apron. They did not speak. This was disappointing, for
Miss Brill always looked forward to the conversation. She had become really quite
expert, she thought, at listening as though she
lives just for a minute while they talked round her.
She glanced, sideways, at the old couple. Perhaps they would go soon. Last Sunday, too,
hadn't been as interesting as usual. An Englishman and his wife, he w
Panama hat and she button boots. And she'd gone on the whole time about how she ought
to wear spectacles; she knew she needed them; but that it was no good getting any; they'd
be sure to break and they'd never keep on. And he'd been so pa
everything—gold rims, the kind that curved round your ears, little pads inside the bridge.
http://www.katherinemansfieldsociety.org
MISS BRILL (1920)
By Katherine Mansfield
Although it was so brilliantly fine—the blue sky powdered with gold and great spots of
light like white wine splashed over the Jardins Publiques—Miss Brill was glad that she
had decided on her fur. The air was motionless, but when you opened your mouth there
was just a faint chill, like a chill from a glass of iced water before you sip, and now and
again a leaf cam.
Although it was so brilliantly finelight like white wi.docxgalerussel59292
Although it was so brilliantly fine
light like white wine splashed over the Jardins Publiques
had decided on her fur. The air was motionless, but when you ope
was just a faint chill, like a chill from a glass of iced water before you sip, and now and
again a leaf came drifting
touched her fur. Dear little thing! It was nice to feel i
box that afternoon, shaken out the moth
life back into the dim little eyes. "What has been happening to me?" said the sad little
eyes. Oh, how sweet it was to see them snap
the nose, which was of some black composition, wasn't at all firm. It must have had a
knock, somehow. Never mind
when it was absolutely necessary... Little rog
Little rogue biting its tail just by her left ear. She could have taken it off and laid it on her
lap and stroked it. She felt a tingling in her hands and arms, but that came from walking,
she supposed. And when
something gentle seemed to move in her bosom.
There were a number of people out this afternoon, far more than last Sunday. And the
band sounded louder and gayer. That was because the Season had b
the band played all the year round on Sundays, out of season it was never the same. It
was like some one playing with only the family to listen; it didn't care how it played if
there weren't any strangers present. Wasn't the conductor we
was sure it was new. He scraped with his foot and flapped his arms like a rooster about to
crow, and the bandsmen sitting in the green rotunda blew out their cheeks and glared at
the music. Now there came a little "flutey" bit
drops. She was sure it would be repeated. It was; she lifted her head and smiled.
Only two people shared her "special" seat: a fine old man in a velvet coat, his hands
clasped over a huge carved walking
roll of knitting on her embroidered apron. They did not speak. This was disappointing, for
Miss Brill always looked forward to the conversation. She had become really quite
expert, she thought, at listening as though she
lives just for a minute while they talked round her.
She glanced, sideways, at the old couple. Perhaps they would go soon. Last Sunday, too,
hadn't been as interesting as usual. An Englishman and his wife, he w
Panama hat and she button boots. And she'd gone on the whole time about how she ought
to wear spectacles; she knew she needed them; but that it was no good getting any; they'd
be sure to break and they'd never keep on. And he'd been so pa
everything—gold rims, the kind that curved round your ears, little pads inside the bridge.
http://www.katherinemansfieldsociety.org
MISS BRILL (1920)
By Katherine Mansfield
Although it was so brilliantly fine—the blue sky powdered with gold and great spots of
light like white wine splashed over the Jardins Publiques—Miss Brill was glad that she
had decided on her fur. The air was motionless, but when you opened your mouth there
was just a faint chill, like a chill from a glass of iced water before you sip, and now and
again a leaf cam.
Similar to In two to four double-spaced pages (excluding title and refere.docx (20)
Develop a detailed outline for the data collection plan to include .docxbradburgess22840
Develop a detailed outline for the data collection plan to include: (1) required permissions for use of instruments and/or sources of data, (2) proposed sampling approach, (3) detailed data collection steps for each of the instruments and data sources, and (4) a data management plan.
Incorporate instructor feedback on your post to revise the Sources of Data/Instruments and Data Collection sections of the prospectus.
.
Develop a 3–4 page research paper based on a selected case study rel.docxbradburgess22840
Develop a 3–4 page research paper based on a selected case study related to reproductive choices. Since the processes of reproduction and birth represent one of the potential biological outcomes of heterosexual activity, it is important to examine the biological foundations of human sexuality. This includes knowledge of fertilization and early development, including some of the most recent findings. There is more than a litany of birth control methods; this assessment offers a sound basis for understanding the issues to be weighed in personal decision making about contraception and abortion, which continue to generate debate and controversy.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply psychological theories to topics in human sexuality.
Apply psychological theories to a case study in human sexuality.
Competency 2: Apply scholarly research findings to topics in human sexuality.
Apply scholarly research findings to a case study in human sexuality.
Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
Explain how ethics inform professional behavior in the field of human sexuality.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style.
APA Resources
Because this is a psychology course, you need to format this assessment according to APA guidelines. Additional resources about APA can be found in the Research Resources in the left navigation menu of your courseroom. Use the resources to guide your work as needed.
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(6th ed.). Washington, DC: Author.
Available from the
bookstore
.
APA Paper Template [DOCX]
.
Required Resources
The following resource is required to complete the assessment.
Human Sexuality Case Studies: Sexuality Confronts Social Policy
|
Transcript
.
Suggested Resources
The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
PSYC-FP2800 – Introduction to Human Sexuality Library Guide
can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Human Sexuality and Reproductive Choices
Kelly, G. F. (2015).
Sexuality today
(11th ed.). New York, NY: McGraw-Hill.
Available from the
bookstore
.
Chapter 10, "Reprod.
Develop a 5- to 6-slide PowerPoint presentation for a staff meet.docxbradburgess22840
Develop a 5- to 6-slide PowerPoint presentation for a staff meeting that addresses the following:
Identify your selected transition of care. ------" Transitions of care” refer to the movement of patients between health care practitioners, settings, and home as their condition and care need change. For example, a patient might receive care from a primary care physician or specialist in an outpatient setting, then transition to a hospital physician and nursing team during an inpatient admission before moving on to yet another care team at a skilled nursing facility. Finally, the patient might return home, where he or she may receive care from a visiting nurse or support from a family member or friend.
Explain how you, as a nurse leader, along with your healthcare team, would apply systems thinking when providing a transition of care aligned with the IHI Quadruple Aim framework in order to improve it. Explain what the fourth aim in your strategy would be and why.
These are the four areas:
Experience of care
Population health
Per capita cost
Care team well-being
Describe the key stakeholders that might be involved in this transition of care and how you would engage and influence them to improve the transition of care processes.
Explain how systems thinking would inform your improvement plan for your transition of care.
.
Develop a 5–10-year strategic plan for achieving specific health.docxbradburgess22840
Develop a 5–10-year strategic plan for achieving specific health care quality and safety improvements, based on the analysis you completed in Assessment 1. Use either an AI approach or your SWOT analysis and a chosen strategic planning model.
Note:
Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
SHOW LESS
Evaluation of strategic choices is important. The methods for selecting strategic alternatives help leaders organize significant issues to support decision making. However, it is important that the techniques do not make the decision. Rather, leaders should use the techniques to reveal the inherent situation and to organize their thought processes. This assessment provides you with an opportunity to evaluate and apply some of the techniques for successful strategy development and implementation.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Evaluate qualities and skills that promote effective leadership within health care organizations.
Evaluate the leadership qualities and skills that will be most important to successfully implementing a strategic plan and sustaining strategic direction.
Competency 2: Apply strategies to lead high-performing health care teams to meet organizational quality and safety goals.
Develop strategic goal statements and outcomes that support the achievement of specific quality and safety improvements for a care setting.
Justify the relevance of proposed strategic goals and outcomes in relation to the mission, vision, and values of a care setting.
Competency 3: Apply cultural, ethical, and regulatory considerations to leadership decision making.
Analyze the extent to which strategic goals and outcomes address the use of technology and the ethical, cultural, and regulatory environments.
Competency 4: Integrate leadership and health care theories into the role of the nurse leader.
Explain how relevant leadership and health care theories will be used to help achieve proposed strategic goals and objectives.
Competency 5: Communicate with stakeholders and constituencies to build collaborative partnerships and create inclusive work environments.
Communicate analyses clearly and in a way that demonstrates professionalism and respect for stakeholders and colleagues.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
MSN-FP6210: Leadership and Management for Nurse Executives Library Guide
can help direct your res.
Develop a 2–4-page proposal for a policy that should help to imp.docxbradburgess22840
Develop a 2–4-page proposal for a policy that should help to improve health care and outcomes for your target population.
Note
: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Cost and access to care continue to be main concerns for patients and providers. As technology improves our ability to care for and improve outcomes in patients with chronic and complex illnesses, questions of cost and access become increasingly important. As a master’s-prepared nurse, you must be able to develop policies that will ensure the delivery of care that is effective and can be provided in an ethical and equitable manner.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high quality outcomes.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
CONTEXT:
As a master's-prepared nurse, you have a valuable viewpoint and voice with which to advocate for policy developments. As a nurse leader and health care practitioner, often on the front lines of helping individuals and populations, you are able to articulate and advocate for the patient more than any other professional group in health care. This is especially true of populations that may be underserved, underrepresented, or are otherwise lacking a voice. By advocating for and developing policies, you are able to help drive improvements in outcomes for specific populations. The policies you advocate for could be internal ones (just within a specific department or health care setting) that ensure quality care and compliance. Or they could be external policies (local, st.
Develop a 10- to 12- slide PowerPoint Presentation designed for .docxbradburgess22840
Develop a 10- to 12- slide PowerPoint Presentation designed for training the staff at a local high school. The PowerPoint Presentation should focus on strategies that promote communication skills among adolescents.
Students are encouraged to approach the assignment creatively, adding graphics, visuals, charts and/or graphs to their work. Slides should be designed to address the selected topic clearly and concisely. Each slide should be developed with professional presentation style (e.g., bulleted items in brief statements rather than complete sentences). Notes should complement the slides and provide details useful to the speaker if an oral presentation were to be given.
Creating the PowerPoint Presentation
The PowerPoint Presentation:
Must be 10 to 12 slides, and formatted according to APA style as outlined by the Ashford Writing Center.
Must include a title slide with the following:
Title of the training
Student’s name
Course name and number
Instructor’s name
Date submitted
Must present a thesis statement regarding why social skills training would be appropriate for adolescents.
Must explain different types of communication (e.g., aggressive and assertive).
Must share four strategies on how adolescents could improve their communication skills.
Must create at least three hypothetical scenarios of problems that adolescents might encounter, including one that involves cultural/ethnic issues. The scenarios should show how adolescents could use improved communication skills to solve these problems.
Must develop conclusions that reiterate the opening thesis statement, include a summary of the social skills training discussed, and offer evidence of its effectiveness.
Must use at least four scholarly sources (in addition to the course text), including a minimum of two from the Ashford Online Library. References are to be provided as needed within the slides.
Must include a separate reference slide, formatted according to APA style as outlined in the Ashford Writing Center.
.
DetailsPlease answer the following questions. 1. Desc.docxbradburgess22840
Details
Please answer the following questions.
1.
Describe the different stages of meiosis
2.
In a certain hypothetical animal, the allele G is responsible for green skin, g is for purple skin color; B is black hair and b is for brown hair. If a male animal with the genotype GgBb is crossed with a female animal with the genotype GgBb, determine the phenotypic ratio of the offspring’s.
Show how you arrived at the ratio using a punned square.
3.
Hemophilia in humans is an
X
-linked recessive disorder. Using a punnet square, show the results of mating between a normal (non-carrier) female and a hemophilic male? What percentage of their offspring’s are hemophilic?
4.
What are linked genes? Are they an exception to Mendel's law of Segregation? Why or why not?
NO Copy Or Past Please
12 point font
.
Despite the literature supporting technology use in schools as ben.docxbradburgess22840
Despite the literature supporting technology use in schools as beneficial for students, and despite the wide use of social technology, schools continue to be slow to change its integration in the classroom (Livingstone, 2012). It is imperative that teachers increase their use of technology in the classroom in order to prepare our K-12 students referred to as "digital natives," for the 21st century. Though many schools have technology available for use (Alger & Kopcha, 2008), barriers exist in incorporating technology into lesson plans, namely teacher reluctance (Keengwe, Onchwari, & Wachira, 2008). Teachers' hesitation in using technology more frequently is due to a number of factors, such as lack of time to learn new technology and incorporate it into lesson plans, beliefs around using technology in instruction, availability of working technology and technical support, comprehensive professional development, and a culture that promotes using new technology, self-efficacy, and teaching methods (Alger & Kopcha, 2008).
Literature Review
Self-Efficacy toward Technology
According to Bandura (1986) individuals possess a self-system that determines how much effort people will expend on any activity. Bandura also asserts that self-efficacy beliefs may be a strong predictor of related performance. Studies have shown a positive correlation between self-efficacy in technology and technology ability (Anderson & Maninger, 2007; Anderson, Grouulx, & Maninger, 2011). According to the technology acceptance model introduced by Davis (1989), there is a correlation between users' perceived ease of use and predicted adoption of technology. In his study investigating Moodles, Yeou (2016) found self-efficacy to be a critical factor in undergraduates' use of the technology tool. In a similar study investigating pre-service teachers, Albion (2001) found that self-efficacy was the most significant factor in predicting technology use. Pre-service and in-service teachers who possess high self-efficacy in regard to technology are more apt to use technology in the classroom because they are more confident in their ability. In their study investigating teachers' use of technology, Holden and Rada (2011) found that self-efficacy directly influenced individuals' ease of use and usability of technology.
Need for Technology Integration
With the adoption of the National Education Technology Plan (NETP), providing access to technology is no longer sufficient; the NETP stresses that schools are expected to ensure "all students understand how to use technologies as a tool to engage in creative, productive, lifelong learning" (p. 16 Herold, 2016). A key element in the plan is the need to move from passive to active use of technology. Often referred to as the "digital use and divide," a gap exists between learners who are using technology in active, creative ways to support their learning and those who predominantly use technology for passive content consumption.
To develop .
Details: http://source.sakaiproject.org/viewsvn/?view=rev&rev=39772
Author: [email protected]
Date: 2008-01-05 09:12:07 -0500 (Sat, 05 Jan 2008)
New Revision: 39772
Modified:
content/branches/sakai_2-5-x/content-impl/impl/src/java/org/sakaiproject/content/impl/ContentServiceSqlOracle.java
content/branches/sakai_2-5-x/content-impl/impl/src/java/org/sakaiproject/content/impl/DbContentService.java
Log:
SAK-12501 merge to 2-5-x: r39622, r39624:5, r39632:3 (resolve conflict from differing linebreaks for r39622)
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Details: http://source.sakaiproject.org/viewsvn/?view=rev&rev=39771
Author: [email protected]
Date: 2008-01-04 18:08:50 -0500 (Fri, 04 Jan 2008)
New Revision: 39771
Modified:
bspace/site-manage/sakai_2-4-x/site-manage-tool/tool/src/bundle/sitesetupgeneric.properties
bspace/site-manage/sakai_2-4-x/site-manage-tool/tool/src/java/org/sakaiproject/site/tool/SiteAction.java
Log:
BSP-1415 New (Guest) user Notification
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Details: http://source.sakaiproject.org/viewsvn/?view=rev&rev=39770
Author: [email protected]
Date: 2008-01-04 16:09:01 -0500 (Fri, 04 Jan 2008)
New Revision: 39770
Modified:
site-manage/branches/sakai_2-5-x/site-manage-tool/tool/src/webapp/vm/sitesetup/chef_site-siteInfo-list.vm
Log:
merge fix to SAK-9996 into 2-5-x branch: svn merge -r 39687:39688 https://source.sakaiproject.org/svn/site-manage/trunk/
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Details: http://source.sakaiproject.org/viewsvn/?view=rev&rev=39769
Author: [email protected]
Date: 2008-01-04 15:44:39 -0500 (Fri, 04 Jan 2008)
New Revision: 39769
Modified:
gradebook/trunk/app/ui/src/java/org/sakaiproject/tool/gradebook/ui/helpers/beans/AssignmentGradeRecordBean.java
gradebook/trunk/app/ui/src/java/org/sakaiproject/tool/gradebook/ui/helpers/producers/GradeGradebookItemProducer.java
gradebook/trunk/app/ui/src/webapp/WEB-INF/applicationContext.xml
gradebook/trunk/app/ui/src/webapp/WEB-INF/bundle/messages.properties
gradebook/trunk/app/ui/src/webapp/WEB-INF/requestContext.xml
Log:
SAK-12180 - Fixed errors with grading helper
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Author: [email prot.
Description:
Ch .17:
Newborn transitioning
Ch. 18:
Nursing management of the
newborn
Ch.19:
Nursing Management at risk:
Pregnancy-related complications
Ch.20:
Nursing Management of the
Pregnancy at Risk: Health
conditions and vulnerable populations
Ch. 21:
Nursing management of
labor and birth at risk
Ch. 22:
Nursing management of the
postpartum woman at risk
.
Description of the assignment The following 4 men created a p.docxbradburgess22840
Description of the assignment:
The following 4 men created a paradigm shift within Western culture: Luther, Columbus, Gutenberg, and Charles Darwin. In this assignment, explain which one of these you deem to have had the most influence on Western culture. Provide concrete reasons that clarify your position. If you include sources, cite them in current APA format. This assignment must be 250–300 words and must include the word count in parentheses. S
.
Description of the AssignmentThis assignment presents a mo.docxbradburgess22840
Description of the Assignment
This assignment presents a modified method for conducting a concept analysis of
one
concept that is important and useful to the nurse practitioner role. The concept for this assignment must be supported by a published
nursing
theory. The selected concept is identified and then the elements of the analysis process are applied in order to synthesize knowledge for application as demonstrated through the creation of a model case. Theoretical applications of the concept are also discussed. Non-nursing theories may
not
be used. Scholarly literature is incorporated throughout the analysis.
Only the elements identified in this assignment should be used for this concept analysis.
Possible Concepts:
The following concepts are not required; students may select one of these concepts or find another concept. Each selected concept must be associated with a nursing theory; the use of non-nursing theories is
not
allowed. If you have any questions regarding your concept or the nursing theory, please consult with your faculty member for assistance.
Please note: the concepts of caring or cultural humility are not permitted for this assignment.
Adaptation
Burnout
Civility
Comfort
Compassion
Compassion fatigue
Competence
Empowerment
Engagement
Health
Leadership
Meaningfulness
Modeling
Noise
Pain
Palliative care
Quality of life
Resilience
Self-care
Sensory overload
Situational awareness
Criteria for Content
Definition/Explanation of the selected nursing concept
Defines/explains the concept using scholarly literature (a dictionary maybe used for this section
only
)
Support from nursing literature is required.
2.
Defining attributes:
A minimum of
three (3)
attributes are required.
Support from nursing literature is required.
Explanation: An attribute identifies characteristics of a concept. For this question, the characteristics of the selected nursing concept are identified and discussed.
Antecedent and Consequence
1 antecedent
of the selected nursing concept.
1 consequence
of the selected nursing concept.
Support from nursing literature is required.
Explanation:
An antecedent is an identifiable occurrence that happens before an event. An antecedent precedes a selected nursing concept. A consequence follows or is the result of an event. The selected consequence follows or is the result of the selected nursing concept.
4.
Model Case
1 Model Case
is created by the student and discussed substantively by demonstrating within the case each of the following areas:
Definition
All identified attributes
Theoretical Applications of the Concept
Explain how the concept applies to the selected nursing theory.
Support from nursing literature is required.
Reflection
Reflect on how the concept analysis findings apply to your advanced nursing practice, specifically as an NP.
Self-reflection may be written in first-person.
Preparing the Assi.
Description of theNationalMilitary Strategy2018.docxbradburgess22840
Description of the
National
Military
Strategy
2018
The Joint Staff
1
Overview
The 2018 National Military Strategy (NMS) provides the
Joint Force a framework for protecting and advancing U.S.
national interests. Pursuant to statute, it reflects a
comprehensive review conducted by the Chairman with the
other members of the Joint Chiefs of Staff and the unified
combatant commanders.
As an overarching military strategic framework, this
strategy implements the substantial body of policy and
strategy direction provided in the 2017 National Security
Strategy, the 2018 National Defense Strategy (NDS), the
Defense Planning Guidance (DPG), and other documents.
The 2018 NMS provides the Chairman’s military advice for
how the Joint Force implements the defense objectives in
the NDS and the direction from the President and the
Secretary of Defense.
The 2018 NMS also reflects lessons learned from
implementing global integration over the last two years. The
strategy articulates a continuum of strategic direction to
frame global integration into three strategy horizons to meet
the challenges of the existing and future security
environment. Force employment addresses planning, force
management, and decisionmaking to fulfill the defense
objectives of the NDS. Force development adapts functions,
capabilities, and concepts to improve the current Joint
Force. Force design innovates to enable the Joint Force to
do what it does differently to retain a competitive advantage
against any adversary.
The vision of the Joint Force articulated in the 2018 NMS is
a Joint Force capable of defending the homeland and
projecting power globally, now and into the future.
2
Strategic Approach
From its global perspective, the NMS premises an adaptive
and innovative Joint Force capable of employing its
capabilities seamlessly across multiple regions and all
domains -- continuing the transition from a regional to a
global mindset and approach.
This strategy
anchors its
approach against a
set of clearly
identified security
trends outlined in
the NDS (see inset).
These trends,
especially those
posed by the
reemergence of
great power
competition with China and Russia, represent the most
difficult challenges facing the Joint Force. However, the full
scope of global integration must recognize uncertainty and
be vigilant for emerging threats to the security and interests
of the United States, its allies and partners. In a security
environment where the homeland is no longer a sanctuary
and every operating domain is contested, competitors and
adversaries will continue to operate across geographic
regions and span multiple domains to offset or erode Joint
Force advantages.
To achieve military advantage over competitors and
adversaries, the NMS introduces the notion of joint
combined arms, defined as the conduct of operational art
through the integration of joint capabilities.
Description This is a 4 page paper about either a creative genius o.docxbradburgess22840
Description: This is a 4 page paper about either a creative genius of your choosing (Thomas Edison? Einstein? Michelangelo? Beyonce? Lucille Ball?) or a creative business (DuPont, Corning, IDEO? Pixar?). You can either read a full biography or research the person or organization using several sources. The paper should include: Description and background of the person/organization, 2) why you chose him/her/it, 3) what this person/org achieved (briefly), 4) how he/she/it fuels their creativity (his or her own, or if a company, its workforce) and 5) include a self reflection. Knowing what they do, what are some things YOU DO to fuel your creativity? What else could you do going forward? . #4 and #5 are most important. At the end of the paper, summarize by listing at least ten to fifteen things that this individual did to fuel his/her/its creativity. Here are some examples:
Da Vinci kept journals and notebooks. He dissected eyes and other body parts. He learned many mediums - painting sculpting, etc.
Ian Flemming (author), designed golf courses in his spare time.
Steven Hillenburg, the creator of Spongebob, had been a marine biology professor who had a keen interest in art and began drawing visual images for his student which he then began animating. He continuously worked on acquiring new skills. He watched old movies.
Beyonce learned dressmaking from her mom, who designed all of her early costumes. Her mom had sewn clothing for priests and nuns in exchange for Beyonce’s tuition.
Etsy has employee-led workshops where associates teach others their hobbies, and they regularly engage their shop owners in planning
The important thing about this project is that you learn and be able to share not just what they achieved, but what they did to nurture their creativity. You must include sources.
.
Describe your experience with electronic healthmedical record.docxbradburgess22840
Describe your experience with electronic health/medical records (EHR/EMR).
Have you used a health care IT system as a patient/provider? If yes, what system(s) did you use?
What were your impressions of the system?
Did you find it user-friendly?
Did you have concerns about privacy/security?
Did it seem to make health care seeking/delivery easier or more burdensome?
.
Description Develop a paper describing how the knowledge, skill.docxbradburgess22840
Description:
Develop a paper describing how the knowledge, skills, or theories
of this course
have been applied or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge applied to an employment opportunity in your field of study.
Requirements:
Provide a >500 word (2 or more pages) paper (excluding title and reference pages in page count). The paper should include a title page, body (include Introduction and Conclusion sections), and a reference page. An abstract is not required for this assignment. Use proper APA formatting of the entire paper including sources on the reference page and citations in the body of the paper.
.
Describing Research FindingsResearchers take many steps to p.docxbradburgess22840
Describing Research Findings
Researchers take many steps to prepare, organize, and analyze research data. In this discussion, you will examine the importance of taking a systematic approach to describing research findings. Be sure to address the following in your main post:
What is the purpose of computing descriptive statistics and exploratory analyses?
Why should researchers graph their data? What are the benefits of graphing?
How might you assess the distribution of data?
What does the “spread” of data tell us?
What does Pearson
r
tell us about two variables?
.
Description I. Introduction A. Summarize the client. What is the rat.docxbradburgess22840
Description I. Introduction A. Summarize the client. What is the rationale for seeking counseling?
II. Biopsychosocial Summary
A. Describe the problem that brought the client to treatment. i. Make sure to address any problems, issues, or challenges the client may be facing.
B. Explain the symptoms affecting the client. i. What are the behavioral symptoms? ii. What are the cognitive symptoms? iii. What are the emotional symptoms? iv. What are the physiological symptoms?
C. Identify any environmental factors that may be contributing to the client's problem.
D. Identify any potential harmful behavior: i. Aggression ii. Harm to others iii. Harm to self iv. Criminal activity v. Impulsive behaviors vi. High-risk activity
E. Determine if the client has a family history of the diagnosis. Consider how this may affect the client. F. Use evidence-based research to support the biological factors presented in the case.
G. Outline how the client identifies him- or herself in regard to cultural characteristics. Make sure to add rationale for any answers that are not straightforward. i. What are the addressing factors?
a. Age and generational influences
b. Developmental disabilities (acquired at birth or during childhood)
c. Disabilities acquired later in life (e.g., traumatic brain injury, multiple sclerosis, stroke)
d. Religion and spirituality
e. Ethnic and racial identity
f. Socioeconomic status
g. Sexual orientation
h. Indigenous heritage
i. National origin j. Gender
H. Summarize how the client culturally identifies him- or herself.
i. With the identifiers above, how does the client culturally identify him- or herself? ii. What is the order of importance for the client? Assessment III. Co-occurring Disorders
A. Identify any co-occurring disorders. B. Describe the initial DSM diagnosis. i. What is the overall descriptor of the diagnosis? ii. What criteria must be met to meet the diagnosis? iii. Describe which client behaviors are being used to meet the diagnostic criteria.
C. Discuss the rationale behind the diagnosis. i. Identify what other diagnoses should be ruled out. Make sure to provide rationale. ii. Identify limitations with this diagnosis. Make sure to provide rationale.
D. Use evidence-based research to support your justification. IV. Addiction Assessments
A. Describe how the assessment was administered.
B. Describe the assessment scoring.
C. Summarize the assessment results.
i. How do you interpret the results? Plan V. Recommendations
A. Summarize what you recommend for this client based on the information collected.
i. Describe what you recommend for recovery.
ii. Describe what you recommend for relapse prevention.
resources you would provide to the client. Rubric Guidelines for Submission: Consider using the headings from the critical elements outlined above when drafting your DAP note, as you will do this when you submit for your final project. You may also consider using double spac.
Describes the use of Computers in Nursing in general clearly and com.docxbradburgess22840
Describes the use of Computers in Nursing in general clearly and comprehensively.
Address the significance of Computers, attributes of Computers (i.e., accuracy, cost, accessibility, etc.), and provide specific examples with rationale of situations in which Computers as an educational tool would provide advantages as well as disadvantages.
Relate the use of Computers to the appropriate professional standards and competencies.
.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
In two to four double-spaced pages (excluding title and refere.docx
1. In two to four double-spaced pages (excluding title and
reference page), analyze The Welcome Table and complete the
following:
Explain why the literary work captured your interest, using
terms and concepts from the text to support your explanation.
The key terms are found at the end of Chapter 2.
Apply two to three of the key terms from Chapter 2 to your
reflection. Review the Reader’s Response matrix (Figure 2.1) to
help you frame your response.
Key terms:
figurative language
figures of speech
imagery
metaphor
persona
simile
song
symbol
tone
Your paper should be organized around a thesis statement about
the selected literary work and the approach you are using to
analyze the work. All sources must be properly cited. The paper
must include a separate title and reference page, and be
formatted to APA (6th edition) style.
The paper must be two to four pages in length (excluding the
title and reference page), and formatted according to APA style.
You must use at least two scholarly resources (at least one of
which can be found in the Ashford Online Library) other than
the textbook to support your claims and subclaims. Cite your
resources in text and on the reference page. For information
2. regarding APA samples and tutorials, visit the Ashford Writing
Center, within the Learning Resources tab on the left navigation
toolbar, in your online course.
The Welcome Table
Alice Walker (1970)
for sister Clara Ward
I'm going to sit at the Welcome table
Shout my troubles over
Walk and talk with Jesus
Tell God how you treat me
One of these days!
Spiritual
The old woman stood with eyes uplifted in her Sunday-go-to-
meeting clothes: high shoes polished about the tops and toes, a
long rusty dress adorned with an old corsage, long withered,
and the remnants of an elegant silk scarf as head rag stained
with grease from the many oily pigtails underneath. Perhaps she
had known suffering. There was a dazed and sleepy look in her
aged blue-brown eyes. But for those who searched hastily for
"reasons" in that old tight face, shut now like an ancient door,
there was nothing to be read. And so they gazed nakedly upon
their own fear transferred; a fear of the black and the old, a
terror of the unknown as well as of the deeply known. Some of
those who saw her there on the church steps spoke words about
her that were hardly fit to be heard, others held their pious
peace; and some felt vague stirrings of pity, small and
persistent and hazy, as if she were an old collie turned out to
die.
3. She was angular and lean and the color of poor gray Georgia
earth, beaten by king cotton and the extreme weather. Her
elbows were wrinkled and thick, the skin ashen but durable, like
the bark of old pines. On her face centuries were folded into the
circles around one eye, while around the other, etched and
mapped as if for print, ages more threatened again to live. Some
of them there at the church saw the age, the dotage, the missing
buttons down the front of her mildewed black dress. Others saw
cooks, chauffeurs, maids, mistresses, children denied or
smothered in the deferential way she held her cheek to the side,
toward the ground. Many of them saw jungle orgies in an evil
place, while others were reminded of riotous anarchists looting
and raping in the streets. Those who knew the hesitant creeping
up on them of the law, saw the beginning of the end of the
sanctuary of Christian worship, saw the desecration of Holy
Church, and saw an invasion of privacy, which they struggled to
believe they still kept.
Still she had come down the road toward the big white church
alone. Just herself, an old forgetful woman, nearly blind with
age. Just her and her eyes raised dully to the glittering cross
that crowned the sheer silver steeple. She had walked along the
road in a stagger from her house a half mile away. Perspiration,
cold and clammy, stood on her brow and along the creases by
her thin wasted nose. She stopped to calm herself on the wide
front steps, not looking about her as they might have expected
her to do, but simply standing quite still, except for a slight
quivering of her throat and tremors that shook her cotton-
stockinged legs.
The reverend of the church stopped her pleasantly as she
stepped into the vestibule. Did he say, as they thought he did,
kindly, "Auntie, you know this is not your church?" As if one
could choose the wrong one. But no one remembers, for they
4. never spoke of it afterward, and she brushed past him anyway,
as if she had been brushing past him all her life, except this
time she was in a hurry. Inside the church she sat on the very
first bench from the back, gazing with concentration at the
stained-glass window over her head. It was cold, even inside the
church, and she was shivering. Everybody could see. They
stared at her as they came in and sat down near the front. It was
cold, very cold to them, too; outside the church it was below
freezing and not much above inside. But the sight of her, sitting
there somehow passionately ignoring them, brought them up
short, burning.
The young usher, never having turned anyone out of his church
before, but not even considering this job as that (after all, she
had no right to be there, certainly), went up to her and
whispered that she should leave. Did he call her "Grandma," as
later he seemed to recall he had? But for those who actually
hear such traditional pleasantries and to whom they actually
mean something, "Grandma" was not one, for she did not pay
him any attention, just muttered, "Go 'way," in a weak sharp
bothered voice, waving his frozen blond hair and eyes from near
her face.
It was the ladies who finally did what to them had to be done.
Daring their burly indecisive husbands to throw the old colored
woman out they made their point. God, mother, country, earth,
church. It involved all that, and well they knew it. Leather
bagged and shoed, with good calfskin gloves to keep out the
cold, they looked with contempt at the bootless gray arthritic
hands of the old woman, clenched loosely, restlessly in her lap.
Could their husbands expect them to sit up in church with that?
No, no, the husbands were quick to answer and even quicker to
do their duty.
5. Under the old woman's arms they placed their hard fists (which
afterward smelled of decay and musk—the fermenting scent of
onionskins and rotting greens). Under the old woman's arms
they raised their fists, flexed their muscular shoulders, and out
she flew through the door, back under the cold blue sky. This
done, the wives folded their healthy arms across their trim
middles and felt at once justified and scornful. But none of
them said so, for none of them ever spoke of the incident again.
Inside the church it was warmer. They sang, they prayed. The
protection and promise of God's impartial love grew more not
less desirable as the sermon gathered fury and lashed itself out
above their penitent heads.
The old woman stood at the top of the steps looking about in
bewilderment. She had been singing in her head. They had
interrupted her. Promptly she began to sing again, though this
time a sad song. Suddenly, however, she looked down the long
gray highway and saw something interesting and delightful
coming. She started to grin, toothlessly, with short giggles of
joy, jumping about and slapping her hands on her knees. And
soon it became apparent why she was so happy. For coming
down the highway at a firm though leisurely pace was Jesus. He
was wearing an immaculate white, long dress trimmed in gold
around the neck and hem, and a red, a bright red, cape. Over his
left arm he carried a brilliant blue blanket. He was wearing
sandals and a beard and he had long brown hair parted on the
right side. His eyes, brown, had wrinkles around them as if he
smiled or looked at the sun a lot. She would have known him,
recognized him, anywhere. There was a sad but joyful look to
his face, like a candle was glowing behind it, and he walked
with sure even steps in her direction, as if he were walking on
the sea. Except that he was not carrying in his arms a baby
sheep, he looked exactly like the picture of him that she had
hanging over her bed at home. She had taken it out of a white
lady's Bible while she was working for her. She had looked at
6. that picture for more years than she could remember, but never
once had she really expected to see him. She squinted her eyes
to be sure he wasn't carrying a little sheep in one arm, but he
was not. Ecstatically she began to wave her arms for fear he
would miss seeing her, for he walked looking straight ahead on
the shoulder of the highway, and from time to time looking
upward at the sky.
5
All he said when he got up close to her was "Follow me," and
she bounded down to his side with all the bob and speed of one
so old. For every one of his long determined steps she made two
quick ones. They walked along in deep silence for a long time.
Finally she started telling him about how many years she had
cooked for them, cleaned for them, nursed them. He looked at
her kindly but in silence. She told him indignantly about how
they had grabbed her when she was singing in her head and not
looking, and how they had tossed her out of his church. A old
heifer like me, she said, straightening up next to Jesus,
breathing hard. But he smiled down at her and she felt better
instantly and time just seemed to fly by. When they passed her
house, forlorn and sagging, weatherbeaten and patched, by the
side of the road, she did not even notice it, she was so happy to
be out walking along the highway with Jesus, she broke the
silence once more to tell Jesus how glad she was that he had
come, how she had often looked at his picture hanging on her
wall (she hoped he didn't know she had stolen it) over her bed,
and how she had never expected to see him down here in
person. Jesus gave her one of his beautiful smiles and they
walked on. She did not know where they were going; someplace
wonderful, she suspected. The ground was like clouds under
their feet, and she felt she could walk forever without becoming
the least bit tired. She even began to sing out loud some of the
old spirituals she loved, but she didn't want to annoy Jesus, who
looked so thoughtful, so she quieted down. They walked on,
looking straight over the treetops into the sky, and the smiles
that played over her dry wind-cracked face were like first clean