Mark Twain: Author Bio Mark
Essay 1
Twain War Prayer Charlotte
Perkins Gilman:
Author Bio
Charlotte Perkins Gilman: The
Yellow Wallpaper:
Robert Frost: Author Bio Robert
Frost: "Mending Wall" Edwin
Arlington Robinson: Author Bio
Edwin Arlington Robinson:
Richard Cory
Edwin Arlington Robinson:
Miniver Cheevy
Edith Wharton: Author Bio
Edith Wharton: Roman Fever
PLUS:
Mark Twain The Story of the
MARK TWAIN'S BAD BOY
(or TWAIN'S TEXT ONLY)
PAGE: SKETCHES, NEW AND OLD
who teach them to say, "Now, I lay me down," etc., and sing them to sleep with sweet, plaintive voices, and then kiss them good-night, and kneel down by the bedside and weep. But it was different with this fellow. He was named Jim, and there wasn't anything the matter with his mother -- no consumption, nor anything of that kind. She was rather stout than otherwise, and she was not pious; moreover, she was not anxious on Jim's account. She said if he were to break his neck it wouldn't be much loss. She always spanked Jim to sleep, and she never kissed him good-night; on the contrary, she boxed his ears when she was ready to leave him.
Once this little bad boy stole the key of the pantry, and slipped in there and helped himself to some jam, and filled up the vessel with tar so that his mother would never know the difference; but all at once a terrible feeling didn't come over him, and something didn't seem to whisper to him, "Is it right to disobey my mother? Isn't in sinful to do this? Where do bad little boys go who gobble up their good kind mother's jam?" and then he didn't kneel down all alone and promise never to be wicked any more, and rise up with a light, happy heart, and go and tell his mother all about it and beg her forgiveness, and be blessed by her with tears of pride and thankfulness in her eyes. No; that is the way with all other bad boys in the books; but it happened otherwise with this Jim, strangely enough. He ate that jam, and said it was bully, in his sinful, vulgar way; and he put in the tar, and said that was bully also, and laughed, and observed "that the old woman would get up and snort" when she found it out; and when she did find it out, he denied knowing anything about it, and she whipped him severely, and he did the crying himself. Everything about this boy was curious -- everything turned out differently with him from the way it does to the bad Jameses in the books.
Once he climbed up in Farmer Acorn's apple-tree to steal apples, and the limb didn't break, and he didn't fall and break his arm, and get torn by the farmer's great dog, and then languish on a sick bed for weeks, and repent and become good. Oh! no; he stole as many apples as he wanted and came down all right; and he was all ready for the dog too, and knocked him endways with a brick when he came to tear him. It was very strange -- nothing like it ever happened in those mild little books with marbled backs, and with pictures in them of men with swallow-tailed coats and bell-c ...
THE STORY OF THE GOOD LITTLE BOYBy Mark TwainONCE there was .docxssusera34210
THE STORY OF THE GOOD LITTLE BOY
By Mark Twain
ONCE there was a good little boy by the name of Jacob Blivens. He always obeyed his parents, no matter how absurd and unreasonable their demands were; and he always learned his book, and never was late at Sabbath school. He would not play hookey, even when his sober judgment told him it was the most profitable thing he could do. None of the other boys could ever make that boy out, he acted so strangely. He wouldn't lie, no matter how convenient it was. He just said it was wrong to lie, and that was sufficient for him. And he was so honest that he was simply ridiculous. The curious ways that that Jacob had, surpassed everything. He wouldn't play marbles on Sunday, he wouldn't rob birds' nests, he wouldn't give hot pennies to organ-grinders' monkeys; he didn't seem to take any interest in any kind of rational amusement. So the other boys used to try to reason it out and come to an understanding of him, but they couldn't arrive at any satisfactory conclusion. As I said before, they could only figure out a sort of vague idea that he was "afflicted" and so they took him under their protection, and never allowed any harm to come to him.
This good little boy read all the Sunday-school books; they were his greatest delight. This was the whole secret of it. He believed in the good little boys they put in the Sunday-school books; he had every confidence in them. He longed to come across one of them alive, once; but he never did. They all died before his time, maybe. Whenever he read about a particularly good one he turned over quickly to the end to see what became of him, because he wanted to travel thousands of miles and gaze on him; but it wasn't any use; that good little boy always died in the last chapter, and there was a picture of the funeral, with all his relations and the Sunday-school children standing around the grave in pantaloons that were too short, and bonnets that were too large, and everybody crying into handkerchiefs that had as much as a yard and a half of stuff in them. He was always headed off in this way. He never could see one of those good little boys on account of his always dying in the last chapter.
Jacob had a noble ambition to be put in a Sunday-school book. He wanted to be put in, with pictures representing him gloriously declining to lie to his mother, and her weeping for joy about it; and pictures representing him standing on the doorstep giving a penny to a poor beggar-woman with six children, and telling her to spend it freely, but not to be extravagant, because extravagance is a sin; and pictures of him magnanimously refusing to tell on the bad boy who always lay in wait for him around the corner as he came from school, and welted him over the head with a lath, and then chased him home, saying, "Hi! hi!" as he proceeded. That was the ambition of young Jacob Blivens. He wished to be put in a Sunday-school book. It made him feel a little uncomfortable sometimes when he re ...
it is based on the novel named canterville ghost.it is a thriller story based on a ghost . ghost is present in the villa
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THE STORY OF THE GOOD LITTLE BOYBy Mark TwainONCE there was .docxssusera34210
THE STORY OF THE GOOD LITTLE BOY
By Mark Twain
ONCE there was a good little boy by the name of Jacob Blivens. He always obeyed his parents, no matter how absurd and unreasonable their demands were; and he always learned his book, and never was late at Sabbath school. He would not play hookey, even when his sober judgment told him it was the most profitable thing he could do. None of the other boys could ever make that boy out, he acted so strangely. He wouldn't lie, no matter how convenient it was. He just said it was wrong to lie, and that was sufficient for him. And he was so honest that he was simply ridiculous. The curious ways that that Jacob had, surpassed everything. He wouldn't play marbles on Sunday, he wouldn't rob birds' nests, he wouldn't give hot pennies to organ-grinders' monkeys; he didn't seem to take any interest in any kind of rational amusement. So the other boys used to try to reason it out and come to an understanding of him, but they couldn't arrive at any satisfactory conclusion. As I said before, they could only figure out a sort of vague idea that he was "afflicted" and so they took him under their protection, and never allowed any harm to come to him.
This good little boy read all the Sunday-school books; they were his greatest delight. This was the whole secret of it. He believed in the good little boys they put in the Sunday-school books; he had every confidence in them. He longed to come across one of them alive, once; but he never did. They all died before his time, maybe. Whenever he read about a particularly good one he turned over quickly to the end to see what became of him, because he wanted to travel thousands of miles and gaze on him; but it wasn't any use; that good little boy always died in the last chapter, and there was a picture of the funeral, with all his relations and the Sunday-school children standing around the grave in pantaloons that were too short, and bonnets that were too large, and everybody crying into handkerchiefs that had as much as a yard and a half of stuff in them. He was always headed off in this way. He never could see one of those good little boys on account of his always dying in the last chapter.
Jacob had a noble ambition to be put in a Sunday-school book. He wanted to be put in, with pictures representing him gloriously declining to lie to his mother, and her weeping for joy about it; and pictures representing him standing on the doorstep giving a penny to a poor beggar-woman with six children, and telling her to spend it freely, but not to be extravagant, because extravagance is a sin; and pictures of him magnanimously refusing to tell on the bad boy who always lay in wait for him around the corner as he came from school, and welted him over the head with a lath, and then chased him home, saying, "Hi! hi!" as he proceeded. That was the ambition of young Jacob Blivens. He wished to be put in a Sunday-school book. It made him feel a little uncomfortable sometimes when he re ...
it is based on the novel named canterville ghost.it is a thriller story based on a ghost . ghost is present in the villa
.jhfhryt hfrr hjh geryhgkj hdgyd hyryreiy kjfhgkdry gfreiurgjdfkghfkgr kyhferkt kfkrfrthk y rhrky kjgrhg jghajghhy fgrguerjgfkghfj ertkuhdfsgjfkgshgriu ekrtkgdj kertukdjgvhfdkg kdrtikgjfgjk kurtrejk jkj kriutjg,df erurl lriuglgjl rigi lfdjgui kerjigjd,gju eirjgkjgyud krjtug ldgkjdjgtreiot jelk jkgrug kj kjerkgk jk jkrgt kjrtjuk j krtrhk hrkthret khk hkrj gy ekjthkghrkgh je h h krk kutrh khjrkeu kjgrherkt uergth herkjghk uhyerkjh dekit kh kutkj hrkttk e yhrkurhjrghkerg ie k rk kgfd igtj orj o riojerj eioj oi etij ogrikgjjg retiogj greig gikgjgkijgkirhjuki rjogjr gogiju oig irgorugijrgierghrg groigrgju girog roiggjug irgjgijhgj giuhjdkjghkrg reiughjkghrg jerhjkrhgkg re hg kiguh dgiuhrgjdghkirgtkur
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Please cite and include references- Broderick & Blewitt (2015) must.docxinfantsuk
*Please cite and include references- Broderick & Blewitt (2015) must be one of the sources (total of three references in the discussion post)
Consider the following perspective from the Just the Facts Coalition, a group comprised of counselors and other helping professionals who work with adolescent children:
Sexual orientation is not synonymous with sexual activity. Many adolescents as well as adults may identify themselves as lesbian, gay, or bisexual without having had any sexual experience with persons of the same sex. Other young people have had sexual experiences with a person of the same sex but do not consider themselves lesbian, gay, or bisexual. This is particularly relevant during adolescence because experimentation and discovery are normal and common during this developmental period. (American Psychological Association, 2013)
Straight, lesbian, gay, bisexual, transgendered, and questioning—when it comes to sexuality and sexual orientation, what influences individuals the most?
For this Discussion, review this week’s media presentation, “Perspectives: The ‘Tween’ Years,” reflecting on the factors that influence sexuality and sexual orientation during the tween years. Then, complete the post assigned to you by your Instructor.
Discussion A
Post by Day 4
an explanation of the roles that biology, culture, socialization, and age may play in influencing sexuality. Justify your response with references to this week’s Learning Resources and the current literature. Be specific.
References:
Broderick, P. C., & Blewitt, P. (2015).
The life span: Human development for helping professionals
(4th ed.). Upper Saddle River, NJ: Pearson Education.
Chapter 8, “Gender and Peer Relationships: Middle Childhood Through Early Adolescence” (pp. 282-323)
Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (pp. 324-367)
Best, D. L. (2009). Another view of the gender-status relation.
Sex Roles, 61
(5/6),341–351.
Retrieved from the Walden Library databases.
Cobb, R. A., Walsh, C. E., & Priest, J. B. (2009). The cognitive-active gender role identification continuum.
Journal of Feminist Family Therapy, 21
(2),77–97.
Retrieved from the Walden Library databases.
Ewing Lee, E. A., & Troop-Gordon, W. (2011). Peer processes and gender role development: Changes in gender atypically related to negative peer treatment and children’s friendships.
Sex Roles, 64
(1/2),90–102.
Retrieved from the Walden Library databases.
Gallor, S. M., & Fassinger, R. E. (2010). Social support, ethnic identity, and sexual identity of lesbians and gay men.
Journal of Gay & Lesbian Social Services, 22
(3)
,
287–315.
Retrieved from the Walden Library databases.
Lev, A. I. (2004).
Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families
. Binghampton, NY: Routledge.
Chapter 3, “Deconstructing Sex and Gender: Thinking Outside the Box” (pp. 79–109)
Retrieved from the W.
Please choose 1 of the 2 topics below for this weeks assignment.docxinfantsuk
Please choose 1 of the 2 topics below for this weeks assignment:
Topic 1: Rite of Passage
A rite of passage is an event that marks a person's progress from one status to another. It is a universal phenomenon which can show anthropologists what social hierarchies, values and beliefs are important in specific cultures. Rites of passage are often ceremonies surrounding events such as other milestoneh are considered important rites of passage for persons of their respective religions.s within puberty, coming of age, marriage and death. Initiation ceremonies such as baptism, confirmation and bar or bat Mitzva
I would like you to write and describe an event that you have gone through that has changed your perception of yourself, your perception by those around you, and any new roles, expectations that came along with your Rite of Passage. How has this passage changed how you interact with others? How has it changed who you interact with? Please use concepts and terms from the text to better explain your experiences.
For example; you may describe when you had your first child and the new roles that came with being a mother or father. You may describe when you got married, graduated from high school, got your driver’s license, etc.
Topic 2: Social Roles
I would like you to describe your various roles (son, daughter, mom, dad, employee, employer, aunt, uncle, brother, sister) that exist within the social institutions that you occupy. I would like you to choose only a few (no more than 3 or 4) of them that you deem important and take satisfaction in. Describe the roles, why they are important to you and what are the expectations of those roles, why you take pride in the role, and how has it changed your perspective (if it has).
1 page minimum (650-700 Words per page)
.
Please be advised that for the second writing assignment, the clas.docxinfantsuk
Please be advised that for the second writing assignment, the class is split in half. Students who choose a topic from the first half of the semester will be assigned writing assignment 2A and students who choose a topic from the second half of the semester will be assigned writing assignment 2B. Instructions are below.
Writing Assignment #2
Contemporary Issues in Employment Law
Value 300 points
Writing assignment 2A is due end of week 7 - March 11.
The following topics are assigned to Writing Assignment 2A
Remedies under Title VII
Employment at Will
Constitutional Issues
EEOC
Race and Color Discrimination
National Origin Discrimination
Disability Discrimination
Religious Discrimination
Sex Discrimination
Sexual Harassment
Overview
This Writing Assignment is required to provide students with the opportunity to:
• Investigate a “subtopic” of special interest associated with any of the major topics addressed during the course.
• Acquire in depth knowledge about a “subtopic” of choice – expanding one’s knowledge base beyond the basic course curriculum.
• Reflect on facts, theories, and opinions associated with the subtopic of choice. Develop or change an opinion about the subject.
• Communicate knowledge about chosen topic, offering learning community members an opportunity to increase their knowledge on a subtopic topic associated with the base course curriculum.
• Communicate one’s opinion on the subtopic, using critical thinking skills to form the opinion and writing skills to communicate one’s thoughts.
Instructions
1. Research the topic that you have chosen or have been assigned.
Listing for spring 2017 (listing will be available after week 3)
IMPORTANT: If using Internet based resources, ensure that resources are of high quality, such as websites that end in .gov or .edu.
Do not use the following as resources:
Law firm web sites
Law firms are trying to solicit clients. In Employment law, law firms usually represent either employers or workers - few represent both. As such, their web sites are designed to attract the clients they seek to represent. Therefore, the information contained therein may not be completely accurate as the information provided may be skewed to either a management or employee perspective.
Websites such as Wikipedia or ehow
Information found on those sites may not be reliable.
2. Organize and develop your writing assignment
Use the following format: Overview, Opinion Statements, Resource Citations.
Use the headings to divide your work into the 3 required areas in your paper.
Overview
Provide an overview of your topic using at least two resources.
Highlight the most important concepts.
The overview should be no more than 500 words. That’s about 7 – 8 average length paragraphs.
Do not place your opinions in the overview. This is an academically oriented portion of the assignment. Your opinions are welcome in the next portion of the paper.Your overview MUST include citation of sources.
Please briefly describe cross cultural variations in Consumer Beha.docxinfantsuk
Please briefly describe cross cultural variations in Consumer Behavior and explain core values that vary across culture and influence behaviors.
You must provide at least three examples.
Provide your explanations and definitions in detail and be precise. Comment on your findings. Provide references for content when necessary. Provide your work in detail and explain in your own words. Support your statements with peer-reviewed in-text citation(s) and reference(s).
.
Please be sure to organize your report using section headers to clea.docxinfantsuk
Please be sure to organize your report using section headers to clearly indicate which part of the assignment you are addressing (i.e. do not write in a classic essay format).
1)
Define the health disorder
: Colon Cancer
a. Clearly describe the symptoms, disease prognoses, type of infectious agent, if applicable, significance of this disease
2)
Distribution section – this is the most important part of the assignment!
a.
Must provide quantitative incidence, prevalence and mortality measures to describe person, place and time aspects of the disease’s distribution!
b. Quality of tools used (tables, graphs, maps)?
c. Information clearly cited within the body of the report and referenced completely at the end?
d. Described host characteristics?
e. Environmental attributes discussed clearly?
f. Any temporal characteristics to the disease’s distribution?
g. Other patterns or trends?
3)
Summation:
a. Conclusions and summary of any current hypotheses to explain the described distributions
b. Identification of any gaps in knowledge about the distribution
The overall quality of writing, organization, basic “grammar” and comprehension issues will also be considered.
.
Please attach two different assignments. Please first provide the dr.docxinfantsuk
Please attach two different assignments. Please first provide the draft for the IRP then provide the revised IRP that is finalized. It is crucial that you thoroughly check for grammatical errors.
Please do not use books or journals as references.
Please use online sources.
Requirements for final draft:
60.0
to >54.0
pts
Excellent
Plan includes the following for one data center and the global network: • Comprehensive list and explanation of potential incidents • Rating of incidents by risks as high, medium, or low, with rationale for all ratings • Mitigating controls to reduce the identified risks, with clear explanation and rational for each control • Identification of incident response team (contact list – names, titles, work and home contact information) with roles and responsibilities, and explanation of why those roles are responsibilities were assigned to each team member • Detailed and concise process to assess, describe, and document the damage with appropriate forms; explanation of rationale for each step in the process; forms clear and well laid-out • Detailed and concise incident reporting process and appropriate forms; explanation of rationale for each step in the process; forms clear and well laid-out
.
Please answers some questions below (attached references) 1.Wh.docxinfantsuk
Please answers some questions below: (attached references)
1.What are definition boundaries and how do they benefit clear thinking?
2. What is the difference between the
denotation
and the
connotation
of a word? Provide an example of a highly connotative word.
3. As critical thinkers, why should we be cautious about the use of jargon, euphemisms, and buzzwords?
.
Please answer these discussion questions thoroughly. Provide re.docxinfantsuk
Please answer these discussion questions thoroughly. Provide references for any work that is not in your own.
#1 Describe the typical social, cognitive, moral and spiritual development in the school-age child. What are some of their nutritional needs?
#2 Discuss 2 2020 National Health Goals related to adolescent growth and development. What can you do as a nurse to promote those goals you chose?
#3 What are some assessment differences that you would look for in the adolescent assessment that you would not do for other age groups?
#4 Write a nursing diagnoses related to communication and health with children. Include your interventions for the diagnosis you decide upon.
.
Please click on this link and follow the directions to complete the .docxinfantsuk
Please click on this link and follow the directions to complete the activity.
Select ONE of the scenarios and tell us how you rated it in terms of ethics and why.
Then, answer the following two questions.
1. What did you learn about ethics by completing the activity?
2. In your opinion, what does it mean to be an ethical persuader?
.
Please choose one of the following questions, and post your resp.docxinfantsuk
Please choose one of the following questions, and post your response of a minimum of 150 words. Be sure that your comments are original, thoughtful, and well developed. This discussion will be open for the whole course, so check back frequently:
1) Most films and popular scholars would say that New Kingdom Egypt is the height of their civilization, but all the "Great Pyramids" and other culturally defining ideas are from the Old Kingdom. Which do you believe is the best period which shows the height of the Egyptians, the Old or New Kingdom Egypt? Or do you think the Middle Kingdom is the height of the Egyptians? To answer this question, choose one building, site, city, or artifact which supports your belief from either the Old, Middle, or New Kingdom. For this topic, you may use an example from the textbook, but you must find supportive information that is not mentioned in the textbook about your example from an external source (website, book, or article) to support your response. Your example could also be something not mentioned in the textbook at all. Please cite your sources for this submission.
Or
2) Discuss which of the Early Greek cultures you would like to have lived in. You may choose from the Cycladic, Minoan, Mycenaean, Athenian, or Spartan. In answering this question, please give reasons why you chose the one you did, and also give one reason for each of the other cultures as to why you would NOT want to live in that culture.
Or
3) Early archaeologists went searching for physical evidence of the myths they studied, which was due to Heinrich Schliemann's finding of Troy. Was this method of searching for mythology a good idea for searching for artifacts and physical cities? This question is asked because the stories of the myths lasted for about 2600 years before someone went looking for and found the myths of the Greeks. Why didn't someone do this before Schliemann? This idea of "myth-chasing" still goes on, so what kind of modern "myth" do people search for in our present time?
.
Please answer the questions in paragraphs containing at least fi.docxinfantsuk
Please answer the questions in paragraphs containing at least five sentences. Include the question and number your answers accordingly.
1. Describe Digital Literacy (how to know what is real on the web).
2.
None of these people exist
. What does this mean to you?
3. Why is Wikipedia more reliable than a paper encyclopedia?
4. How useful are crowd sources answers?
5. What are some drawbacks to crowd sourced answers?
6. Do people generally utilize the diversity of sources on the Internet effectively?
7. How reliant are we and how reliant should we be on getting our news from social media?
8. How do humans remain vigilant when we turn over authority to computers? Have you tried to navigate without gps?
9. If models are simplifications or reality, why do we rely on them?
10. Why was this
mode
l, used by Amazon for hiring, wrong?
11. Why did Skynet declare war on the human race?
.
Please answer the following three questions in one to two paragraphs.docxinfantsuk
Please answer the following three questions in one to two paragraphs. Please format your responses in 12
point font, double spaced, with 1-inch margins. This assignment is due on Canvas at 11:59 PM PST on
Friday, November 6th.
1. What is \centrality" in a network context? What is the difference between degree centrality and
closeness centrality? When might we want to use a measure like closeness centrality to discuss someone’s
position in a social network instead of degree centrality? What about transitivity? When might we
care more about transitivity than we do about centrality as researchers?
2. What is \contagion" in a network context? Describe one example of network contagion in your own life.
In your example, identify the social network (a network of classmates? a family? a workplace?), the
nature of the connection between individuals (do you exchange information? affection? money-labor?),
the directionality, and the thing spreading through the network.
3. Much of the research with which we have engaged so far is now over a decade old (if not older). What
more recent changes { social changes, technological innovations, political phenomena, etc. { may have
changed some of the conventional wisdom, findings, or scientific understandings of social networks
since this research was carried out? Please describe at least one change and walk us through what the
consequences of that change might be on current and future social network scholarship.
.
Please answer the following1. Transformational leadership and .docxinfantsuk
Please answer the following:
1. Transformational leadership and transactional leadership often occur in the same organization. How do they impact each other?
2. Explain four common transformational leadership strategies identified by Bennis and Nanus.
3. How do the practical and theoretical approaches to AL differ? Are they really describing the same type of leadership?
.
Please answer the below questionDescribe social bandwidth and s.docxinfantsuk
Please answer the below question:
Describe social bandwidth and share an experience you’ve had with this concept within your previous interactions
The post should be in 700 word limit in APA format with references and citations.
.
Please answer the following questions1.- Please name the fu.docxinfantsuk
Please answer the following questions:
1.- Please name the functions of the esophagus. Is the liver is a mixed gland?
2.- Please explain the division of the thoracic cavity.
3.- Please explain the action of the parasympathetic nervous system over: digestive system, cardiovascular system,pupil, and sweat glands.
4.- Please name the functions of the Sympathetic system. What is a nociceptor?
5.- What is the Babinski reflex? Why is important if it is present in an adult patient?
6.- Please name the 12 Cranial Nerves.
7.- What are the functions of the Cranial Nerve II, VI, and XII
8.- What is the iris? What is the importance of the vitreous humor and the retina?
9.- Please explain: glaucoma, cataracts, astigmatism, presbycusis, and tinnitus ?
10.- Please name the external ear parts. What is the function of the Eustachian tube ?
Thank you.
.
Please answer the following questions1.- Please name the follow.docxinfantsuk
Please answer the following questions:
1.- Please name the following body parts in common words: sternal, pedal, popliteal, and antecubital.
2.- Which organs are located in the left hypochondriac region, and right iliac region ?
3.- Please name the process whereby the end products of digestion move across the walls of the alimentary canal into the blood: ___________
4.- Please name all the organs and sphincters, of the Digestive system.
.
Please answer the following questions with supporting examples and f.docxinfantsuk
Please answer the following questions with supporting examples and full explanations.
Analyze how policies influence the structure and financing of health care, practice, and health outcomes.
Develop institutional, local, state and/or federal policy initiatives.
Consider the role of government and various professional organizations in the process of planning and implementing policies at management levels for diverse healthcare environments.
Examine the effect of legal, ethical, and regulatory processes on nursing practice (and/or change to providers), healthcare delivery, and outcomes while maintaining balance with administrative and fiscal responsibilities.
Interpret research, bringing the nursing perspective, alongside perspectives of their administrative colleagues, for policy makers and stakeholders.
Advocate for policies that improve the health of the public and the profession of nursing and health care administration.
For each of the learning objectives, provide an analysis of how the course supported each objective.
Explain how the material learned in this course, based upon the objectives, will be applicable to professional application.
Reflect back on your journey through this course and answer the following:
What was the most valuable thing you learned in this course?
.
Please answer the following questions about air and water pollution .docxinfantsuk
Please answer the following questions about air and water pollution (minimum 175 words total): With references
1. Why is climate change a global concern? Please provide examples.
2. What changes are being made or should be made to address air or water pollution in your area?
.
please answer the following 7 questions in its entirety. #11.C.docxinfantsuk
please answer the following 7 questions in it's entirety.
#11.C
#12. A,B,C
#13
#14. A-M
#16
#18
#19
Textbook
Brealey, R., Myers, S. C., Marcus, A. J. (2020).
Fundamentals of corporate finance
(10th ed). McGraw-Hill Education: New York, NY.
.
Please answer the questions listed below and submit in a word docume.docxinfantsuk
Please answer the questions listed below and submit in a word document.
Exercise 32
Right On.
Describe what is meant by the “linear view” used with paper documents.
Exercise 40
You Spoiled It.
Motorola, Inc., fired its CFO, Paul Liska, in January for a number of reasons related to his performance as stated by Motorola. Liska has filed a suit against Motorola for the conditions of his dismissal. Motorola, accused its former CFO of destroying evidence needed in the case, and asked the Cook County Circuit court to sanction Mr. Liska for “spoiliation” of evidence in the case. When he was fired on January 29, Mr. Liska left the company with his company laptop, and when he returned his laptop on February 17, the laptop had been “wiped.” Motorola’s forensic investigators had found that a data destruction program was run on the laptop numerous times to destroy any usable data needed by Motorola to show what Mr. Liska had been working on prior to his dismissal. Mr. Liska states that he only deleted personal files.
Do you believe that all files related to the case have been destroyed?
Are there any other places that work files related to the CFO’s accounting activities would be kept?
What would have to been done to files collected from a source other than Mr. Liska’s laptop?
Would these files be acceptable in a courtroom case?
Exercise 27
Finding a Criminal.
Five customers at the Tartu Bank had complained about unauthorized monies being withdrawn from their accounts. The Bank has a business fraud team which was called together to investigate the thefts from the accounts. The team could determine the account receiving the funds, times the events occurred, the amount of the cash withdrawn from the accounts, whether a bank password had been reset, but they did not have the skills to develop additional information about the IP address used in the thefts. They could not determine the source country or region, the IPS involved, and whether the session used to withdraw the cash was from an IP used by their customer. Tell them how they can use Internet tools to further identify the cyber criminals and describe the job each tool should perform.
.
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Please cite and include references- Broderick & Blewitt (2015) must.docxinfantsuk
*Please cite and include references- Broderick & Blewitt (2015) must be one of the sources (total of three references in the discussion post)
Consider the following perspective from the Just the Facts Coalition, a group comprised of counselors and other helping professionals who work with adolescent children:
Sexual orientation is not synonymous with sexual activity. Many adolescents as well as adults may identify themselves as lesbian, gay, or bisexual without having had any sexual experience with persons of the same sex. Other young people have had sexual experiences with a person of the same sex but do not consider themselves lesbian, gay, or bisexual. This is particularly relevant during adolescence because experimentation and discovery are normal and common during this developmental period. (American Psychological Association, 2013)
Straight, lesbian, gay, bisexual, transgendered, and questioning—when it comes to sexuality and sexual orientation, what influences individuals the most?
For this Discussion, review this week’s media presentation, “Perspectives: The ‘Tween’ Years,” reflecting on the factors that influence sexuality and sexual orientation during the tween years. Then, complete the post assigned to you by your Instructor.
Discussion A
Post by Day 4
an explanation of the roles that biology, culture, socialization, and age may play in influencing sexuality. Justify your response with references to this week’s Learning Resources and the current literature. Be specific.
References:
Broderick, P. C., & Blewitt, P. (2015).
The life span: Human development for helping professionals
(4th ed.). Upper Saddle River, NJ: Pearson Education.
Chapter 8, “Gender and Peer Relationships: Middle Childhood Through Early Adolescence” (pp. 282-323)
Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (pp. 324-367)
Best, D. L. (2009). Another view of the gender-status relation.
Sex Roles, 61
(5/6),341–351.
Retrieved from the Walden Library databases.
Cobb, R. A., Walsh, C. E., & Priest, J. B. (2009). The cognitive-active gender role identification continuum.
Journal of Feminist Family Therapy, 21
(2),77–97.
Retrieved from the Walden Library databases.
Ewing Lee, E. A., & Troop-Gordon, W. (2011). Peer processes and gender role development: Changes in gender atypically related to negative peer treatment and children’s friendships.
Sex Roles, 64
(1/2),90–102.
Retrieved from the Walden Library databases.
Gallor, S. M., & Fassinger, R. E. (2010). Social support, ethnic identity, and sexual identity of lesbians and gay men.
Journal of Gay & Lesbian Social Services, 22
(3)
,
287–315.
Retrieved from the Walden Library databases.
Lev, A. I. (2004).
Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families
. Binghampton, NY: Routledge.
Chapter 3, “Deconstructing Sex and Gender: Thinking Outside the Box” (pp. 79–109)
Retrieved from the W.
Please choose 1 of the 2 topics below for this weeks assignment.docxinfantsuk
Please choose 1 of the 2 topics below for this weeks assignment:
Topic 1: Rite of Passage
A rite of passage is an event that marks a person's progress from one status to another. It is a universal phenomenon which can show anthropologists what social hierarchies, values and beliefs are important in specific cultures. Rites of passage are often ceremonies surrounding events such as other milestoneh are considered important rites of passage for persons of their respective religions.s within puberty, coming of age, marriage and death. Initiation ceremonies such as baptism, confirmation and bar or bat Mitzva
I would like you to write and describe an event that you have gone through that has changed your perception of yourself, your perception by those around you, and any new roles, expectations that came along with your Rite of Passage. How has this passage changed how you interact with others? How has it changed who you interact with? Please use concepts and terms from the text to better explain your experiences.
For example; you may describe when you had your first child and the new roles that came with being a mother or father. You may describe when you got married, graduated from high school, got your driver’s license, etc.
Topic 2: Social Roles
I would like you to describe your various roles (son, daughter, mom, dad, employee, employer, aunt, uncle, brother, sister) that exist within the social institutions that you occupy. I would like you to choose only a few (no more than 3 or 4) of them that you deem important and take satisfaction in. Describe the roles, why they are important to you and what are the expectations of those roles, why you take pride in the role, and how has it changed your perspective (if it has).
1 page minimum (650-700 Words per page)
.
Please be advised that for the second writing assignment, the clas.docxinfantsuk
Please be advised that for the second writing assignment, the class is split in half. Students who choose a topic from the first half of the semester will be assigned writing assignment 2A and students who choose a topic from the second half of the semester will be assigned writing assignment 2B. Instructions are below.
Writing Assignment #2
Contemporary Issues in Employment Law
Value 300 points
Writing assignment 2A is due end of week 7 - March 11.
The following topics are assigned to Writing Assignment 2A
Remedies under Title VII
Employment at Will
Constitutional Issues
EEOC
Race and Color Discrimination
National Origin Discrimination
Disability Discrimination
Religious Discrimination
Sex Discrimination
Sexual Harassment
Overview
This Writing Assignment is required to provide students with the opportunity to:
• Investigate a “subtopic” of special interest associated with any of the major topics addressed during the course.
• Acquire in depth knowledge about a “subtopic” of choice – expanding one’s knowledge base beyond the basic course curriculum.
• Reflect on facts, theories, and opinions associated with the subtopic of choice. Develop or change an opinion about the subject.
• Communicate knowledge about chosen topic, offering learning community members an opportunity to increase their knowledge on a subtopic topic associated with the base course curriculum.
• Communicate one’s opinion on the subtopic, using critical thinking skills to form the opinion and writing skills to communicate one’s thoughts.
Instructions
1. Research the topic that you have chosen or have been assigned.
Listing for spring 2017 (listing will be available after week 3)
IMPORTANT: If using Internet based resources, ensure that resources are of high quality, such as websites that end in .gov or .edu.
Do not use the following as resources:
Law firm web sites
Law firms are trying to solicit clients. In Employment law, law firms usually represent either employers or workers - few represent both. As such, their web sites are designed to attract the clients they seek to represent. Therefore, the information contained therein may not be completely accurate as the information provided may be skewed to either a management or employee perspective.
Websites such as Wikipedia or ehow
Information found on those sites may not be reliable.
2. Organize and develop your writing assignment
Use the following format: Overview, Opinion Statements, Resource Citations.
Use the headings to divide your work into the 3 required areas in your paper.
Overview
Provide an overview of your topic using at least two resources.
Highlight the most important concepts.
The overview should be no more than 500 words. That’s about 7 – 8 average length paragraphs.
Do not place your opinions in the overview. This is an academically oriented portion of the assignment. Your opinions are welcome in the next portion of the paper.Your overview MUST include citation of sources.
Please briefly describe cross cultural variations in Consumer Beha.docxinfantsuk
Please briefly describe cross cultural variations in Consumer Behavior and explain core values that vary across culture and influence behaviors.
You must provide at least three examples.
Provide your explanations and definitions in detail and be precise. Comment on your findings. Provide references for content when necessary. Provide your work in detail and explain in your own words. Support your statements with peer-reviewed in-text citation(s) and reference(s).
.
Please be sure to organize your report using section headers to clea.docxinfantsuk
Please be sure to organize your report using section headers to clearly indicate which part of the assignment you are addressing (i.e. do not write in a classic essay format).
1)
Define the health disorder
: Colon Cancer
a. Clearly describe the symptoms, disease prognoses, type of infectious agent, if applicable, significance of this disease
2)
Distribution section – this is the most important part of the assignment!
a.
Must provide quantitative incidence, prevalence and mortality measures to describe person, place and time aspects of the disease’s distribution!
b. Quality of tools used (tables, graphs, maps)?
c. Information clearly cited within the body of the report and referenced completely at the end?
d. Described host characteristics?
e. Environmental attributes discussed clearly?
f. Any temporal characteristics to the disease’s distribution?
g. Other patterns or trends?
3)
Summation:
a. Conclusions and summary of any current hypotheses to explain the described distributions
b. Identification of any gaps in knowledge about the distribution
The overall quality of writing, organization, basic “grammar” and comprehension issues will also be considered.
.
Please attach two different assignments. Please first provide the dr.docxinfantsuk
Please attach two different assignments. Please first provide the draft for the IRP then provide the revised IRP that is finalized. It is crucial that you thoroughly check for grammatical errors.
Please do not use books or journals as references.
Please use online sources.
Requirements for final draft:
60.0
to >54.0
pts
Excellent
Plan includes the following for one data center and the global network: • Comprehensive list and explanation of potential incidents • Rating of incidents by risks as high, medium, or low, with rationale for all ratings • Mitigating controls to reduce the identified risks, with clear explanation and rational for each control • Identification of incident response team (contact list – names, titles, work and home contact information) with roles and responsibilities, and explanation of why those roles are responsibilities were assigned to each team member • Detailed and concise process to assess, describe, and document the damage with appropriate forms; explanation of rationale for each step in the process; forms clear and well laid-out • Detailed and concise incident reporting process and appropriate forms; explanation of rationale for each step in the process; forms clear and well laid-out
.
Please answers some questions below (attached references) 1.Wh.docxinfantsuk
Please answers some questions below: (attached references)
1.What are definition boundaries and how do they benefit clear thinking?
2. What is the difference between the
denotation
and the
connotation
of a word? Provide an example of a highly connotative word.
3. As critical thinkers, why should we be cautious about the use of jargon, euphemisms, and buzzwords?
.
Please answer these discussion questions thoroughly. Provide re.docxinfantsuk
Please answer these discussion questions thoroughly. Provide references for any work that is not in your own.
#1 Describe the typical social, cognitive, moral and spiritual development in the school-age child. What are some of their nutritional needs?
#2 Discuss 2 2020 National Health Goals related to adolescent growth and development. What can you do as a nurse to promote those goals you chose?
#3 What are some assessment differences that you would look for in the adolescent assessment that you would not do for other age groups?
#4 Write a nursing diagnoses related to communication and health with children. Include your interventions for the diagnosis you decide upon.
.
Please click on this link and follow the directions to complete the .docxinfantsuk
Please click on this link and follow the directions to complete the activity.
Select ONE of the scenarios and tell us how you rated it in terms of ethics and why.
Then, answer the following two questions.
1. What did you learn about ethics by completing the activity?
2. In your opinion, what does it mean to be an ethical persuader?
.
Please choose one of the following questions, and post your resp.docxinfantsuk
Please choose one of the following questions, and post your response of a minimum of 150 words. Be sure that your comments are original, thoughtful, and well developed. This discussion will be open for the whole course, so check back frequently:
1) Most films and popular scholars would say that New Kingdom Egypt is the height of their civilization, but all the "Great Pyramids" and other culturally defining ideas are from the Old Kingdom. Which do you believe is the best period which shows the height of the Egyptians, the Old or New Kingdom Egypt? Or do you think the Middle Kingdom is the height of the Egyptians? To answer this question, choose one building, site, city, or artifact which supports your belief from either the Old, Middle, or New Kingdom. For this topic, you may use an example from the textbook, but you must find supportive information that is not mentioned in the textbook about your example from an external source (website, book, or article) to support your response. Your example could also be something not mentioned in the textbook at all. Please cite your sources for this submission.
Or
2) Discuss which of the Early Greek cultures you would like to have lived in. You may choose from the Cycladic, Minoan, Mycenaean, Athenian, or Spartan. In answering this question, please give reasons why you chose the one you did, and also give one reason for each of the other cultures as to why you would NOT want to live in that culture.
Or
3) Early archaeologists went searching for physical evidence of the myths they studied, which was due to Heinrich Schliemann's finding of Troy. Was this method of searching for mythology a good idea for searching for artifacts and physical cities? This question is asked because the stories of the myths lasted for about 2600 years before someone went looking for and found the myths of the Greeks. Why didn't someone do this before Schliemann? This idea of "myth-chasing" still goes on, so what kind of modern "myth" do people search for in our present time?
.
Please answer the questions in paragraphs containing at least fi.docxinfantsuk
Please answer the questions in paragraphs containing at least five sentences. Include the question and number your answers accordingly.
1. Describe Digital Literacy (how to know what is real on the web).
2.
None of these people exist
. What does this mean to you?
3. Why is Wikipedia more reliable than a paper encyclopedia?
4. How useful are crowd sources answers?
5. What are some drawbacks to crowd sourced answers?
6. Do people generally utilize the diversity of sources on the Internet effectively?
7. How reliant are we and how reliant should we be on getting our news from social media?
8. How do humans remain vigilant when we turn over authority to computers? Have you tried to navigate without gps?
9. If models are simplifications or reality, why do we rely on them?
10. Why was this
mode
l, used by Amazon for hiring, wrong?
11. Why did Skynet declare war on the human race?
.
Please answer the following three questions in one to two paragraphs.docxinfantsuk
Please answer the following three questions in one to two paragraphs. Please format your responses in 12
point font, double spaced, with 1-inch margins. This assignment is due on Canvas at 11:59 PM PST on
Friday, November 6th.
1. What is \centrality" in a network context? What is the difference between degree centrality and
closeness centrality? When might we want to use a measure like closeness centrality to discuss someone’s
position in a social network instead of degree centrality? What about transitivity? When might we
care more about transitivity than we do about centrality as researchers?
2. What is \contagion" in a network context? Describe one example of network contagion in your own life.
In your example, identify the social network (a network of classmates? a family? a workplace?), the
nature of the connection between individuals (do you exchange information? affection? money-labor?),
the directionality, and the thing spreading through the network.
3. Much of the research with which we have engaged so far is now over a decade old (if not older). What
more recent changes { social changes, technological innovations, political phenomena, etc. { may have
changed some of the conventional wisdom, findings, or scientific understandings of social networks
since this research was carried out? Please describe at least one change and walk us through what the
consequences of that change might be on current and future social network scholarship.
.
Please answer the following1. Transformational leadership and .docxinfantsuk
Please answer the following:
1. Transformational leadership and transactional leadership often occur in the same organization. How do they impact each other?
2. Explain four common transformational leadership strategies identified by Bennis and Nanus.
3. How do the practical and theoretical approaches to AL differ? Are they really describing the same type of leadership?
.
Please answer the below questionDescribe social bandwidth and s.docxinfantsuk
Please answer the below question:
Describe social bandwidth and share an experience you’ve had with this concept within your previous interactions
The post should be in 700 word limit in APA format with references and citations.
.
Please answer the following questions1.- Please name the fu.docxinfantsuk
Please answer the following questions:
1.- Please name the functions of the esophagus. Is the liver is a mixed gland?
2.- Please explain the division of the thoracic cavity.
3.- Please explain the action of the parasympathetic nervous system over: digestive system, cardiovascular system,pupil, and sweat glands.
4.- Please name the functions of the Sympathetic system. What is a nociceptor?
5.- What is the Babinski reflex? Why is important if it is present in an adult patient?
6.- Please name the 12 Cranial Nerves.
7.- What are the functions of the Cranial Nerve II, VI, and XII
8.- What is the iris? What is the importance of the vitreous humor and the retina?
9.- Please explain: glaucoma, cataracts, astigmatism, presbycusis, and tinnitus ?
10.- Please name the external ear parts. What is the function of the Eustachian tube ?
Thank you.
.
Please answer the following questions1.- Please name the follow.docxinfantsuk
Please answer the following questions:
1.- Please name the following body parts in common words: sternal, pedal, popliteal, and antecubital.
2.- Which organs are located in the left hypochondriac region, and right iliac region ?
3.- Please name the process whereby the end products of digestion move across the walls of the alimentary canal into the blood: ___________
4.- Please name all the organs and sphincters, of the Digestive system.
.
Please answer the following questions with supporting examples and f.docxinfantsuk
Please answer the following questions with supporting examples and full explanations.
Analyze how policies influence the structure and financing of health care, practice, and health outcomes.
Develop institutional, local, state and/or federal policy initiatives.
Consider the role of government and various professional organizations in the process of planning and implementing policies at management levels for diverse healthcare environments.
Examine the effect of legal, ethical, and regulatory processes on nursing practice (and/or change to providers), healthcare delivery, and outcomes while maintaining balance with administrative and fiscal responsibilities.
Interpret research, bringing the nursing perspective, alongside perspectives of their administrative colleagues, for policy makers and stakeholders.
Advocate for policies that improve the health of the public and the profession of nursing and health care administration.
For each of the learning objectives, provide an analysis of how the course supported each objective.
Explain how the material learned in this course, based upon the objectives, will be applicable to professional application.
Reflect back on your journey through this course and answer the following:
What was the most valuable thing you learned in this course?
.
Please answer the following questions about air and water pollution .docxinfantsuk
Please answer the following questions about air and water pollution (minimum 175 words total): With references
1. Why is climate change a global concern? Please provide examples.
2. What changes are being made or should be made to address air or water pollution in your area?
.
please answer the following 7 questions in its entirety. #11.C.docxinfantsuk
please answer the following 7 questions in it's entirety.
#11.C
#12. A,B,C
#13
#14. A-M
#16
#18
#19
Textbook
Brealey, R., Myers, S. C., Marcus, A. J. (2020).
Fundamentals of corporate finance
(10th ed). McGraw-Hill Education: New York, NY.
.
Please answer the questions listed below and submit in a word docume.docxinfantsuk
Please answer the questions listed below and submit in a word document.
Exercise 32
Right On.
Describe what is meant by the “linear view” used with paper documents.
Exercise 40
You Spoiled It.
Motorola, Inc., fired its CFO, Paul Liska, in January for a number of reasons related to his performance as stated by Motorola. Liska has filed a suit against Motorola for the conditions of his dismissal. Motorola, accused its former CFO of destroying evidence needed in the case, and asked the Cook County Circuit court to sanction Mr. Liska for “spoiliation” of evidence in the case. When he was fired on January 29, Mr. Liska left the company with his company laptop, and when he returned his laptop on February 17, the laptop had been “wiped.” Motorola’s forensic investigators had found that a data destruction program was run on the laptop numerous times to destroy any usable data needed by Motorola to show what Mr. Liska had been working on prior to his dismissal. Mr. Liska states that he only deleted personal files.
Do you believe that all files related to the case have been destroyed?
Are there any other places that work files related to the CFO’s accounting activities would be kept?
What would have to been done to files collected from a source other than Mr. Liska’s laptop?
Would these files be acceptable in a courtroom case?
Exercise 27
Finding a Criminal.
Five customers at the Tartu Bank had complained about unauthorized monies being withdrawn from their accounts. The Bank has a business fraud team which was called together to investigate the thefts from the accounts. The team could determine the account receiving the funds, times the events occurred, the amount of the cash withdrawn from the accounts, whether a bank password had been reset, but they did not have the skills to develop additional information about the IP address used in the thefts. They could not determine the source country or region, the IPS involved, and whether the session used to withdraw the cash was from an IP used by their customer. Tell them how they can use Internet tools to further identify the cyber criminals and describe the job each tool should perform.
.
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A Strategic Approach: GenAI in EducationPeter 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.
Mark Twain Author Bio MarkEssay 1Twain War Prayer Charlotte.docx
1. Mark Twain: Author Bio Mark
Essay 1
Twain War Prayer Charlotte
Perkins Gilman:
Author Bio
Charlotte Perkins Gilman: The
Yellow Wallpaper:
Robert Frost: Author Bio Robert
Frost: "Mending Wall" Edwin
Arlington Robinson: Author Bio
Edwin Arlington Robinson:
Richard Cory
Edwin Arlington Robinson:
Miniver Cheevy
Edith Wharton: Author Bio
Edith Wharton: Roman Fever
PLUS:
2. Mark Twain The Story of the
MARK TWAIN'S BAD BOY
(or TWAIN'S TEXT ONLY)
PAGE: SKETCHES, NEW AND OLD
who teach them to say, "Now, I lay me down," etc., and sing
them to sleep with sweet, plaintive voices, and then kiss them
good-night, and kneel down by the bedside and weep. But it was
different with this fellow. He was named Jim, and there wasn't
anything the matter with his mother -- no consumption, nor
anything of that kind. She was rather stout than otherwise, and
she was not pious; moreover, she was not anxious on Jim's
account. She said if he were to break his neck it wouldn't be
much loss. She always spanked Jim to sleep, and she never
kissed him good-night; on the contrary, she boxed his ears when
she was ready to leave him.
Once this little bad boy stole the key of the pantry, and slipped
in there and helped himself to some jam, and filled up the vessel
with tar so that his mother would never know the difference; but
all at once a terrible feeling didn't come over him, and
something didn't seem to whisper to him, "Is it right to disobey
my mother? Isn't in sinful to do this? Where do bad little boys
go who gobble up their good kind mother's jam?" and then he
didn't kneel down all alone and promise never to be wicked any
more, and rise up with a light, happy heart, and go and tell his
mother all about it and beg her forgiveness, and be blessed by
her with tears of pride and thankfulness in her eyes. No; that is
the way with all other bad boys in the books; but it happened
otherwise with this Jim, strangely enough. He ate that jam, and
said it was bully, in his sinful, vulgar way; and he put in the tar,
and said that was bully also, and laughed, and observed "that
the old woman would get up and snort" when she found it out;
and when she did find it out, he denied knowing anything about
3. it, and she whipped him severely, and he did the crying himself.
Everything about this boy was curious -- everything turned out
differently with him from the way it does to the bad Jameses in
the books.
Once he climbed up in Farmer Acorn's apple-tree to steal
apples, and the limb didn't break, and he didn't fall and break
his arm, and get torn by the farmer's great dog, and then
languish on a sick bed for weeks, and repent and become good.
Oh! no; he stole as many apples as he wanted and came down
all right; and he was all ready for the dog too, and knocked him
endways with a brick when he came to tear him. It was very
strange -- nothing like it ever happened in those mild little
books with marbled backs, and with pictures in them of men
with swallow-tailed coats and bell-crowned hats, and pantaloons
that are short in the legs, and women with the waists of their
dresses under their arms, and no hoops on. Nothing like it in
any of the Sunday-school books.
Once he stole the teacher's pen-knife, and, when he was afraid it
would be found out and he would get whipped, he slipped it into
George Wilson's cap -- poor Widow Wilson's son, the moral
boy, the good little boy of the village, who always obeyed his
mother, and never told an untruth, and was fond of his lessons,
and infatuated with Sunday-school. And when the knife dropped
from the cap, and poor George hung his head and blushed, as if
in conscious guilt, and the grieved teacher charged the theft
upon him, and was just in the very act of bringing the switch
down upon his trembling shoulders, a white-haired, improbable
justice of the peace did not suddenly appear in their midst, and
strike an attitude and say, "Spare this noble boy -- there stands
the cowering culprit! I was passing the school-door at recess,
and unseen myself, I saw the theft committed!" And then Jim
didn't get whaled, and the venerable justice didn't read the
tearful school a homily, and take George by the hand and say
such a boy deserved to be exalted, and then tell him to come
and make his home with him, and sweep out the office, and
make fires, and run errands, and chop wood, and study law, and
4. help his wife do household labors, and have all the balance of
the time to play, and get forty cents a month, and be happy. No;
it would have happened that way in the books, but it didn't
happen that way to Jim. No meddling old clam of a justice
dropped in to make trouble, and so the model boy George got
thrashed, and Jim was glad of it. Because, you know, Jim hated
moral boys. Jim said he was "down on them milksops." Such
was the coarse language of this bad, neglected boy.
But the strangest thing that ever happened to Jim was the time
he went boating on Sunday, and didn't get drowned, and that
other time that he got caught out in the storm when he was
fishing on Sunday, and didn't get struck by lightning. Why, you
might look, and look, and look, all through the Sunday-school
books from now till next Christmas, and you would never come
across anything like this. Oh no; you would find that all the bad
boys who go boating on Sunday invariably get drowned, and all
the bad boys who get caught out in storms, when they are
fishing on Sunday, infallibly get struck by lightning. Boats with
bad boys in them are always upset on Sunday, and it always
storms when bad boys go fishing on the Sabbath. How this Jim
ever escaped is a mystery to me.
This Jim bore a charmed life -- that must have been the way of
it. Nothing could hurt him. He even gave the elephant in the
menagerie a plug of tobacco, and the elephant didn't knock the
top of his head off with his trunk. He browsed around the
cupboard after essence of peppermint, and didn't make a
mistake and drink aqua fortis. He stole his father's gun and went
hunting on the Sabbath, and didn't shoot three or four of his
fingers off. He struck his little sister on the temple with his fist
when he was angry, and she didn't linger in pain through long
summer days, and die with sweet words of forgiveness upon her
lips that redoubled the anguish of his breaking heart. No; she
got over it. He ran off and went to sea at last, and didn't come
back and find himself sad and alone in the world, his loved ones
sleeping in the quiet church-yard, and the vine-embowered
home of his boyhood tumbled down and gone to decay. Ah! no;
5. he came home as drunk as a piper, and got into the station-
house the first thing.
And he grew up, and married, and raised a large family, and
brained them all with an axe one night, and got wealthy by all
manner of cheating and rascality; and now he is the infernalest
wickedest scoundrel in his native village, and is universally
respected, and belongs to the Legislature.
So you see there never was a bad James in the Sunday-school
books that had such a streak of luck as this sinful Jim with the
charmed life.
[This story was originally published in the Californian
magazine, in 1865, as "The Story of the Bad Little Boy That
Led a Charmed Life." The text here is from MT's republication
of it in Sketches New & Old (1875), and includes the
illustrations drawn by True Williams for that volume.]
Realism, Quoting/Paraphrasing/Summarizing, and Ways of
Reading: Gendered/Feminist Criticism
Realism
Realism is a literary movement that emerged in the nineteenth
century in reaction to romantic idealism with its mysticism and
embrace of intuitive speculation. William Dean Howells, a
novelist and editor of the Atlantic Monthly, noted that the
primary role of the writer is to "tell the truth." That truth,
however, would be variously interpreted in the movement's
several branches. "Naturalism" insisted that human nature has to
be understood in its animalistic roots, while "local colorists"
celebrated the nuances of distinct regions of the country
distinguished by its speech and folk traditions. Bret Harte, Mark
Twain, Willa Cather, Sarah Orne Jewett, Joel Chandler Harris,
6. and George Washington Cable sought to capture the distinct
nuances, character, and folk motifs of specific cultures tied to
regions of the United States and its western territories. At the
same time, Ambrose Bierce, Charlotte Perkins Gilman, and
Henry James experimented with psychological realism,
exploring the psychoses of minds in crisis. (* From Perkins'
textbook).
Author and editor William Dean Howells wrote that the proper
aim of fiction should be Realism, rather than a Romantic
distortion of the world: “The novelist might be greater possible
help to us if they painted life as it is, and human feelings in
their true proportion and relation, but for the most part they
have been and are altogether noxious”.
Realism attempted to portray the world as it was, without
glorified happy endings or unnecessary beautification. Authors
like Edith Wharton and Henry James were masters of telling the
truth about life in society, writing a kind of fiction that became
known as “the novel of manners.” The works often depicted life
in society, among the middle and upper classes in America and
abroad. Class distinctions became fodder for such writers as
Booth Tarkington, Sinclair Lewis, and Theodore Dreiser. As
Realism evolved, it gave rise to both Naturalism and
Regionalism.
Quoting, Paraphrasing, Summarizing
We incorporate source support in a variety of ways. The “Owl at
Purdue” website has some excellent resources and examples of
how to quote, paraphrase, and summarize source material if you
need additional review.
Essentially, remember this: you always want to support your
ideas, whether you are posting to a discussion forum or writing
a paper. However, you don’t want your paper dominated by
quotes. Aim for only about 10% of your total word count as
7. quoted material. So if you are writing a 1000 word essay, you
should have about 100 words in direct quotes.
If you are quoting, choose only the words from your source that
are especially eloquent, purposeful, or revealing. If it’s a
concept or idea that is mundane or that you can say just as well
yourself, don’t quote it: summarize or paraphrase it instead.
Basic biographical information or historical dates should not
appear as quotes. Your quotes should be special. When
analyzing literature, quote lines from your reading to explain
your interpretations.
Don’t use free-standing quotes. Always incorporate quoted
material into your own sentence unless you are using a famous
quotation for a special reason.
Example:
We may be moving toward sanctioning Iran for nuclear
activities. “Sanctions should not be used in a purely punitive
manner to starve an opponent into submission” (Cortright and
Lopez 735).
Instead, introduce quotes with a few words of your own, or
‘weave’ quotes into sentences of your own design:
According to Cortright and Lopez, “[s]anctions should not be
used in a purely punitive manner” (735).
Cortright and Lopez believe that “[s]anctions can help
encourage a process of dialogue” (735). * I have used brackets
because the “S” appears as a capital in the original, but I wanted
to make it lower case.
Cortright and Lopez caution about using sanctioning
improperly: “Sanctions should not be used in a purely punitive
8. manner to starve an opponent into submission” (735). * Note
that here, I wanted to quote an entire sentence, and I introduced
it with a sentence of my own. In order to avoid a run-on, I
connect the two with a colon.
Sometimes, in order to trim down our quotes to get to our ideal
10% goal, you might need to use ellipses and brackets.
Ellipses- use when you omit words from a quote
Brackets- use when you change words in a quote
According to Freeman, there is “one universal, governing
characteristic of female-lead action films….[which connects]
both anti-patriarchal…and feminist themes” (118).
Three dots indicate that words are left out of the original
sentence.
Four dots indicate that the quote skips an entire sentence.
Use brackets to indicate added or altered words.
Summaries and paraphrases occur when you read information
from a source, then you type the ‘gist’ of that information in a
paragraph of your own without directly quoting. You need to
put an in-text citation at the end of a paraphrase to show that
you are using a source.
It’s essential to know this: a citation at the end of a paragraph
covers the last sentence of the paragraph. It does not cover the
entire paragraph.
In order for your reader to apply a citation at the end to
multiple sentences, you need a ‘signal phrase’ such as ‘ An
article in the Journal of Services Marketing states that…..’ at
9. the place where the paraphrase/summary begins. In other words,
the paraphrase needs to be “bookended”- with a signal phrase at
the start and a citation at the end. If anything in the middle is
quoted, you need a citation after the quoted line, and a signal
phrase at the start of the next line where the paraphrase picks
up. Look at this example from the OWL at Purdue:
In his famous and influential work The Interpretation of
Dreams , Sigmund Freud argues that dreams are the "royal road
to the unconscious" (101), expressing in coded imagery the
dreamer's unfulfilled wishes through a process known as the
"dream-work" (102). According to Freud, actual but
unacceptable desires are censored internally and subjected to
coding through layers of condensation and displacement before
emerging in a kind of rebus puzzle in the dream itself (117).
Notice how the writer is careful to use signal phrases to
attribute ideas to Freud, even when a sentence does not contain
a quote.
Once you have your essay ready to go this week, take a moment
to familiarize yourself with MLA style. In addition to the
information on setting up your essay that you find in
"Assignments", you can test your knowledge with this fun
little Drag and Drop MLA game.
Ways of Reading
Gendered/Feminist Criticism is a way of looking at
art/literature/songs, etc. with an eye for what the artist might be
saying about men and women explicitly, or what he or she might
not have meant to say but still ended up revealing about gender
norms/stereotypes relevant to the time a piece was created. You
don't have to 'identify' yourself as a 'Feminist' to engage in this
kind of criticism; you just need to be asking these kinds of
questions:
Is the work making a statement about women’s lives? Men’s
lives?
10. How might the work be different if told from the point of view
of the opposite gender?
Does the work perpetuate or challenge gender stereotypes?
Examining a work with an eye for messages about sexuality,
whether heterosexuality or homosexuality, is also often woven
into this 'school of criticism', and if you are looking for things
to discuss in a work, you might examine what a piece is saying
about the sexual norms of the time and how those norms work
for or against a main character's happiness.
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The Post Civil-War Climate and an Overview of Literary
Movements
The literature in the years following the Civil War was tinged
with Romanticism. As we see with Dickinson and Whitman,
in Romanticism there is a focus on the emotional aspect of life
and the beauty of nature. It is an introspective form of
literature. Romanticism in America owed much to the earlier
Transcendentalists, like Emerson and Thoreau, who believed
that both nature and art were expressions of the divine. These
authors considered man's role in the universe and had an intense
emphasis on personal identity. This quest for identity- for
defining oneself- can be seen as reflective of the psychological
11. state of the country, as America healed from the rift of the Civil
War and attempted to redefine itself as a nation.
As we move forward toward the 20th century, the nation was
evolving with immigration, further settlement of the West, and
technological advancement that changed transportation,
communication, economies, and ways of life. Our literature
changed too, from a less 'Romantic' view to one much more
realistic and socially aware. Women's rights, the plights of the
lower class and immigrant populations, and the social evolution
from traditional to modern society began to appear in the our
literature and poetry. Realism attempted to portray the world as
it was, without glorified happy endings or unnecessary
beautification.
Both Regionalism and Naturalism took shape within this larger
"Realism" movement. The Regionalists, in a way overlapping
with the Realist authors in their focus on nature, began to give
all of America glimpses inside their specific part of the country,
from geography to dialect. On the other hand, the Naturalists
pointed to one overlying fact that regardless of location, man is
at the mercy of nature. One example of Regionalism is the work
of Willa Cather, who is closely associated with life for
European immigrants on the Nebraska plains and, later, with the
city of Santa Fe. Naturalists include writers like Stephen Crane
and Jack London, who wrote stories of man in conflict with
nature.
World War One brought along a massive shift in our literature,
art, and music. The war began in 1914, and this is about the
time that we date the beginning of the Modern period.
Modernists sought to break free from tradition in many ways.
Wars had marred national sentiment, and there was a movement
to change the old way of thinking. Writers like Ernest
Hemingway and F. Scott Fitzgerald are well-known Modernists.
They used a whole new writing style and had a cynicism and
12. attitude unlike works of a generation prior.
World War Two and the dawning of the atomic age brings us to
the Post-Modern era, an era that some people think we are still
in. This period is marked by discontent and anxiety, especially
within families. Post-Modern works often depict threats to the
family and to personal happiness. Drug addiction, crime,
divorce, adultery, parent-child conflict, etc. are prominent in
this period. Authors such as Joyce Carol Oates and most other
contemporary novelists fit into this category.
The later part of the 20th century and the start of the 21st
introduced, as a subset of the Post-Modern period, a rediscovery
of multi-cultural literature of earlier decades and a popularity of
multi-cultural authors in contemporary writing, reflecting the
myriad of cultures that make up the American population.
Whitman and Dickinson
Walt Whitman created what was to become one of the most
distinctive of all American poetic forms, "free verse," a pattern
of lines and stanzas without a fixed metrical pattern or ending
rhyme scheme. Such an open form complemented his ecstatic
vision of American democracy and expansion, concepts that he
spiritualized in "Song of Myself," the lead work in his seminal
book of poetry, Leaves of Grass.
Abandoning the conventions of regularity in form and style so
popular in American poetry of the mid-nineteenth century,
Whitman adopted the cadences of music, crafting the organic
and fluid features of open lines, expansive catalogs, the lyrical
flow of imaginary flights, and ecstatic explosions of themes--all
features of his "free verse," a style complementary to Whitman's
purpose of capturing the spiritual energy of the ever evolving
and unfolding American democracy.
13. Like the poetry of Walt Whitman, who is generally credited
with the development of "free verse," Emily Dickinson spurned
the fixtures and conventions of much of the didactic and
morally rearming and reaffirming poetry of her period. An
enigmatic character, Emily Dickinson was deeply troubled by
the conventional religious concepts that theologians were
addressing in their day and to which she always remained aloof.
Emily Dickinson was often considered a recluse, but exploration
of her close friendships present a far different picture. Her
letters (available under “Additional Resources”) show a woman
reaching out to others who share her interests. In many ways,
she is even a revolutionary of her time. Her works are often
witty, and with no husband or children, her life is not that of the
traditional woman of her day.
Emily Dickinson wrote 1,775 poems, almost all of which were
published after her death. Each of her works is short,
characterized by intense, penetrating, and often ironic insight,
and sometimes even pained obscurity. Together, however, the
volume of the work reflects her obvious genius and poignant
individualism. The subjects of her poetry range across a wide
spectrum of daily experiences common to all people-from
delight in the vision of birds, to grief at the loss of a close
family member, to joy in a winter afternoon.
Using Web Resources to Assist with Poetry Analysis
There is an expectation that, as college students, you will use
online library resources to support formal papers that deal with
literature and poetry analysis.
However, before you get to the 'formal paper' writing stage, you
will read poetry, post to forums about the poems, and have to
think about poetry as a precursor to writing formal essays. In
14. these early stages of writing, the preliminary writing phase of
the overall writing process that eventually produces an essay, it
is fine to do some general reading and research on the open web
( Google, Bing, etc.).
Ideally, you will consult general websites and articles when
poetry or literature you are reading is especially difficult to
understand. If what you are reading seems to be written in plain
language, there is less need to do 'preliminary research.'
If you must look at websites like Wikipedia, Sparknotes,
Shmoop, etc. to help understand a difficult poem or story, note
the following:
You should NOT use quotes from sources like these to support
your forum posts or formal essays. They are not considered
credible or appropriate in an academic setting.
Each week, this course includes a "Ways of Reading" section in
the Lessons to help fortify you with the tools you need to read
and write about poetry and literature with confidence and
without having to rely on the mediocre analysis you will find on
websites such as those mentioned already.
Use sources like Wikipedia only to help understand the general
context of a poem or story or to help you get comfortable with
your understanding of a particularly difficult, intimidating
work. Don't allow sites like these to extinguish or undermine
your own instincts and ideas. If, for example, Wikipedia says
that the flowers in John Updike's "Chrysanthemums" represent
'x,' but you thought they might mean "y," you might allow
Wikipedia to replace your idea y with theirs: x. I would rather
hear you tell me how you came to think it was Y, what in the
story makes you think Y, and how Y makes sense with the
overall theme or message of the story. Just because Wikipedia
says that the chrysanthemums mean 'X' does not mean that this
15. is the one and only truth!
Allow sites like those mentioned here to help you to basically
understand what a poem is talking about and to give you
possible interpretations or insights that you might not come up
with yourself. Just know that these interpretations are not
definitive. These sites should open your mind to possible ways
of interpreting works, not close your mind and force you to
think that there is a single interpretation.
I strongly encourage you to make use of Youtube, and the
Favorite Poem Project videos in particular, when reading and
writing about poetry. Videos allow you to hear a poem being
read and to hear people who love a given poem interpret it in
their own way, tell you why it's so meaningful to them, or
visually interpret the poem with images, animation, or other
visual and auditory means, which can be very helpful. People
learn in different ways, and videos can be a powerful tool to
enable you to gain a basic understanding of a poem and to open
your mind to possible ways of interpreting a poem.
Poetry Analysis
How to Explicate Poetry * these guidelines tell you how,
generally, to read and write about poetry. This is not an actual
assignment for you, but you should think about these ideas as a
resource.
I. Read the Poem
Read the poem silently to yourself to develop a sense of the
poem as a whole.
Read the poem aloud or listen to someone reading it aloud to
reinforce your experience of the poem as a whole.
II. Analyze the Text of the Poem
16. Develop a paraphrase of the poem, framing each complete
thought in your own words.
Identify the units of thought in the poem (in stanzas or shorter
units).
Identify the main ideas conveyed in each unit of thought and the
shifts or breaks between each unit.
Write a preliminary summary--perhaps only a single sentence--
of each thought unit
III. Analyze the Elements of the Poem
Complete a scansion of the poem, identifying the metrical
patterns and the rhyme scheme (if there is one).
Identify any recurring image patterns.
Identify any symbols emerging through the image patterns and
identify their meaning or references.
Identify any unique uses of language.
Identify any breaks in the scansion and explain what seems to
be the reason or purpose of the changes.
IV. Introduce External Support
Identify any features of the author's life or commentary that
seem relevant to the creation, the purpose, the theme, or
motivation for creating the poem.
Identify any historical, social, political, or philosophical
elements that may seem relevant to an interpretation of the
work.
V. Interpret the Poem
Explain what the central "message" of the poem means to you
and identify the elements that have prompted your
interpretation.
Explain alternative interpretations that other readers might draw
17. from the poem and identify those features responsible.
VI. Evaluate the Poem
Identify criteria (standards) on which the poem should be
judged.
Identify those elements of the poem that relate to those criteria.
Describe what an effective example of the standard would be
like.
Explain why you feel the poem meets or fails to meet the
standard illustrated in your description.
Ways of Reading
Whenever you look at, read, or listen to art, whether it's a
painting, a film, a sculpture, a poem, a novel or any other
creative form, there are 'ways of reading' that are sometimes
called 'critical lenses' or 'schools of criticism.'
These are just different perspectives you can bring to bear on
art, different ways of looking at it and responding to it, so that
you can generate productive, interesting, and fruitful discussion
about that art beyond " I like it" or "I don't get it".
Each week we will look at and try a new form of criticism. This
first week, we are looking at the most basic: Reader Response
Criticism
You might not be aware of this, but our thoughts and insights,
which seem so personal and unique to us, are essentially
manifestations of trends in our culture.
In an attempt at understanding the poems, it is natural in our
postmodern lives to identify with the narrator or central
character. We comprehend through word analysis & intuition
what the narrator is feeling, and then we empathize with the
narrator. If the narrator feels lonely, we think of loneliness in
our own lives, what it has looked like and felt like. In a poem
18. such as Walt Whitman's "A Noiseless, Patient Spider", we use
our own construct of loneliness and desire to connect to make
sense of the metaphor of the spider casting its web out into the
world, time and time again.
This is not a bad thing.
People who create poems, songs, art, etc. depend on our
association with the narrator, with the setting of a story, or with
the overall theme or message in the story.
It’s natural for us to relate things to ourselves, and it is also
representative of a higher order thinking skill to be able not just
to comprehend the meaning of a poem or story, but to
synthesize the message with lessons we've learned in our own
lives. When we reader-respond, we interact with the work in a
highly personal way. The poem means something different to
me than it does to you because we bring different assumptions,
experiences, bias, personalities, etc. to it. My reading of poem
is not 'right' and yours is not 'wrong'. They are equally valid as
long as you can articulate and support your response.
When you are doing reader -response, you might read a work
and ask yourself these kinds of questions to start coming up
with a 'response':
How does a piece- or just a small part of it- relate to your own
life?
What is it about a work that resonates with you, personally?
How does a piece seem to comment on or matter to
contemporary society as you see it?
In what ways have you experienced similar situations?
Can you connect with the setting, the conflict, the emotional
situation or struggle being depicted?
Do you know someone who has experienced a situation that is
actually or thematically similar to the one described?
Have you ever felt like this?
19. Answers to these kinds of questions can help you to generate
relevant discussion in the "Reader Response" school of
criticism.
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