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Option One— The Odyssey : For the first option, focused solely on Homer’s Odyssey , there are a variety of topics to choose from. Keep in mind that the questions under each topic are intended to stimulate your thinking—you are not required to address each and every one: The Concept of Justice : In the very first speech in the epic, Zeus claims that “mortals blame the gods. / From us alone, they say, come all their miseries, yes, / but they themselves, with their own reckless ways, / compound their pains beyond their proper share” (I. 37-40). This emphasis on human responsibility recurs throughout the epic, particularly regarding the suitors, yet at other times fate seems fixed. Consider the degree to which humans bring on their own destiny, and the degree to which fate appears to be decreed and unchangeable. In pondering this question, you might consider the function of prophecy, the role of the gods, and the force of human character on the events of the epic. In the world depicted here, how great a scope is allowed for human choice? Closely related to the question of justice is the question of human suffering. To what extent is suffering deserved? The Wanderings of Odysseus : Choose just one episode, or two that are related, in the wanderings of Odysseus as he relates them to the Phaeacians in Books IX-XII and consider how that episode relates to the epic as a whole. What important themes, motifs, and/or images are featured? How do they resonate with the larger themes of the epic? Testing : The epic is filled with contests, from tests of physical strength in Scheria and Ithaca to Odysseus’ testing of the members of his household, and their testing of him, to name just the most obvious. Why the emphasis on testing? What is being tested, and why? Women : Consider the role of women in the epic, whether mortal or divine. For what are they most praised? Most denigrated? You would do well to choose just one woman, or one contrasting pair (Helen and Penelope, for example) as you consider this question. Fathers and Sons : The epic begins with the story of Agamemnon and Orestes, and ends with the image of Laertes, Odysseus, and Telemachos fighting side by side; in between the epic is filled with fathers and sons. What appears to be valued in the father-son relationship? Odysseus : Consider the man himself—lying trickster or epic hero? A man of reckless daring or formidable self-restraint? Does he change or is his character consistent (or inconsistent!) throughout? Option Two—Comparative Essay : This option asks you to compare elements of The Odyssey and Beowulf . Both are classed as epics, with much in common, yet there are key differences. The choices below ask you to choose one specific element of the epic to focus on. The Hero : What is the most important or most interesting difference between Odysseus and Beowulf in terms of their character—who they are as individuals? The Nature of Their Quests : Consider the nature of .
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Discussion Chapter FivePlease answer the following question an.docx
Discussion: Chapter Five
*Please answer the following question and make sure that your response is 100 words are more and in complete sentences. *
1. How do definitions of criminal responsibility differ among countries?
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Describe the penal code of the
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Research the criminal justice systems in
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China,
Pakistan and
Russia. Compare and contrast each one and explain whether or not you agree with their form of government.
Chapter 5: Substantive Law and Procedural Law in the Four Legal Traditions
*Please answer the following questions and make sure that your response is 100 words are more for each and in complete sentences. *
1. How are public law and private law distinguished?
2. How does the search for truth differ between the adversarial and inquisitorial systems?
3. What forms can judicial review take?
4. How can American football and European soccer help explain the adversarial and inquisitorial systems?
Week 6 Discussion Question
Identify the play you chose to study. Did you know the play before you chose it? What stands out for you as you read it for class? What message(s) does the play hold for someone reading or watching it in 2021?
Module 2: Reading Quiz 1
Unit 1: Reading Quiz 3:
Compare/Contrast Gilgamesh and Job as heroes.
Read the
Epic of Gilgamesh (Links to an external site.) and the book of
Job (Links to an external site.).
Compare and Contrast Gilgamesh and Odysseus as heroes.
Use the following guidelines to help you compose your answer:
- How are Gilgamesh and Odysseus similar?
- How are Gilgamesh and Odysseus different?
- What are each hero's strengths?
- What are each hero's weaknesses?
- Which of the two do you think is the ultimate hero?
- Good answers should be at least 250 words.
Plagiarism Reminder
Answers should be in your own words. Do not copy answers from online sources. I am interested in what
you think. If you use language from the text, use quotations marks (Example: "In the land of Uz there lived a man whose name was Job.").
Task Three: Activities for Homer's Odyssey
Read through the Homer Study Guide and all of the Activities below before making your selection. Make a copy of the Activity question to begin your response. Upload your Activity here. Title your entry, "Activity 3." These Activity entries must be thoughtful; each one should be the equivalent of at least a full typed page or more in length (e.g. not less than 250 words). They may be longer if you need to say more on your topic. You will not be able to do these Activity entries properly unless you have carefully read the assigned literature.
· Athena is Odysseus' patron deity; he is her favorite human being. Look at some of t.
Avoid plot summary.You may use any formal method of citation, but .docx
Avoid plot summary.
You may use any formal method of citation, but stick to the same method throughout your paper.
Paper 1 Prompt Background:
Greek tragedies are plays that were intended to reinforce traditional religious values, as ancient Greek society became more and more sophisticated. In
Poetics
(which is linked from the course main page, if you want to check it out), the philosopher Aristotle discusses poetry (including epic poetry) and theatre, describing the similarities and differences in terms of format, method, and overall purpose. He provides that all artistic representations of life (which present the possibility of what could be real life, without actually describing real events) fulfill humanity's desire to experience and learn.
"Though the objects themselves may be painful to see, we delight to view the most realistic representations of them in art... The explanation is to be found in a further fact: to be learning something is the greatest of pleasures not only to the philosopher but also to the rest of mankind, however small their capacity for it; the reason of the delight... is that one is at the same time learning - gathering the meaning of things.”
Tragedy in particular should make people feel intensely and think carefully:
"A tragedy...is the imitation of an action that is serious and also, as having magnitude, complete in itself; it is in a dramatic, not narrative form; with incidents arousing pity and fear, wherewith to accomplish its catharsis of such emotions."
“Structure of tragedy at its best should be complex, not simple, and that it should represent actions capable of awakening fear and pity.”
It should
“appeal to our humanity, or awaken pity or fear in us...the well conceived plot will have a change in fortune from prosperity to misery, and it will be due not to depravity, but to some great error."
While Greek tragedies are not specifically meant to be character studies, the best tragedies incorporate protagonists whom audiences both respect and identify. Aristotle describes tragedy as being less about a protagonist's character than it is about the way circumstances converge to affect his life: the things that happen to him, and the consequences of the actions he takes in the course of the experience. Aristotle writes:
"Tragedy is not a representation of men but of a piece of action, of life, of happiness and unhappiness, which come under the head of action, and the end aimed at is the representation not of qualities of character but of some action; and while character makes men what they are, it's their actions and experiences that make them happy or the opposite."
In other words, you can have a full-fledged tragedy without knowing much about who a character is inside, but the more you know him, the more the events of the tragedy can make you feel for the character and understand the gravity of what is happening to him. The changes - normally bad - that occur in the tragic protagonist's life create the "pi ...
Paper 1 Oedipus the King (worth 75 points)Please consider a.docx
Paper 1: Oedipus the King (worth 75 points)
Please consider all portions of the prompt in your essay. Your paper should be at least 1100 words. Please use a readable font and double-space your paper. You must submit it via your account on Turnitin.com (make sure you are correctly registered on the site WELL BEFORE you attempt to submit your paper - see the Syllabus for information).
Do not use outside sources; stick to the text of the play, the film assigned for class, and the other readings assigned so far in this course (if they apply). Remember to cite these sources if you quote them, borrow turns of phrase from them, or appropriate ideas directly from them. Limit direct quotations to 2 lines or less per quote.
Avoid plot summary.
You may use any formal method of citation, but stick to the same method throughout your paper.
Paper 1 Prompt Background:
Greek tragedies are plays that were intended to reinforce traditional religious values, as ancient Greek society became more and more sophisticated. In Poetics (which is linked from the course main page, if you want to check it out), the philosopher Aristotle discusses poetry (including epic poetry) and theatre, describing the similarities and differences in terms of format, method, and overall purpose. He provides that all artistic representations of life (which present the possibility of what could be real life, without actually describing real events) fulfill humanity's desire to experience and learn.
"Though the objects themselves may be painful to see, we delight to view the most realistic representations of them in art... The explanation is to be found in a further fact: to be learning something is the greatest of pleasures not only to the philosopher but also to the rest of mankind, however small their capacity for it; the reason of the delight... is that one is at the same time learning - gathering the meaning of things.”
Tragedy in particular should make people feel intensely and think carefully:
"A tragedy...is the imitation of an action that is serious and also, as having magnitude, complete in itself; it is in a dramatic, not narrative form; with incidents arousing pity and fear, wherewith to accomplish its catharsis of such emotions."
“Structure of tragedy at its best should be complex, not simple, and that it should represent actions capable of awakening fear and pity.” It should “appeal to our humanity, or awaken pity or fear in us...the well conceived plot will have a change in fortune from prosperity to misery, and it will be due not to depravity, but to some great error."
While Greek tragedies are not specifically meant to be character studies, the best tragedies incorporate protagonists whom audiences both respect and identify. Aristotle describes tragedy as being less about a protagonist's character than it is about the way circumstances converge to affect his life: the things that happen to him, and the consequences of the actions he takes in the course of the experi.
The specific topics. Choose and develop one. Discuss the devel.docx
The specific topics.
Choose and develop
one.
Discuss the development of the epic narrator from Homer's "sing, goddess," to Virgil's "arms and the man I sing" and beyond. How does the nature of the voice telling the story change through the history of the epic tradition? Does the changing role of the narrator reflect other changes, perhaps in the relationship of the author to the material and the audience? Discuss at least three works, including, at a minimum, the
Iliad
, the
Aeneid
, and either
The Nibelungenlied
, Parzival
, or
The Divine Comedy.
Discuss the interpretabilty of the epic. It has been argued, for example, that the works of Homer are "all surface." Certain epics, on the other hand, seem to demand to be read on multiple levels. How does this change over time? How does the epic develop as an art form capable of conveying multiple and complex meanings? Discuss at least three works, including, at a minimum, one work by Homer, the
Aeneid
, and at least one medieval work.
Discuss the phenomenon of intertextuality in the epic tradition. How do creators of epics embed their works in the epic tradition and/or connect them to earlier works? How does this creation of connections contribute to the meaning or artistic quality of the individual epic? Discuss at least three works, including the
Aeneid
and at least one medieval work.
Discuss the nature of the hero in ancient and medieval epic. What are the characteristics of the hero in Homer, Virgil, and beyond? How is Aeneas different from Achilles, or how is Dante the Pilgrim different from Aeneas? Does the epic hero embody moral or ethical or spiritual values that the poem appears to endorse? Or is the hero just the best fighter and the toughest man? Discuss the heroes of at least three epics, including at least one ancient and at least one medieval epic.
Consider the miniature paintings representing two important moments in the
Divine Comedy --
the opening image of Dante lost in the woods and the image/s of Dante and Virgil with Paolo and Francesca (Inferno 5.88-142) in three manuscripts -- Yates Thompson 36, Holkham Misc. 48, and BN it. 2017. Details on these manuscripts, and the images you need to work with, are to be found in
"The Divine Comedy in the Visual Arts for the Final Paper"
in Sakai Resources. You may choose to narrow the topic by discussing only the images of Dante lost in the woods OR Dante and Virgil with Paolo and Francesca. Look carefully at the images and compare them to the text passages that they most closely reflect. Do the images follow the words of the text closely, or could they be said to represent narrative ideas more than specific words and phrases? How much potential do these images have for independent narrative? Could they in any way tell the story to non-reading viewers? Or do they seem to be intended for readers to look at while reading the
Comedy
? Do the images offer visual commentaries or explanations of the
Comedy?
Compare three visual.
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Discussion: Chapter Five
*Please answer the following question and make sure that your response is 100 words are more and in complete sentences. *
1. How do definitions of criminal responsibility differ among countries?
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Describe the penal code of the
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Research the criminal justice systems in
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Chapter 5: Substantive Law and Procedural Law in the Four Legal Traditions
*Please answer the following questions and make sure that your response is 100 words are more for each and in complete sentences. *
1. How are public law and private law distinguished?
2. How does the search for truth differ between the adversarial and inquisitorial systems?
3. What forms can judicial review take?
4. How can American football and European soccer help explain the adversarial and inquisitorial systems?
Week 6 Discussion Question
Identify the play you chose to study. Did you know the play before you chose it? What stands out for you as you read it for class? What message(s) does the play hold for someone reading or watching it in 2021?
Module 2: Reading Quiz 1
Unit 1: Reading Quiz 3:
Compare/Contrast Gilgamesh and Job as heroes.
Read the
Epic of Gilgamesh (Links to an external site.) and the book of
Job (Links to an external site.).
Compare and Contrast Gilgamesh and Odysseus as heroes.
Use the following guidelines to help you compose your answer:
- How are Gilgamesh and Odysseus similar?
- How are Gilgamesh and Odysseus different?
- What are each hero's strengths?
- What are each hero's weaknesses?
- Which of the two do you think is the ultimate hero?
- Good answers should be at least 250 words.
Plagiarism Reminder
Answers should be in your own words. Do not copy answers from online sources. I am interested in what
you think. If you use language from the text, use quotations marks (Example: "In the land of Uz there lived a man whose name was Job.").
Task Three: Activities for Homer's Odyssey
Read through the Homer Study Guide and all of the Activities below before making your selection. Make a copy of the Activity question to begin your response. Upload your Activity here. Title your entry, "Activity 3." These Activity entries must be thoughtful; each one should be the equivalent of at least a full typed page or more in length (e.g. not less than 250 words). They may be longer if you need to say more on your topic. You will not be able to do these Activity entries properly unless you have carefully read the assigned literature.
· Athena is Odysseus' patron deity; he is her favorite human being. Look at some of t.
Avoid plot summary.You may use any formal method of citation, but .docx
Avoid plot summary.
You may use any formal method of citation, but stick to the same method throughout your paper.
Paper 1 Prompt Background:
Greek tragedies are plays that were intended to reinforce traditional religious values, as ancient Greek society became more and more sophisticated. In
Poetics
(which is linked from the course main page, if you want to check it out), the philosopher Aristotle discusses poetry (including epic poetry) and theatre, describing the similarities and differences in terms of format, method, and overall purpose. He provides that all artistic representations of life (which present the possibility of what could be real life, without actually describing real events) fulfill humanity's desire to experience and learn.
"Though the objects themselves may be painful to see, we delight to view the most realistic representations of them in art... The explanation is to be found in a further fact: to be learning something is the greatest of pleasures not only to the philosopher but also to the rest of mankind, however small their capacity for it; the reason of the delight... is that one is at the same time learning - gathering the meaning of things.”
Tragedy in particular should make people feel intensely and think carefully:
"A tragedy...is the imitation of an action that is serious and also, as having magnitude, complete in itself; it is in a dramatic, not narrative form; with incidents arousing pity and fear, wherewith to accomplish its catharsis of such emotions."
“Structure of tragedy at its best should be complex, not simple, and that it should represent actions capable of awakening fear and pity.”
It should
“appeal to our humanity, or awaken pity or fear in us...the well conceived plot will have a change in fortune from prosperity to misery, and it will be due not to depravity, but to some great error."
While Greek tragedies are not specifically meant to be character studies, the best tragedies incorporate protagonists whom audiences both respect and identify. Aristotle describes tragedy as being less about a protagonist's character than it is about the way circumstances converge to affect his life: the things that happen to him, and the consequences of the actions he takes in the course of the experience. Aristotle writes:
"Tragedy is not a representation of men but of a piece of action, of life, of happiness and unhappiness, which come under the head of action, and the end aimed at is the representation not of qualities of character but of some action; and while character makes men what they are, it's their actions and experiences that make them happy or the opposite."
In other words, you can have a full-fledged tragedy without knowing much about who a character is inside, but the more you know him, the more the events of the tragedy can make you feel for the character and understand the gravity of what is happening to him. The changes - normally bad - that occur in the tragic protagonist's life create the "pi ...
Paper 1 Oedipus the King (worth 75 points)Please consider a.docx
Paper 1: Oedipus the King (worth 75 points)
Please consider all portions of the prompt in your essay. Your paper should be at least 1100 words. Please use a readable font and double-space your paper. You must submit it via your account on Turnitin.com (make sure you are correctly registered on the site WELL BEFORE you attempt to submit your paper - see the Syllabus for information).
Do not use outside sources; stick to the text of the play, the film assigned for class, and the other readings assigned so far in this course (if they apply). Remember to cite these sources if you quote them, borrow turns of phrase from them, or appropriate ideas directly from them. Limit direct quotations to 2 lines or less per quote.
Avoid plot summary.
You may use any formal method of citation, but stick to the same method throughout your paper.
Paper 1 Prompt Background:
Greek tragedies are plays that were intended to reinforce traditional religious values, as ancient Greek society became more and more sophisticated. In Poetics (which is linked from the course main page, if you want to check it out), the philosopher Aristotle discusses poetry (including epic poetry) and theatre, describing the similarities and differences in terms of format, method, and overall purpose. He provides that all artistic representations of life (which present the possibility of what could be real life, without actually describing real events) fulfill humanity's desire to experience and learn.
"Though the objects themselves may be painful to see, we delight to view the most realistic representations of them in art... The explanation is to be found in a further fact: to be learning something is the greatest of pleasures not only to the philosopher but also to the rest of mankind, however small their capacity for it; the reason of the delight... is that one is at the same time learning - gathering the meaning of things.”
Tragedy in particular should make people feel intensely and think carefully:
"A tragedy...is the imitation of an action that is serious and also, as having magnitude, complete in itself; it is in a dramatic, not narrative form; with incidents arousing pity and fear, wherewith to accomplish its catharsis of such emotions."
“Structure of tragedy at its best should be complex, not simple, and that it should represent actions capable of awakening fear and pity.” It should “appeal to our humanity, or awaken pity or fear in us...the well conceived plot will have a change in fortune from prosperity to misery, and it will be due not to depravity, but to some great error."
While Greek tragedies are not specifically meant to be character studies, the best tragedies incorporate protagonists whom audiences both respect and identify. Aristotle describes tragedy as being less about a protagonist's character than it is about the way circumstances converge to affect his life: the things that happen to him, and the consequences of the actions he takes in the course of the experi.
The specific topics. Choose and develop one. Discuss the devel.docx
The specific topics.
Choose and develop
one.
Discuss the development of the epic narrator from Homer's "sing, goddess," to Virgil's "arms and the man I sing" and beyond. How does the nature of the voice telling the story change through the history of the epic tradition? Does the changing role of the narrator reflect other changes, perhaps in the relationship of the author to the material and the audience? Discuss at least three works, including, at a minimum, the
Iliad
, the
Aeneid
, and either
The Nibelungenlied
, Parzival
, or
The Divine Comedy.
Discuss the interpretabilty of the epic. It has been argued, for example, that the works of Homer are "all surface." Certain epics, on the other hand, seem to demand to be read on multiple levels. How does this change over time? How does the epic develop as an art form capable of conveying multiple and complex meanings? Discuss at least three works, including, at a minimum, one work by Homer, the
Aeneid
, and at least one medieval work.
Discuss the phenomenon of intertextuality in the epic tradition. How do creators of epics embed their works in the epic tradition and/or connect them to earlier works? How does this creation of connections contribute to the meaning or artistic quality of the individual epic? Discuss at least three works, including the
Aeneid
and at least one medieval work.
Discuss the nature of the hero in ancient and medieval epic. What are the characteristics of the hero in Homer, Virgil, and beyond? How is Aeneas different from Achilles, or how is Dante the Pilgrim different from Aeneas? Does the epic hero embody moral or ethical or spiritual values that the poem appears to endorse? Or is the hero just the best fighter and the toughest man? Discuss the heroes of at least three epics, including at least one ancient and at least one medieval epic.
Consider the miniature paintings representing two important moments in the
Divine Comedy --
the opening image of Dante lost in the woods and the image/s of Dante and Virgil with Paolo and Francesca (Inferno 5.88-142) in three manuscripts -- Yates Thompson 36, Holkham Misc. 48, and BN it. 2017. Details on these manuscripts, and the images you need to work with, are to be found in
"The Divine Comedy in the Visual Arts for the Final Paper"
in Sakai Resources. You may choose to narrow the topic by discussing only the images of Dante lost in the woods OR Dante and Virgil with Paolo and Francesca. Look carefully at the images and compare them to the text passages that they most closely reflect. Do the images follow the words of the text closely, or could they be said to represent narrative ideas more than specific words and phrases? How much potential do these images have for independent narrative? Could they in any way tell the story to non-reading viewers? Or do they seem to be intended for readers to look at while reading the
Comedy
? Do the images offer visual commentaries or explanations of the
Comedy?
Compare three visual.
Examples Of A Thesis Statement For An Essay.pdf
How To Write A Thesis Statement (with Useful Steps and Tips) • 7ESL. 45 Perfect Thesis Statement Templates (+ Examples) ᐅ TemplateLab.
Aristotle's Poetics - Epic And Tragedy
This is my presentation for my MA English class. You are free to modify, share, redistribute and add to it in any way you like.
*I do not own the images used in the presentation. They are the property of their respective owners.
ENG106 Survey of Literary Masterpieces Assignment Worksheet.docx
ENG/106 Survey of Literary Masterpieces Assignment Worksheet
Answers must be at least 150 words in length, and grounded with the citing/referencing of at least one relevant and credible source according to APA standards (see Writing & Style Guidelines in the eCampus Center for Writing Excellence for assistance).
1. Beowulf is another epic poem, such as the Iliad. How does Beowulf compare as a hero to the heroes of this earlier epic? To be specific, what qualities do you think make him heroic, and what qualities made earlier heroes heroic?
2. Sir Gawain and the Green Knight is an explicitly Christian tale, but it starts by tracing Arthur's lineage back to Rome and Troy. Why might a writer trace a character’s linage, and what effect does it have on you, the reader?
3. Dante is a committed Christian, but in his epic poem, the Divine Comedy, he chooses Virgil to guide him through the early stages of his spiritual journey. What does this paradigm suggest about the relationship between Christian and pre-Christian literature? Provide examples to support your response.
4. Chaucer's "The Wife of Bath's Tale" might be considered bawdy, even crude. In what way does this work deserve the title of literature? Of a masterpiece? Do you think its raciness helped to make it a masterpiece? Provide examples to support your opinion.
5. Petrarch and Shakespeare both wrote about individual love in their sonnets. How do their representations of love differ from earlier representations—from Dante's evocation of Beatrice, for example? Petrarch and Shakespeare are also known for, among other things, writing shorter, lyric poems rather than extended epics. What do you think are the reasons for this shift in form? Is there an historical reason? An effect? Provide examples from these works to support your response.
6. Renaissance means “rebirth” and refers to the reawakening of classical knowledge. What elements of Greek or Roman culture do these Renaissance works revive, and how do their authors change those elements? For example, how does Milton use elements of Classical culture for his Paradise Lost? Provide examples from this or other Renaissance works to support your response.
7. Jonathan Swift was a satirist, using humor and sarcasm to skewer social practices he found undesirable. What specifically do you think he is objecting to in “A Modest Proposal”? How do Swift’s satirical techniques compare to other period satire, such as Voltaire’s? Select another period writer who uses satire, identify at least one way in which these writers use similar techniques, and relate these similarities to the content of their work. Do they use similar techniques because they have similar goals or beliefs? Provide examples from your reading to support your answer.
8. How do Keats’ lyrics differ from Shakespeare’s in the poetic techniques used? How do the differences in poetic technique relate to the differences in subject matter? Whose lyrics do you prefer? Why? Provide e ...
1) Helen of Sparta and the devastating power of beautyFor mill.docx
1) Helen of Sparta and the devastating power of beauty
For millennia the power of beauty, mostly personified by women but, in the end, by anyone and anything that would be held beautiful in the eyes of the beholder, has given us a sense of our own frailty (and madness) before it.
We, the beholders, have been threatened, seized, raptured, and ravaged by the hold of beauty, engaging with it in an unequal rapport, and anytime we could, we have defended ourselves from its fierceness. Mostly, however, we have done so by forcefully taking away from the beautiful the very power that we had given to them in the first place, when, succumbing to its Power, didn’t get us Beauty and neither Power.
(Consider, for example, the act of conquering something because it is beautiful. Does it remain beautiful once it is conquered? Isn’t the act of conquering in itself a belittling act, diminishing the value of the conquered automatically? -Take for example a tiger who is captured and kept in captivity).
The gift/curse Helen’s beauty is powerful enough “to launch a thousand ships” but is she free not to?
In other words, she is able, but is she willing?
What can she do with her power? What should she do?
And what does she do instead or then? How does she use it?
What decisions does she make? Why can she make them? Why can she not make them?
Another query could be: Is Helen free to decline the power given to her? And if so, how?
If the answer is no, how can an object of reverence, desire, and obsession protect itself from being exploited? From losing its (her/his) freedom to say no?
And if she/he/it can’t say no, what can happen? What will happen? What might happen? What ought to happen?
The Helen in our times, who is she/he? What is it? And how should/would she use that power?
The Helen in your life.
Elaborate.
2) The Heroes of Troy
Answer two of these three following questions.
1) Compare the Achilles of Book I with the Achilles of Book XXIV in The Iliad. How do you think he has changed? Show your reason in your presentation.
2)Greed, hubris, conquest, manhood, kleos, love, loyalty. Where do we find them in the texts studied? (The Iliad, the Odyssey, the tragedies, the poetry) Choose one or more examples, and again, explain your reasons, bring out the quotes, reason them in your oral presentation.
3)Working with characters. Speak about no more than two characters taken from any of the texts studied (The Iliad, The Odyssey, or ay of the characters from the tragedies):
1) Penelope: her character, her wits, her choices.
2) Eumaeus: his character, his meaning, his moral values
3) Circe: the great witch, the teacher, the powerful sorceress, the "one who knows", the temptress.
4) Odysseus: The King, The Pirate, the Politician, the affabulatory Scoundrel, the 5) Player, the Adventurer, the Wise man, the…?
6) Tiresias, the seer. Meaning of the underworld in the "initiation to oneself"
7) The Lotus flower: war as a mean of for.
Ap literary terms
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ENG106 Survey of Literary Masterpieces Assignment WorksheetAn
ENG/106 Survey of Literary Masterpieces Assignment Worksheet
Answers must be at least
150
words in length, and grounded with the citing/referencing of at least one relevant and credible source according to APA standards.
1. Beowulf is another epic poem, such as the Iliad. How does Beowulf compare as a hero to the heroes of this earlier epic? To be specific, what qualities do you think make him heroic, and what qualities made earlier heroes heroic?
2. Sir Gawain and the Green Knight is an explicitly Christian tale, but it starts by tracing Arthur's lineage back to Rome and Troy. Why might a writer trace a character’s linage, and what effect does it have on you, the reader?
3. Dante is a committed Christian, but in his epic poem, the Divine Comedy, he chooses Virgil to guide him through the early stages of his spiritual journey. What does this paradigm suggest about the relationship between Christian and pre-Christian literature? Provide examples to support your response.
4. Chaucer's "The Wife of Bath's Tale" might be considered bawdy, even crude. In what way does this work deserve the title of literature? Of a masterpiece? Do you think its raciness helped to make it a masterpiece? Provide examples to support your opinion.
5. Petrarch and Shakespeare both wrote about individual love in their sonnets. How do their representations of love differ from earlier representations—from Dante's evocation of Beatrice, for example? Petrarch and Shakespeare are also known for, among other things, writing shorter, lyric poems rather than extended epics. What do you think are the reasons for this shift in form? Is there an historical reason? An effect? Provide examples from these works to support your response.
6. Renaissance means “rebirth” and refers to the reawakening of classical knowledge. What elements of Greek or Roman culture do these Renaissance works revive, and how do their authors change those elements? For example, how does Milton use elements of Classical culture for his Paradise Lost? Provide examples from this or other Renaissance works to support your response.
7. Jonathan Swift was a satirist, using humor and sarcasm to skewer social practices he found undesirable. What specifically do you think he is objecting to in “A Modest Proposal”? How do Swift’s satirical techniques compare to other period satire, such as Voltaire’s? Select another period writer who uses satire, identify at least one way in which these writers use similar techniques, and relate these similarities to the content of their work. Do they use similar techniques because they have similar goals or beliefs? Provide examples from your reading to support your answer.
8. How do Keats’ lyrics differ from Shakespeare’s in the poetic techniques used? How do the differences in poetic technique relate to the differences in subject matter? Whose lyrics do you prefer? Why? Provide examples to support your response.
9. As a writer, Voltaire had serious politic ...
Organizational Analysis Write a 5-7-page paper on a conflict th.docx
Organizational Analysis
Write a 5-7-page paper on a conflict that he or she experienced in an organizational setting.
The submission must be typed, double-spaced, and have uniform 1-inch margins in 12-point Times New Roman font.
The organizational analysis will contain the following sections:
• Background and history that led to the conflict.
• How/why did the conflict escalate?
• How was the conflict resolved?
• What would the student have done differently, based on what he or she has learned in the class?
.
Organizational BehaviorThe field of organizational behavior ca.docx
Organizational Behavior
The field of organizational behavior can be organized around three levels: individual level, team level, and organizational level. In other words, some theories focus on factors influencing individual behavior (e.g., personality, motivation). Some theories focus on factors influencing team or group behaviors (e.g., group development, conflict, roles). Still other theories focus on factors that tend to operate at an organizational level (e.g., structure, culture, leadership).
During the course, you have studied a variety of theories and perspectives at all these levels. Which ones seem most meaningful to you?
For your last paper:
Select one theory or perspective that you have studied that seems to be an individual level theme. One that you have studied that seems to be a team level theme. And one that you have studied that seems to be an organizational level theme. Summarize what those theories are and why each pertains to its corresponding level (individual, team, or organization).
Analyze those three theories based on this question: Why do people do what they do in organizations? That is, how do the theories you have selected help explain "organizational behavior?"
What are the challenges, problems, or difficulties in behavior as suggested by each of your theories?
What are the potential strategies and solutions (to the challenges) as suggested by your theories?
How do your three theories seem to fit together? How do they seem to interact with each other? What important lessons can you derive from thinking about the interaction of the theories?
Submission Details:
Submit your answers in a 5 Microsoft Word document, using APA style.
Support your work with examples and research.
Name your document SU_MGT3002_W5_LastName_FirstInitial.doc.
Submit your document to the Submissions Area by the due date assigned.
.
Organizational behavior is the combination of four areas of study—ps.docx
Organizational behavior is the combination of four areas of study—psychology, social psychology, sociology, and anthropology. While each of these areas involves an examination of people and their interactions, the focuses are quite different:
Psychology studies the mind and how people make decisions.
Social Psychology examines how people work in groups.
Sociology explores how systems work within the organization.
Anthropology examines how culture works within the organization.
Now, assume that you are an organizational consultant and have been asked by a new CEO to evaluate the strengths and weaknesses of the organization.
Step 2 - Post a Response
Respond to the following.
Of the four areas of study listed above, which would you focus on first?
Make sure to explain why you chose this area, and why it would take precedence over the other areas.
.
Organizational CommunicationPeople in this organization don’t.docx
Organizational Communication
“People in this organization don’t talk to one another anymore. Everything is e-mail, e-mail, e-mail. If you are mad at someone, you can just say it and then hide behind your computer.” With these words, Joe expressed his frustrations with Delta General’s operations. Charley echoed his concerns, responding, “I agree, but surely the managing director should be able to improve organizational communication without losing the advantages of e-mail.” As a consultant overhearing this conversation, how do you suggest the managing director respond to Charley’s challenge?
Guided Response:
Respond to at least two of your classmates’ postings.
.
Organizational Culture Edgar H. Schein I I I I II I II .docx
Organizational Culture
Edgar H. Schein
I I I I II I II
ABSTRACT: The concept of organizational culture has
received increasing attention in recent years both from
academics and practitioners. This article presents the au-
thor's view of how culture shouM be defined and analyzed
if it is to be of use in the field of organizational psychology.
Other concepts are reviewed, a brief history is provided,
and case materials are presented to illustrate how to an-
alyze culture and how to think about culture change.
To write a review article about the concept of organiza-
tional culture poses a dilemma because there is presently
little agreement on what the concept does and should
mean, how it should be observed and measured, how it
relates to more traditional industrial and organizational
psychology theories, and how it should be used in our
efforts to help organizations. The popular use of the con-
cept has further muddied the waters by hanging the label
of"culture" on everything from common behavioral pat-
terns to espoused new corporate values that senior man-
agement wishes to inculcate (e.g., Deal & Kennedy, 1982;
Peters & Waterman, 1982).
Serious students of organizational culture point out
that each culture researcher develops explicit or implicit
paradigms that bias not only the definitions of key con-
cepts but the whole approach to the study of the phe-
nomenon (Barley, Meyer, & Gash, 1988; Martin & Mey-
erson, 1988; Ott, 1989; Smircich & Calas, 1987; Van
Maanen, 1988). One probable reason for this diversity of
approaches is that culture, like role, lies at the intersection
of several social sciences and reflects some of the biases
of eachwspecifically, those of anthropology, sociology,
social psychology, and organizational behavior.
A complete review of the various paradigms and
their implications is far beyond the scope of this article.
Instead I will provide a brief historical overview leading
to the major approaches currently in use and then de-
scribe in greater detail one paradigm, firmly anchored in
social psychology and anthropology, that is somewhat in-
tegrative in that it allows one to position other paradigms
in a common conceptual space.
This line of thinking will push us conceptually into
territory left insufficiently explored by such concepts as
"climate," "norm," and "attitude." Many of the research
methods of industrial/organizational psychology have
weaknesses when applied to the concept of culture. If we
are to take culture seriously, we must first adopt a more
clinical and ethnographic approach to identify clearly the
kinds of dimensions and variables that can usefully lend
themselves to more precise empirical measurement and
Sloan School of Management,
Massachusetts Institute of Technology
I I [ Illll
hypothesis testing. Though there have been many efforts
to be empirically precise about cultural phenomena, there
is still insufficient linkage of theory wit.
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ENG106 Survey of Literary Masterpieces Assignment Worksheet.docx
ENG/106 Survey of Literary Masterpieces Assignment Worksheet
Answers must be at least 150 words in length, and grounded with the citing/referencing of at least one relevant and credible source according to APA standards (see Writing & Style Guidelines in the eCampus Center for Writing Excellence for assistance).
1. Beowulf is another epic poem, such as the Iliad. How does Beowulf compare as a hero to the heroes of this earlier epic? To be specific, what qualities do you think make him heroic, and what qualities made earlier heroes heroic?
2. Sir Gawain and the Green Knight is an explicitly Christian tale, but it starts by tracing Arthur's lineage back to Rome and Troy. Why might a writer trace a character’s linage, and what effect does it have on you, the reader?
3. Dante is a committed Christian, but in his epic poem, the Divine Comedy, he chooses Virgil to guide him through the early stages of his spiritual journey. What does this paradigm suggest about the relationship between Christian and pre-Christian literature? Provide examples to support your response.
4. Chaucer's "The Wife of Bath's Tale" might be considered bawdy, even crude. In what way does this work deserve the title of literature? Of a masterpiece? Do you think its raciness helped to make it a masterpiece? Provide examples to support your opinion.
5. Petrarch and Shakespeare both wrote about individual love in their sonnets. How do their representations of love differ from earlier representations—from Dante's evocation of Beatrice, for example? Petrarch and Shakespeare are also known for, among other things, writing shorter, lyric poems rather than extended epics. What do you think are the reasons for this shift in form? Is there an historical reason? An effect? Provide examples from these works to support your response.
6. Renaissance means “rebirth” and refers to the reawakening of classical knowledge. What elements of Greek or Roman culture do these Renaissance works revive, and how do their authors change those elements? For example, how does Milton use elements of Classical culture for his Paradise Lost? Provide examples from this or other Renaissance works to support your response.
7. Jonathan Swift was a satirist, using humor and sarcasm to skewer social practices he found undesirable. What specifically do you think he is objecting to in “A Modest Proposal”? How do Swift’s satirical techniques compare to other period satire, such as Voltaire’s? Select another period writer who uses satire, identify at least one way in which these writers use similar techniques, and relate these similarities to the content of their work. Do they use similar techniques because they have similar goals or beliefs? Provide examples from your reading to support your answer.
8. How do Keats’ lyrics differ from Shakespeare’s in the poetic techniques used? How do the differences in poetic technique relate to the differences in subject matter? Whose lyrics do you prefer? Why? Provide e ...
1) Helen of Sparta and the devastating power of beautyFor mill.docx
1) Helen of Sparta and the devastating power of beauty
For millennia the power of beauty, mostly personified by women but, in the end, by anyone and anything that would be held beautiful in the eyes of the beholder, has given us a sense of our own frailty (and madness) before it.
We, the beholders, have been threatened, seized, raptured, and ravaged by the hold of beauty, engaging with it in an unequal rapport, and anytime we could, we have defended ourselves from its fierceness. Mostly, however, we have done so by forcefully taking away from the beautiful the very power that we had given to them in the first place, when, succumbing to its Power, didn’t get us Beauty and neither Power.
(Consider, for example, the act of conquering something because it is beautiful. Does it remain beautiful once it is conquered? Isn’t the act of conquering in itself a belittling act, diminishing the value of the conquered automatically? -Take for example a tiger who is captured and kept in captivity).
The gift/curse Helen’s beauty is powerful enough “to launch a thousand ships” but is she free not to?
In other words, she is able, but is she willing?
What can she do with her power? What should she do?
And what does she do instead or then? How does she use it?
What decisions does she make? Why can she make them? Why can she not make them?
Another query could be: Is Helen free to decline the power given to her? And if so, how?
If the answer is no, how can an object of reverence, desire, and obsession protect itself from being exploited? From losing its (her/his) freedom to say no?
And if she/he/it can’t say no, what can happen? What will happen? What might happen? What ought to happen?
The Helen in our times, who is she/he? What is it? And how should/would she use that power?
The Helen in your life.
Elaborate.
2) The Heroes of Troy
Answer two of these three following questions.
1) Compare the Achilles of Book I with the Achilles of Book XXIV in The Iliad. How do you think he has changed? Show your reason in your presentation.
2)Greed, hubris, conquest, manhood, kleos, love, loyalty. Where do we find them in the texts studied? (The Iliad, the Odyssey, the tragedies, the poetry) Choose one or more examples, and again, explain your reasons, bring out the quotes, reason them in your oral presentation.
3)Working with characters. Speak about no more than two characters taken from any of the texts studied (The Iliad, The Odyssey, or ay of the characters from the tragedies):
1) Penelope: her character, her wits, her choices.
2) Eumaeus: his character, his meaning, his moral values
3) Circe: the great witch, the teacher, the powerful sorceress, the "one who knows", the temptress.
4) Odysseus: The King, The Pirate, the Politician, the affabulatory Scoundrel, the 5) Player, the Adventurer, the Wise man, the…?
6) Tiresias, the seer. Meaning of the underworld in the "initiation to oneself"
7) The Lotus flower: war as a mean of for.
Ap literary terms
literary terms mutlaka göz atın derim 2013 kpss de bu sayfayı çalışan soruları yaptı
Paragraph Correction Work. Online assignment writing service.
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ENG106 Survey of Literary Masterpieces Assignment WorksheetAn
ENG/106 Survey of Literary Masterpieces Assignment Worksheet
Answers must be at least
150
words in length, and grounded with the citing/referencing of at least one relevant and credible source according to APA standards.
1. Beowulf is another epic poem, such as the Iliad. How does Beowulf compare as a hero to the heroes of this earlier epic? To be specific, what qualities do you think make him heroic, and what qualities made earlier heroes heroic?
2. Sir Gawain and the Green Knight is an explicitly Christian tale, but it starts by tracing Arthur's lineage back to Rome and Troy. Why might a writer trace a character’s linage, and what effect does it have on you, the reader?
3. Dante is a committed Christian, but in his epic poem, the Divine Comedy, he chooses Virgil to guide him through the early stages of his spiritual journey. What does this paradigm suggest about the relationship between Christian and pre-Christian literature? Provide examples to support your response.
4. Chaucer's "The Wife of Bath's Tale" might be considered bawdy, even crude. In what way does this work deserve the title of literature? Of a masterpiece? Do you think its raciness helped to make it a masterpiece? Provide examples to support your opinion.
5. Petrarch and Shakespeare both wrote about individual love in their sonnets. How do their representations of love differ from earlier representations—from Dante's evocation of Beatrice, for example? Petrarch and Shakespeare are also known for, among other things, writing shorter, lyric poems rather than extended epics. What do you think are the reasons for this shift in form? Is there an historical reason? An effect? Provide examples from these works to support your response.
6. Renaissance means “rebirth” and refers to the reawakening of classical knowledge. What elements of Greek or Roman culture do these Renaissance works revive, and how do their authors change those elements? For example, how does Milton use elements of Classical culture for his Paradise Lost? Provide examples from this or other Renaissance works to support your response.
7. Jonathan Swift was a satirist, using humor and sarcasm to skewer social practices he found undesirable. What specifically do you think he is objecting to in “A Modest Proposal”? How do Swift’s satirical techniques compare to other period satire, such as Voltaire’s? Select another period writer who uses satire, identify at least one way in which these writers use similar techniques, and relate these similarities to the content of their work. Do they use similar techniques because they have similar goals or beliefs? Provide examples from your reading to support your answer.
8. How do Keats’ lyrics differ from Shakespeare’s in the poetic techniques used? How do the differences in poetic technique relate to the differences in subject matter? Whose lyrics do you prefer? Why? Provide examples to support your response.
9. As a writer, Voltaire had serious politic ...
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Organizational Analysis
Write a 5-7-page paper on a conflict that he or she experienced in an organizational setting.
The submission must be typed, double-spaced, and have uniform 1-inch margins in 12-point Times New Roman font.
The organizational analysis will contain the following sections:
• Background and history that led to the conflict.
• How/why did the conflict escalate?
• How was the conflict resolved?
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Organizational Behavior
The field of organizational behavior can be organized around three levels: individual level, team level, and organizational level. In other words, some theories focus on factors influencing individual behavior (e.g., personality, motivation). Some theories focus on factors influencing team or group behaviors (e.g., group development, conflict, roles). Still other theories focus on factors that tend to operate at an organizational level (e.g., structure, culture, leadership).
During the course, you have studied a variety of theories and perspectives at all these levels. Which ones seem most meaningful to you?
For your last paper:
Select one theory or perspective that you have studied that seems to be an individual level theme. One that you have studied that seems to be a team level theme. And one that you have studied that seems to be an organizational level theme. Summarize what those theories are and why each pertains to its corresponding level (individual, team, or organization).
Analyze those three theories based on this question: Why do people do what they do in organizations? That is, how do the theories you have selected help explain "organizational behavior?"
What are the challenges, problems, or difficulties in behavior as suggested by each of your theories?
What are the potential strategies and solutions (to the challenges) as suggested by your theories?
How do your three theories seem to fit together? How do they seem to interact with each other? What important lessons can you derive from thinking about the interaction of the theories?
Submission Details:
Submit your answers in a 5 Microsoft Word document, using APA style.
Support your work with examples and research.
Name your document SU_MGT3002_W5_LastName_FirstInitial.doc.
Submit your document to the Submissions Area by the due date assigned.
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Organizational behavior is the combination of four areas of study—ps.docx
Organizational behavior is the combination of four areas of study—psychology, social psychology, sociology, and anthropology. While each of these areas involves an examination of people and their interactions, the focuses are quite different:
Psychology studies the mind and how people make decisions.
Social Psychology examines how people work in groups.
Sociology explores how systems work within the organization.
Anthropology examines how culture works within the organization.
Now, assume that you are an organizational consultant and have been asked by a new CEO to evaluate the strengths and weaknesses of the organization.
Step 2 - Post a Response
Respond to the following.
Of the four areas of study listed above, which would you focus on first?
Make sure to explain why you chose this area, and why it would take precedence over the other areas.
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Organizational CommunicationPeople in this organization don’t.docx
Organizational Communication
“People in this organization don’t talk to one another anymore. Everything is e-mail, e-mail, e-mail. If you are mad at someone, you can just say it and then hide behind your computer.” With these words, Joe expressed his frustrations with Delta General’s operations. Charley echoed his concerns, responding, “I agree, but surely the managing director should be able to improve organizational communication without losing the advantages of e-mail.” As a consultant overhearing this conversation, how do you suggest the managing director respond to Charley’s challenge?
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Edgar H. Schein
I I I I II I II
ABSTRACT: The concept of organizational culture has
received increasing attention in recent years both from
academics and practitioners. This article presents the au-
thor's view of how culture shouM be defined and analyzed
if it is to be of use in the field of organizational psychology.
Other concepts are reviewed, a brief history is provided,
and case materials are presented to illustrate how to an-
alyze culture and how to think about culture change.
To write a review article about the concept of organiza-
tional culture poses a dilemma because there is presently
little agreement on what the concept does and should
mean, how it should be observed and measured, how it
relates to more traditional industrial and organizational
psychology theories, and how it should be used in our
efforts to help organizations. The popular use of the con-
cept has further muddied the waters by hanging the label
of"culture" on everything from common behavioral pat-
terns to espoused new corporate values that senior man-
agement wishes to inculcate (e.g., Deal & Kennedy, 1982;
Peters & Waterman, 1982).
Serious students of organizational culture point out
that each culture researcher develops explicit or implicit
paradigms that bias not only the definitions of key con-
cepts but the whole approach to the study of the phe-
nomenon (Barley, Meyer, & Gash, 1988; Martin & Mey-
erson, 1988; Ott, 1989; Smircich & Calas, 1987; Van
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of several social sciences and reflects some of the biases
of eachwspecifically, those of anthropology, sociology,
social psychology, and organizational behavior.
A complete review of the various paradigms and
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to the major approaches currently in use and then de-
scribe in greater detail one paradigm, firmly anchored in
social psychology and anthropology, that is somewhat in-
tegrative in that it allows one to position other paradigms
in a common conceptual space.
This line of thinking will push us conceptually into
territory left insufficiently explored by such concepts as
"climate," "norm," and "attitude." Many of the research
methods of industrial/organizational psychology have
weaknesses when applied to the concept of culture. If we
are to take culture seriously, we must first adopt a more
clinical and ethnographic approach to identify clearly the
kinds of dimensions and variables that can usefully lend
themselves to more precise empirical measurement and
Sloan School of Management,
Massachusetts Institute of Technology
I I [ Illll
hypothesis testing. Though there have been many efforts
to be empirically precise about cultural phenomena, there
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Organizational culture affects each of the levels of organizational assessment: individual, small group, large group, intergroup, and organization. As an organizational consultant or practitioner, it is beneficial to have a
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Semester 1, 2020
FIT5195 – Business Intelligence
and Data Warehousing
Developed by:
Agnes Haryanto
[email protected]
MONASH
INFORMATION
TECHNOLOGY
Agenda
1. Notations and Processes
1. Star Schema Notation
2. E/R Diagram Notation
3. Transformation Process (Case Study)
2. Two-Column Table Methodology
Recall – The Big Picture
Using FLUX
1. Visit http://flux.qa/ on your internet enabled device
2. Log in using your Monash account (not required if
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3. Click on the “+” to join audience
4. Enter the Audience Code:
• Caulfield – 3GANT7
• Fully Flex – 39WRG8
• Malaysia – VTVPLW
5. Select FIT5195 in the Active Presentation menu
6. Answer questions when they pop up
http://flux.qa/1AW6N8
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▪ To address the drawback of operational database, and a need for decision-
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Recall – Data Warehouse
Star Schema
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modeling techniques: ER and normalization, did not yield a database
structure that served the advanced data analysis requirements well.
Star Schema Components
▪ There are Three main components of the Star Schema:
1. Facts
2. Dimensions
3. Attributes
Star Schema Components
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service sales.
2. Dimensions
Dimensions are qualifying characteristics that provide additional perspectives to a
given fact.
For example, sales might be viewed from specific dimension(s), such as sales
location, sales period, sales product, etc.
Star Schema Notation
▪ A Sales Star Schema
➢ Fact:
• Sales
➢ Dimensions:
• Time
• Product
• Branch
▪ Notation-wise, the Fact uses a bolder line, to differentiate between Fact
from Dimensions.
Star Schema Notation
▪ A Sales Star Schema
➢ Fact:
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➢ Dimensions:
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• Product
• Branch
▪ The lines that represent a relationship
between the fact and dimensions can be
straight lines or bended lines.
Star Schema Notation
▪ Using the star schema notation, the
number of dimensions can be unlimited.
▪ If there is more dimensions, then we just
add more dimensions linked to the Fact.
Star Schema Components
3. Attributes
Each dimension table contains attributes.
For example:
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Please pick (1) one of the following topics below and present a 5-
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Public opinion of police by different ethnic groups
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Option A. You are a student at a New York City college in September, 1776. Write a letter home. You are asking for money. Work in a reference to what your parents do -- and are they your parents, or is one a step-parent? You could work in a little social history here, perhaps on high mortality rates. To sweeten your request, tell the people at home what's been going on in New York City. Mention two specific events you've witnessed. Finally -- is this a legitimate request? (Is your college still holding classes?) You'll have to cruise the internet for background information; just cite what you use. If you're feeling rather proud of what you've achieved, by the way, I'm giving you a benchmark against which to compare your efforts, a letter of
James Madison (Links to an external site.)
written in 1774.
Option B. This is a rather open question, and, again, you'll be cruising on the internet or using the library's resources. If you use Wikipedia, I ask that you go further; maybe you could consult one of the sources listed in the "reference section" usually included at the end of a Wikipedia article. What I would like you to do is to choose three of the Native American peoples that lived in the Ohio Valley between 1750 and 1850. Tell me who they are, what they have in common with each other, and some of the differences between each. Then, locate one myth told by these people. (You might start
here (Links to an external site.)
on the internet. The library has some material -- rummage! Search for "North American mythology;" I would consider an Iroquois myth as qualifying.) Tell me about the myth, and then tell me what this myth says about the culture of the people who produced it.
Essays are to be turned in as hard copy -- either printed, or hand-written. In either case, if you can manage it, double-space. I don't do a word count, but I expect some development. There should be an introductory paragraph, a body of the essay presenting your argument, with evidence (quotations or particular references are good), and a conclusion.
Grammar matters to me. Avoid sentence fragments; avoid misspellings and dangling modifiers.
If you use a source I haven't provided, then cite it. Don't copy word-for-word from what I provide unless you're using quotation marks; if it's not self-evident, tell me which source you've gotten your quotation from. Plagiarism rates an F.
There are due dates for each essay. Aim to get it in on the due date. I'll accept it up to 2 days later without penalty. Not after that.
You only need to do 3 essays, not all 4!
.
Order #12087Type of serviceWriting from ScratchWork type.docx
Order #12087
Type of service: Writing from Scratch
Work type: Analysis (any type)
Pages: 1 pages ( 550 words, Single spaced
Number of sources: 3
Subject or discipline: Music
Title: Analysis of "In th Hall of the Mountain King" from Peer Gynt no 1 Suite op 48 IV
Paper instructions:
Comment as a referential, critical, perceptive listener on how Grieg achieves unity and variety with the use of dynamics, timbre, pitch and temp.
Listening perspectives c4elink
Order #12085
Type of service: Writing from Scratch
Subject or discipline: Music
Title: Writer's choice
Pages: 1 pages ( 550 words, Single Spaced)
Number of sources: 3
Paper instructions:
The piece is cherry pink and apple blossom white (4:08) . Need to know number of musical ideas? The timings ( start and stop) of different sections, Unity and variety thru use of dynamics , timber, pitch; List Characteristics of the style; purpose on a C4elink
.
ORAL PRESENTATION( POWER POINT ) 12 SLICES . use the Manual of Menta.docx
ORAL PRESENTATION( POWER POINT ) 12 SLICES . use the Manual of Mental Disorders (DSM-5) AND OTHER REFERENCES
INTRODUCTION
WHAT IS PEDOPHILIA
CLASSIFICATIONS
MATERIALIZATION OF PEDOPHILIA
CHARACTERIZATION OF THE PEDOPHILE
DESCRIPTION
EMOTIVE NEEDS OF PEDOPHILES
CAUSES
DIAGNOSIS
DIFFERENTIAL DIAGNOSIS
TREATMENT OF PEDOPHILE
.
Organizational change initiatives are a team effort. It is the j.docx
Organizational change initiatives are a team effort. It is the job of the leadership team to ensure that transition is a success. To do so, the right leaders must be put in place, and each must hold a thorough understanding of their roles and responsibilities.
Examine the
Delta Pacific Case Study
, then analyze the following:
· What are the challenges facing Delta Pacific?
· What change initiative would be most effective to implement within this organization?
· What type of change leaders need to be put in place? (Ex.: Change Lead, Change Managers, Change Analyst, etc.)
· What departments, areas, and stakeholders will each leader be responsible for?
· Where will each change leader be most effective?
· What roles will each change leader need to play at their level of influence?
Leadership Structure Plan
Utilizing the above information, create a
Leadership Structure Plan
that includes the following:
· At least three change leader positions to be put in place for the change initiative.
· Description of each change leader's roles and responsibilities.
· Account of departments they will lead.
· A short description of how each position will effectively aid in the success of the initiative.
Note: When creating your plan, think in terms of a job description and job analysis, and the detail used to specifically identify the roles and responsibilities of each particular job assignment. Â While this particular project does not have a page requirement, keep in mind that a thorough plan should be no less than 3 pages in length. Use headers for each category.
The paper should include an APA formatted cover page and reference page.
.
Organizational Behavior OpenStax Rice Univer.docx
Organizational Behavior
OpenStax
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Individual print copies and bulk orders can be purchased through our website.
©2019 Rice University. Textbook content produced by OpenStax is licensed under a Creative Commons
Attribution 4.0 International License (CC BY 4.0). Under this license, any user of this textbook or the textbook
contents herein must provide proper attribution as follows:
- If you redistribute this textbook in a digital format (including but not limited to PDF and HTML), then you
must retain on every page the following attribution:
“Download for free at https://openstax.org/details/books/organizational-behavior.”
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their courses and meet their educational goals.
RICE UNIVERSITY
OpenStax, OpenStax CNX, and OpenStax Tutor are initiatives of Rice University. As a leading research
university with a distinctive commitment to undergraduate education, Rice University aspires to path-breaking
research, unsurpassed teaching, and contributions to the betterment of our world. It seeks to fulfill this
mission by cultivating a diverse community of learning and discovery that produces leaders across the
spectrum of human endeavor.
PHILANTHROPIC SUPPORT
OpenStax is grateful for our generous phi.
Organisms Causing Systemic MycosesObjectives -.docx
Organisms Causing
Systemic Mycoses
Objectives - List two properties that the systemic dimorphics share.
Discuss conversion of the dimorphic yeasts
Identify from cases using colonial, morphological and geographic information, and diseases, the dimorphic fungi.
Differentiate the systemic dimorphic fungi from similar organisms previously discussed.
Describve the diseases, transmission, causative agents, of blastomycosis, paracocciodes, histoplamosis, and cocciomycosis.
Lab objectivesDescribe any additional safety precautions needed when working with the systemic dimorphic fungi.
Using lactophenol cotton blue or tissue stains – identify Blastomyces dermatitidis, Paracocciodes barasilienses, Histoplasma capsulatum, and Cocciodes immitis.
Explain the method from converting these molds to yeast.Describe exoantigen testing
Organisms Histoplasma capsulatumBlastomyces dermatitidisCoccidioides immitisParacoccidioides brasiliensisPneumocytis carinii
Safety considerationsALL handling of specimens and cultures MUST be performed in a biological safety cabinetDo not open plates on benchtopPlates should be sealedIf C. immitis is suspected, use tubed media instead of plates
Transmission and pathogenesisTransmission is by inhalation of airborne conidia which are normally present in soilOrganisms are located in distinct geographical areasDisease severity is dependent upon infective dose and patient’s immune statusCompetent hosts: asymptomatic to mild respiratory diseaseCompromised hosts: dissemination is common
Cultural characteristicsVery slow growingUp to 6 weeks for growth (except C. immitis)Must do direct examinationsExperimental: PCR testing of direct specimensColonial morphology varies with isolation mediaUse both enriched (BHIA) and selective mediaClassic morphology is described on SABHistorically, definitive identification has been made by demonstrating both a yeast or tissue phase (at 370C) and a mold phase (at room temperature)
Methods of identification of
organism grown in cultureExoantigen testingDNA probeMicroscopic morphologyConversion to yeast or tissue phaseSerological testingFour-fold rise in antibody titer between acute and convalescent paired sera
Histoplasma capsulatumCauses histoplasmosis (Darling’s or spelunker’s disease)DistributionOhio and Mississippi River valleys, Appalachian mountainsOrganism is spread by inhalation of airborne conidiaOrganism multiplies in bird droppings and bat guano
Primary disease90-95% are asymptomatic or sub-clinical, with a self-limiting mild respiratory infectionHigh percent of population in endemic areas are skin test positive for organismAcute pulmonary diseaseNight sweats, cough, fever and weight lossSome develop pulmonary cavitary lesions resembling TBOrganism is able to multiply in macrophages (observed as pseudoencapsulated yeasts)Dissemination is rare in the immuno-competent
Disseminated diseaseImmune competent patientsChronic disease of the adrenals, liver, kidn.
Option 2Several artists created multiple self-portraits. Select.docx
Option 2:
Several artists created multiple self-portraits. Select three self-portraits by the same artist and study them closely.
Select an artist from this list below:
Sofonisba Anguissola
Albrecht Dürer
Rembrandt
Élisabeth-Louise Vigée-Lebrun
Francisco Goya
Vincent van Gogh
Paul Gauguin
Pablo Picasso
Frida Kahlo
Andy Warhol
Lucian Freud
Directions
What are the differences between the three selections?
What was the artist exploring or conveying in each example?
Reflection:
How did this assignment help to reinforce concepts in this module? Be sure to
refer to required readings and/or supplementary material in your response
and
include citations when appropriate
.
.
Option 1 Media and Mental IllnessFind a source of informa.docx
Option 1: Media and Mental Illness
Find a source of information in the media (e.g., newspaper, talk shows, TV programs, films, etc.) that deal directly with mental illness
You will need to cite this media source in your References page
Discuss the quality of the coverage, the accuracy/inaccuracy of the images presented, the assumptions made about mental illness, and an overall evaluation of the coverage.
Be scientific, back up your arguments with the research literature. How does this coverage affect those suffering from the particular form of mental illness covered?
Could you present the information in a better way? How?
Your paper will need to be 2 to 5 pages in APA format, not including a title page and reference page. The rubric will be posted on Canvas.
MUST include a Title page
MUST include a References page - site the media article, TV show, movie, documentary, magazine article, website page
Refer to the APA Purdue Owl website
Paper Option 1: Media and Mental Illness
Movies/TV Shows Featuring a Mental Illness Disorder & Characters with Mental Disorder
Movies (not an exhaustive list)
Lights Out
Donnie Darko
Perks of Being a Wallflower
A Beautiful Mind
Split
Hide and Seek
Girl, Interrupted (trigger warning)
A Star is Born
Welcome to Marwen
Love & Other Drugs
Silver Linings Playbook
The Notebook (Alzheimer’s Disorder)
Black Swan
The Soloist
Rain Man
Little Miss Sunshine
To The Bone
One Flew Over the Cuckoo’s Nest
American Sniper
We Need to Talk About Kevin
Love & Mercy
Benny and Joon
Eternal Sunshine of the Spotless Mind
It’s Kind of a Funny Story
Coco (Alzheimer’s)
Glass (2018)
Birdman
American Psycho
Still Alice
On My Block
The Three Faces of Eve
George Jung character in the movie
Blow
Roma
What’s Eating Gilbert Grape
A Clockwork Orange
Extremely Wicked, Shocking Evil, and Vile
The King’s Speech
What About Bob?
Temple Grandin
Rain Man
T.V. Shows (not an exhaustive list)
This is Us: Randall
Black-ish: Rainbow (Bow) Johnson
Chapelle Show: Tyrone Biggums
Unbreakable Kimmy Schmidt: Kimmy Schmidt
The Simpsons: Barney Gumble
You: Love and/or Joe
House: Dr. Greg House
Girls: Hannah Horvath
Saved by the Bell: Jessie Spano
Insecure: Molly
Netflix Jessica Jones: Jessica Jones
One Day at a Time: Penelope
BoJack Horseman
You’re the Worst: Gretchen
Grey’s Anatomy: Owen Hunt
Shameless: Ian
Grey’s Anatomy: Christina Yang
Psych: Shawn Spencer
Grey’s Anatomy: Richard Webber
The Big Bang Theory: Sheldon Cooper
Grey’s Anatomy: Miranda Bailey
The Big Bang Theory: Raj Koothrappali
Grey’s Anatomy: Arizona Robbins
Hulu’s show Dave: GaTa
Grey’s Anatomy: Amelia Shepherd
Euphoria: Rue Bennett
Mr. Robot: Elliot
Empire: Andre Lyon
Monk: Adrian Monk
Criminal Minds: Spencer Reid (short time)
Grey’s Anatomy characters (can focus on 1 episode, character, patient, etc.)
Criminal Minds characters (can focus on 1 episode, character, kille.
Option 1 Thought about a child who is dying. Is a death of a chil.docx
Option 1: Thought about a child who is dying. Is a death of a child more tragic than the death of a middle age adult or an older adult? What if the child has a chronic condition and the adult experiences sudden death due to an accident? What actions would you take with the parents who child has died-does it matter if the child was ill or it was a sudden death? Describe you communication with the parents.
.
Option 1Right to Counsel PresentationAnalyze two case.docx
Option 1:
Right to Counsel Presentation
Analyze
two cases involving the right to counsel and document your observations in a 7- to 10-slide Microsoft® PowerPoint® presentation with detailed speaker notes. Use complete sentences, with correct grammar and punctuation, to fully explain each slide as if you were giving an in-person presentation.
Address
the following topics:
The aspects of right to counsel for the cases
How the historical development of right to counsel relates to the cases
When the right to counsel attaches to criminal procedure for the cases
Whether the defendants in the cases exercised their right to self-representation
The role of the attorneys in the cases as it applies to right to counsel
Include
videos, audio, photos, diagrams, or graphs as appropriate.
100% original work NO plagiarism
.
Option 2 Art Select any 2 of works of art about the Hol.docx
Option 2: Art
Select
any 2
of works of art about the Holocaust. You can select from the following list or conduct additional research on Holocaust art. Make sure to get approval from your instructor if you are selecting something not on the list. Click on the link to see the list:
works of art about the Holocaust list (
Select
any 2
of works)
Morris Kestelman:
Lama Sabachthani [Why Have You Forsaken Me?]
George Mayer-Marton:
Women with Boudlers
Bill Spira:
Prisoners Carrying Cement
Jan Hartman:
Death March (Czechowice-Bielsko, January 1945)
Edgar Ainsworth:
Belsen
Leslie Cole:
One of the Death Pits, Belsen. SS Guards Collecting Bodies
Doris Zinkeisen:
Human Laundry, Belsen: April 1945
Eric Taylor:
A Young Boy from Belsen Concentration Camp
Mary Kessell:
Notes from Belsen Camp
Edith Birkin:
The Death Cart - Lodz Ghetto
Shmuel Dresner:
Benjamin
Roman Halter:
Mother with Babies
Leo Breuer:
Path Between the Barracks, Gurs Camp
Leo (Lev) Haas:
Transport Arrival, Theresienstadt Ghetto
Jacob Lipschitz:
Beaten (My Brother Gedalyahu)
Norbert Troller:
Terezin
Anselm Kiefer:
Sternenfall
After selecting any 2 works of art: Write an analysis of each artwork, including the following information:
Identify the title, artist, date completed, and medium used.
Explain the content of the artwork - what do the images show?
How does the artwork relate to the bigger picture of the Holocaust?
How effective is the artwork in relating the Holocaust to viewers?
Writing Requirements (APA format)
Length: 2-3 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page
.
Option #2 Team Charter Current or Previous Team (Paper or Pres.docx
Option #2: Team Charter: Current or Previous Team (Paper or Presentation)
In this assignment, you will create a Team Charter for a current or previous team in which you have participated. The Team Charter will include at a minimum the following sections:
Background
Provide the background that resulted in the team being formed.
Purpose and Scope
Describe the purpose for forming the team. Briefly describe the scope, goals, objectives, and anticipated outcomes.
Team Composition and Member Roles
List the name of each team member using fictional names for confidentiality purposes. Identify the experience of each team member and recognize any specialized knowledge which may be relevant to the project.
Team Operations
Describe how the team plans to function. Present your team ‘rules' or guidelines for communication and decision making. Discuss how the team will deal with conflict including what communication behaviors will allow for constructive conflict management.
Team Performance Assessment
Identify major activities, outcomes, and time lines. Document performance milestones needed for team success.
Approvals
Create an acknowledgement statement. Indicate that all members of the team have agreed with the charter and are committed to the responsibilities indicated in the document.
The Charter should be supported by outside sources as appropriate. For example, the member roles, operations, and performance assessment sections would be strengthened by support from outside sources.
Your completed assignment must adhere to the following parameters:
Be a 2- to 3-page paper (not including title and reference pages)
or
a 5- to 8-minute presentation (presentation tools such as Prezi, GoogleSlides, PowerPoint, Keynote, or others can be used).
Be supported by a minimum of three scholarly sources. Remember, you must support your thinking and prior knowledge with references, even in a video presentation.
Include an APA style reference list at the end of the paper or with your presentation file.
Review the grading rubric.
Be formatted according to the
CSU Global Writing Center (Links to an external site.)
.
.
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Digital Tools and AI for Teaching Learning and Research
Option One—The Odyssey For the first option, focused solely on.docx
- 1. Option One— The Odyssey : For the first option, focused solely on Homer’s Odyssey , there are a variety of topics to choose from. Keep in mind that the questions under each topic are intended to stimulate your thinking—you are not required to address each and every one: The Concept of Justice : In the very first speech in the epic, Zeus claims that “mortals blame the gods. / From us alone, they say, come all their miseries, yes, / but they themselves, with their own reckless ways, / compound their pains beyond their proper share” (I. 37- 40). This emphasis on human responsibility recurs throughout the epic, particularly regarding the suitors, yet at other times fate seems fixed. Consider the degree to which humans bring on their own destiny, and the degree to which fate appears to be decreed and unchangeable. In pondering this question, you might consider the function of prophecy, the role of the gods, and the force of human character on the events of the epic. In the world depicted here, how great a scope is allowed for human choice? Closely related to the question of justice is the question of human suffering. To what extent is suffering deserved? The Wanderings of Odysseus : Choose just one episode, or two that are related, in the wanderings of Odysseus as he relates them to the Phaeacians in Books IX-XII and consider how that episode relates to the epic as a whole. What important themes, motifs, and/or images are featured? How do they resonate with the larger themes of the epic? Testing : The epic is filled with contests, from tests of physical
- 2. strength in Scheria and Ithaca to Odysseus’ testing of the members of his household, and their testing of him, to name just the most obvious. Why the emphasis on testing? What is being tested, and why? Women : Consider the role of women in the epic, whether mortal or divine. For what are they most praised? Most denigrated? You would do well to choose just one woman, or one contrasting pair (Helen and Penelope, for example) as you consider this question. Fathers and Sons : The epic begins with the story of Agamemnon and Orestes, and ends with the image of Laertes, Odysseus, and Telemachos fighting side by side; in between the epic is filled with fathers and sons. What appears to be valued in the father-son relationship? Odysseus : Consider the man himself—lying trickster or epic hero? A man of reckless daring or formidable self-restraint? Does he change or is his character consistent (or inconsistent!) throughout? Option Two—Comparative Essay : This option asks you to compare elements of The Odyssey and Beowulf . Both are classed as epics, with much in common, yet there are key differences. The choices below ask you to choose one specific element of the epic to focus on.
- 3. The Hero : What is the most important or most interesting difference between Odysseus and Beowulf in terms of their character— who they are as individuals? The Nature of Their Quests : Consider the nature of their quests. What are their goals? What do they achieve? What do their differing endings suggest? Monsters : How do the monsters the heroes encounter differ? How are they similar? Which epic’s monsters are more human? Which are more difficult to defeat? Which monsters are the most sympathetic? Why? Women : Consider the role of women in the two epics, whether mortal or divine. For what are they most praised? Most denigrated? Does this differ between the two texts? You would do well to choose just one woman from each text as you consider this question. Fathers and Sons, Kings and Thanes : Both epics are concerned with intergenerational relationships between men, whether fathers and sons like Odysseus and Telemachos or kings and their thanes, like Hrothgar and Beowulf. What appears to be valued in these relationships? Are they really analogous? As you write your essay, keep in mind the importance of a strong, argumentative thesis. Remember: your thesis must do more than simply state a fact. It must make an arguable assertion about the text. A second key to successfully completing this assignment is staying grounded in the text—analyze the text
- 4. closely and let it support your argument. Remember: plot summary is NOT analysis! You may consider your audience (your reader) to have read Homer’s Odyssey and Beowulf , so there is no need to recapitulate the plot or circumstances of the work. A few further “technical” points to remember as you write your essay : Literature lives in the present moment. That means the action of the poem is conceived of as taking place in a perpetual present: “After the defeat of Troy, Odysseus begins his journey home” or “Odysseus tells his audience the story of his wanderings.” Just because Homer and the Beowulf poet wrote in the past does not mean you should write about the action of the poem as taking place in the past: it lives anew with every reading. Regarding the format of quotations : Quotations of less than four lines are integrated into the text, and for verse, slashes indicate line breaks: “Only Alcinous’ daughter held fast, for Athena planted / courage within her heart, dissolved the trembling in her limbs, / and she firmly stood her ground and faced Odysseus …” (VI. 153-5). Note that the capitalization scheme is preserved, as is all punctuation, and the location of the lines of text is specified by designating the book and line numbers in parentheses. Longer quotations are indented, giving each line of verse its own line of text, and do not require quotation marks; the designation of line numbers follows on the last line. No outside criticism is to be used, so
- 5. there should be no need to cite any sources beyond the poem itself.