Primar source- Choose an anthologized poem from our textbook and det.docx
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Primar source- Choose an anthologized poem from our textbook and determine its theme, You may not choose " the road not taken" or "stopping by woos on a snowy evning" by Robert Forst, as most everyone covers these poems in high school. Write a 1- page analysis of the poem, focusing on its theme/massage. Possible theme include abandonment passage of time coming of Age Assimilation Death/Mourning Abuse/Neglect Faith Preception Betrayal Deception Anger fear Commiment rebellion defeat Gulit Fidelity/Infidelity Self-Image/Identity Choose one scholarl article(from the Library databases-try Academic Search Premier, JSTOR, or EBSCO) with the same theme. Incloude the first page f the article write at least 2 Pargraphe summarizing the article. choose at least 3 other different sources which focus on the same theme. Possible Sources include: Quotes, play, artwork, TV show, Children's Picture Book, gtreeting card(w/text), Obituary, Essay,Book, Biblical Passage, youtube video, comic book, poster, letter. (no rap, hip hop, or inappropriate music) Include MLA bibliographic information at the top of the first page of each entry. when you begin a new entry, start with a clean page. then analyze each entry (a minimum of 2 paragraphs)telling how it relates tothe theme, not the poem.remember that you will see samples. Follow explicity these guidelines. For some entries, such as the poem, an article,song lyrics, photograph, and artwork, youwill be requierd to include hard copes withyoueproject. this assignment should have a little page, so you should not put a header at the top of each page. All entries should be submitted in alphabetized order. You do not need a Worked cited page, becausethe entries assignment is an annotated bibliography. .
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Writing Assignments Poetry1) Write a poem of at least 10 .docx
Writing Assignments: Poetry
1) Write a poem of at least 10 lines using at least five items from your
“character list.”
2) Write a poem in a voice not your own. You might choose to write in the
voice of some historical figure, in the voice of someone you know, or in
the voice of a made-up character (perhaps someone from your story).
3) Write a poem in a traditional form (sonnet, villanelle, sestina), or with a
set syllabic count, or make up a form of your own.
4) Write a poem with a controlling metaphor (the likeness or connection
between two things—ie., life and baseball—should be carried through-
out the poem) or with at least three metaphors from the same context.
5) Write a poem in imitation of another published poem. If you choose a
poem that’s not in our textbook, please make copies for the rest of the
class and hand the copies in along with your imitation poem. When
preparing the “imitation poem,” try to decide what is essential to the
“original poem.” Is it rhyme scheme, meter, imagery, subject, language,
tone? Several of the above, or something else? Write a poem of your
own that includes those essential elements (it should be similar in form
and length to the original, but it doesn’t have to be exactly the same).
Turn in the poem as usual; by your name, put “Imitation of ‘(Title of
Poem)’ by (Author).”
6) Write about a domestic task, such as knitting, doing dishes, installing an
air-conditioner, or watering plants, OR about a ceremony, such as bap-
tism, transferring a car title, or being graduated. At last once in the
poem, contradict received wisdom. Dare to contradict your own beliefs,
if you wish. Ten line minimum. (Kevin Bath, EH 200)
7) Write about a game you played as a child—preferably a folk game, such
as
kick-the-can, capture-the-flag, scissors-paper-stone, hopscotch, or jump
rope, and not a commercial game like Monopoly or Space Invaers. Use
at least two figures of speech, but make sure they’re not clichés. This
poem must be in blank verse or in a fixed form (sonnet, ballad stanzas,
heroic couplets, terza rima, etc.) (Kevin Bath, EH 200)
Creating a 14-er
Compose a poem in which the lines end with the words below in the order
given. Find possible connections between the words, so that your poem gives a
sensible or logical account of something specific. We haven’t discussed rhythm
(syllable count) or accents (meter) yet, so use any rhythm you want to; but if
you make your lines 10 syllables each, you will have written a Shakespearean
sonnet.
Give your poem a title:
_____________________________________________quiet
_____________________________________________kiss
_____________________________________________riot
_____________________________________________abyss
_____________________________________________trees
_____________________________________________June
_____________________________________________peas
_____________________________________________prune
_____________________________________________cryst.
Overall Instruction· For any of these topic choices, you must q.docx
Overall Instruction:
· For any of these topic choices, you must quote directly from your chosen works and include page numbers in a parenthetical citation after quotes. Instructions for in-text, parenthetical citations are attached (see pages 3-5 of this handout).
· Choose quoted passages that function as strong evidence and help you communicate your main message about the works of literature you are analyzing. Once you quote a passage, be sure to USE it: that is, interpret what it’s saying and tie it back to your main point about the text. Through your interpretation (analysis) of each and every quote, you should advance your paper’s main argument (thesis).
· Avoid summary! In none of these assignment choices do I ask you to summarize or retell the storyline. Assume your audience has read the pieces that you’re writing about. Instead of summary, I want your creative-analytical response to the literature.
Topics:
1. Put any character in conversation with a character from another work by a different author. Createthe dialogue they might have. Note that your dialogue should capture an important aspect of each character and should be focused on one main theme. You might, for example, have two characters discuss their views about their adversaries or lovers, their plans for dealing with a similar problem they have (e.g. unfaithful spouses or low social status), their different encounters with the underworld, and so on. Write a dialogue (of any length) between the two characters and attach it to an essay of 4-5 pages explaining the reasons you chose to write this particular dialogue and the message you wanted to get across about the role these characters play in their respective works and the burdens or successes they represent. Keep in mind that you don’t have to choose a work’s main characters; it would be very interesting to choose minor characters who play a smaller but critical role in the text. The best essays will illuminate a surprising intersection between the character and texts, as well as an important message about both your characters and the works they represent. Be sure to quote from the original texts in your dialogue and accompanying essay. An alternate approach to this essay choice would be to put two different authors from our syllabus into dialogue with each other.
2. Imagine that you’re planning a film based on a pairing or group of works from the syllabus. Write a description of your film, making sure to answer the questions: why make a film on your chosen works? What message, drawn from the original texts, are you trying to get across, and why do you think it’s important for a contemporary audience to hear this message? Also, think about the stylistic decisions that a film director makes and explain how you would like to see your film made, and why. (Is it a big- budget action film, a romance with recognizable stars, a musical, a comedy, or a “quieter” family drama?) Write an essay of 6-8 pages in which you discuss the .
Reading TaskTraveling through the Dark” by William Stafford, p.docx
Reading Task:
“Traveling through the Dark” by William Stafford, p. 440
“My Papa’s Waltz” by Theodore Roethke, p. 479
“Shall I compare thee to a summer’s day?” by William Shakespeare, p. 487
“Do Not Go Gentle into That Good Night” by Dylan Thomas, p. 491
“Alzheimer’s” by Kelly Cherry, p. 512
“Building with Its Face Blown Off” by Billy Colins, p. 541
“The Video” by Fleur Adcock, p. 551
“A Red, Red Rose” by Robert Burns, p. 561
"this morning (for the girls of eastern high school)” by Lucille Clifton, p. 563
“Because I could not stop for Death” by Emily Dickinson, p. 565
“The Road Not Taken” by Robert Frost, p. 574
“Pied Beauty” by Gerard Manley Hopkins, p. 575
“Harlem” by Langston Hughes, p. 576
“The New Colossus” by Emma Lazarus, p. 579
“They” by Siegfried Sassoon, p. 581
Task Type:
Individual Project
Deliverable Length:
1,000–1,200 words
Points Possible:
100
Due Date:
9/9/2013 11:59:59 PM CT
[removed]
Weekly tasks or assignments (Individual or Group Projects) will be due
by
Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
For your third Individual Project, you will be writing
an essay of 1,000 words or more about two additional poems from the assigned reading list
. Please select two works from the list of fifteen—excluding the one you already reflected on in Part A of the Phase 3 DB assignment—and answer the questions below. Again, be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Also, make sure you maintain your credibility by including in-text citations and a reference list correctly formatted in APA style.
Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions?
Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.)
Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest?
Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in .
How to Read and Understand an Expository EssayThe Initial Read.docx
How to Read and Understand an Expository Essay
The Initial Reading
Read the first paragraph (or section for a longer essay). Then, read the conclusion. Identify what seem to be key concepts introduced in the opening of the essay and those concepts that have been emphasized or that have emerged in the conclusion.
Scan any headings or subheadings for a sense of progression of the development of key points.
With a pen in hand, begin reading the essay from the beginning, marking in your notes or on the printed page the main ideas as you see them appearing.
From your list of main ideas, annotated in the margins of each paragraph and copied to a separate page or note card, try to reconstruct mentally the main ideas of each paragraph.
Identify key passages that you may wish to use as direct quotations, paraphrases, summaries, or allusions in the drafts of an essay.
Subsequent Readings/Reviews
Always begin by reviewing first your notes and note cards on which you have copied the annotations of main ideas from each paragraph.
Turn to the text of the essay only when you fail to remember the exact reference made in the annotations of main ideas.
Identify the Mode of Development
Is the purpose of the essay to inform, persuade, entertain, or to explore?
What is the conclusion of any argument the author may be developing?
As an informational work, is the author's voice prominent or muted?
Be sure that you understand the writer's viewpoint and purpose:
Is the writer trying to explain his or her own opinion? Trying to attack another's position? Trying to examine two sides of an issue without judgment?
Is the writer being persuasive or just commenting on or describing a unique, funny, or interesting aspect of life and what it 'says about us'?
As a piece of entertainment, what specific literary humorous devices does the author employ? (See burlesque, hyperbole, understatement, other figures of speech.)
As an exploratory work, what is the focus of the inquiry? What is the author's relationship to that focus? Is s/he supportive, hostile, indifferent? What?
Analysis of the Author
Explain the author's attitude toward the subject of the essay. Is s/he sympathetic to the thesis, issue, or key concepts?
Explore on the Internet and/or other electronic or print media any information you can find about the author and the essay. Explain how this external information better helps to understand the essay.
Explain what seems to be the author's motivation in writing the essay and what s/he hopes to accomplish with the composition.
Identify any other factors in the author's biography or notes that seem relevant to the purpose of the composition.
Some Major Essayists
Benjamin Franklin (1706–1790)
St. John de Crevecœur (1725–1813)
Thomas Paine (1737–1809)
Thomas Jefferson (1743–1826)
James Madison (1751–1836)
Alexander Hamilton (1757–1804)
Ralph Waldo Emerson (1803–1882)
Abraham Lincoln (1809–1865)
Margaret Fuller (1810–1850)
Henry David Thoreau (1817–1862)
Frederic.
Here is the list of assigned poemsDogs Death by John Updike,.docx
Here is the list of assigned poems:
“Dog's Death" by John Updike,
"The World is Too Much with Us" by William Wordsworth,
“Shall I compare thee to a summer’s day?” by William Shakespeare,
“The Facebook Sonnet" by Sherman Alexie,
“Do Not Go Gentle into That Good Night” by Dylan Thomas,
“Form" by Elaine Mitchell,
“Shooting the Horse" by David Shumate,
“A Red, Red Rose” by Robert Burns,
"this morning (for the girls of eastern high school)” by Lucille Clifton,
“Because I could not stop for Death” by Emily Dickinson,
“The Road Not Taken” by Robert Frost,
“Pied Beauty” by Gerard Manley Hopkins,
“Harlem” by Langston Hughes,
“Written in Disgust of Vulgar Superstition",
“The New Colossus” by Emma Lazarus,
In this course you have been exposed to many authors, genres, writing styles and themes. For your Key Assignment, you will reflect on what you learned from the works of fiction, poetry and drama you have read and consider the impact literature has had—and will hopefully continue to have—on your own life.
Please write
a final paper of 1500 words or more
discussing the following questions. Be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the assigned readings, and conclude your paper with a restatement of your thesis and closing remarks. As always, be sure to maintain your credibility by including in-text citations and a reference list correctly formatted in APA style.
Short Stories: Analyze the elements of fiction, including setting, characters, point of view, plot, symbolism, themes, tone and irony. Cite specific examples from the assigned stories for each element. Which of the short stories we read was your favorite, and why? Give several reasons.
Poetry: Break down the elements of poetry, including imagery, figurative language, symbolism, word choice, themes, tone and sound. Cite specific examples from the assigned poems for each element. Which of the poems we read was your favorite, and why? Share several reasons.
Drama: Review the elements of drama, including setting, characters, plot, stage directions, symbolism, themes and dialogue. Cite specific examples from
Trifles
for each element. How has reading the play deepened your understanding of live performances, television dramas and movies?
Values and Morals: Values and morality have been recurring considerations in many of our assigned works. Talk about personal values and moral codes as they are conveyed in each of the following: one short story (chosen from the Phase 1 or Phase 2 reading lists), one poem (chosen from the Phase 3 reading list), and the play,
Trifles
.
Which of all the works we've read is your favorite and why? In what ways do you think it will make a lasting impact on you personally and professionally?
Final Considerations: Discuss how literature can provide “a reflection of life” which can help us understand our own struggles, triumphs, values and m.
Formal Assignment #3Poetry!3-7 pages 12-point font double-sp.docx
Formal Assignment #3
Poetry!
3-7 pages 12-point font double-spaced MLA Format
DUE THURSDAY OCTOBER 29
Choose one of the essay prompts below and write a 3-7pg analytical/interpretive essay.
Please use MLA format and include AT LEAST ONE OUTSIDE SOURCE
The paper will be due on Thursday. We will NOT meet for class on Monday, Oct. 26. Use this day for writing/research. I will be available to meet with you individually in the Writing Center Monday from 10:00-3:00. If you need to meet at a different time, let me know and we’ll work it out.
Essay Prompts:
· One idea behind the violence in the poem is that St. John feels that the soul cannot be united in love with God until it finds itself to be contemptible. In your opinion, what do you think St. John means by this. Is the soul really supposed to hate itself? Or just the evil things it does? Explain your answer.
· Analyze one or more of the metaphors that run through “The Love Song of J Alfred Prufrock.”
· T.S. Eliot believed that readers should interpret a poem without attempting to link it to the life of the author or to cultural or social conditions at the time the author wrote the poem. In other words, a poem should stand on its own. Write an essay that defends or opposes Eliot's position.
· Why does John Ashbery use Parmigianino’s painting as the foundation of his poem?
· Who is “You” in Maya Angelou’s “Still I Rise”?
· Compare the structure (rhyme, meter, rhythm, etc) in two of the poems (“Dark Night of the Soul”, “Still I Rise”, “Self-Portrait…”, “Love Song…”).
· Compare figurative language (metaphor, simile, personification, etc) in two of the poems.
· Compare the use/presence of emotion in two or more of the poems.
If you have your heart set on a different essay topic, feel free to discuss it with me and we’ll decide if it’s appropriate. Similarly, if you have any questions or problems (getting started, MLA format, finding resources) please get in touch. I also encourage you all to use the Writing Center.
.
Literary AnalysisWhat distinguishes literature from other forms o.docx
Literary Analysis
“What distinguishes literature from other forms of knowledge is that it cannot be understood unless we understand what it means to be human.” (J. Bronowski)
There are many ways to interpret, analyze, and evaluate literature. Perhaps you’ve already been asked to make an observation or take a position about a work of literature (whether a poem, short story, novel, play, or film) and examine such elements as plot, characters, theme, setting, conflict, structure, point of view, imagery, or symbolism. When you are asked by a teacher to write an interpretation, a critique, or a literary analysis, you are being asked to figure out what is going on in a work of literature. Much more complicated than merely summarizing a piece or writing a personal reaction to it, literary analysis requires that you read between the lines of a text and discover something meaningful there. Why does a specific image recur throughout a poem? How does a novel relate to a social issue facing the author at the time it was written? Do you recognize a pattern or perceive a problem with a character’s behavior in a play? How is the role of women significant in a movie? Answers to all of these questions can be determined only through critical thinking and the synthesis of your ideas.
· An interpretation—explains a text’s overall meaning or significance, explaining your reasoning for this interpretation with supporting evidence from the text.
· A critique—also called a critical response or a review, it provides your personal judgment about a text, supported by reasons and references to the work of art and often secondary sources.· A formal analysis—different from a critique in that examines a work of art by breaking it down into various elements to discover how the parts interrelate to create meaning of effect.
· A cultural analysis—examines a work of art by relating it to the historical, social, cultural, or political situations in which it was written to show how the author was influenced by personal experiences, events, prevailing attitudes, or contemporary values.
How can I persuade readers that my view or interpretation is reasonable?
First, be sure that your view or interpretation asserts a debatable claim.
For instance, if you were to say that “Antigone is a play about a young woman who questions authority,” you wouldn’t be saying much beyond a summary. But if you said that, “Antigone’s punishment is well-deserved because she violates the laws of the king,” that is debatable. Another student could just as easily argue that Antigone’s punishment is not well-deserved and that she should be commended for respecting the higher laws of the gods over the laws of the king.
Because you are essentially arguing that your perspective is a valid one, you have to support it effectively with reasons, evidence from the piece (direct references to specific quotations, lines, passages, scenes, etc.), and—if required—secondary sources (articles and bo ...
Recommended
Writing Assignments Poetry1) Write a poem of at least 10 .docx
Writing Assignments: Poetry
1) Write a poem of at least 10 lines using at least five items from your
“character list.”
2) Write a poem in a voice not your own. You might choose to write in the
voice of some historical figure, in the voice of someone you know, or in
the voice of a made-up character (perhaps someone from your story).
3) Write a poem in a traditional form (sonnet, villanelle, sestina), or with a
set syllabic count, or make up a form of your own.
4) Write a poem with a controlling metaphor (the likeness or connection
between two things—ie., life and baseball—should be carried through-
out the poem) or with at least three metaphors from the same context.
5) Write a poem in imitation of another published poem. If you choose a
poem that’s not in our textbook, please make copies for the rest of the
class and hand the copies in along with your imitation poem. When
preparing the “imitation poem,” try to decide what is essential to the
“original poem.” Is it rhyme scheme, meter, imagery, subject, language,
tone? Several of the above, or something else? Write a poem of your
own that includes those essential elements (it should be similar in form
and length to the original, but it doesn’t have to be exactly the same).
Turn in the poem as usual; by your name, put “Imitation of ‘(Title of
Poem)’ by (Author).”
6) Write about a domestic task, such as knitting, doing dishes, installing an
air-conditioner, or watering plants, OR about a ceremony, such as bap-
tism, transferring a car title, or being graduated. At last once in the
poem, contradict received wisdom. Dare to contradict your own beliefs,
if you wish. Ten line minimum. (Kevin Bath, EH 200)
7) Write about a game you played as a child—preferably a folk game, such
as
kick-the-can, capture-the-flag, scissors-paper-stone, hopscotch, or jump
rope, and not a commercial game like Monopoly or Space Invaers. Use
at least two figures of speech, but make sure they’re not clichés. This
poem must be in blank verse or in a fixed form (sonnet, ballad stanzas,
heroic couplets, terza rima, etc.) (Kevin Bath, EH 200)
Creating a 14-er
Compose a poem in which the lines end with the words below in the order
given. Find possible connections between the words, so that your poem gives a
sensible or logical account of something specific. We haven’t discussed rhythm
(syllable count) or accents (meter) yet, so use any rhythm you want to; but if
you make your lines 10 syllables each, you will have written a Shakespearean
sonnet.
Give your poem a title:
_____________________________________________quiet
_____________________________________________kiss
_____________________________________________riot
_____________________________________________abyss
_____________________________________________trees
_____________________________________________June
_____________________________________________peas
_____________________________________________prune
_____________________________________________cryst.
Overall Instruction· For any of these topic choices, you must q.docx
Overall Instruction:
· For any of these topic choices, you must quote directly from your chosen works and include page numbers in a parenthetical citation after quotes. Instructions for in-text, parenthetical citations are attached (see pages 3-5 of this handout).
· Choose quoted passages that function as strong evidence and help you communicate your main message about the works of literature you are analyzing. Once you quote a passage, be sure to USE it: that is, interpret what it’s saying and tie it back to your main point about the text. Through your interpretation (analysis) of each and every quote, you should advance your paper’s main argument (thesis).
· Avoid summary! In none of these assignment choices do I ask you to summarize or retell the storyline. Assume your audience has read the pieces that you’re writing about. Instead of summary, I want your creative-analytical response to the literature.
Topics:
1. Put any character in conversation with a character from another work by a different author. Createthe dialogue they might have. Note that your dialogue should capture an important aspect of each character and should be focused on one main theme. You might, for example, have two characters discuss their views about their adversaries or lovers, their plans for dealing with a similar problem they have (e.g. unfaithful spouses or low social status), their different encounters with the underworld, and so on. Write a dialogue (of any length) between the two characters and attach it to an essay of 4-5 pages explaining the reasons you chose to write this particular dialogue and the message you wanted to get across about the role these characters play in their respective works and the burdens or successes they represent. Keep in mind that you don’t have to choose a work’s main characters; it would be very interesting to choose minor characters who play a smaller but critical role in the text. The best essays will illuminate a surprising intersection between the character and texts, as well as an important message about both your characters and the works they represent. Be sure to quote from the original texts in your dialogue and accompanying essay. An alternate approach to this essay choice would be to put two different authors from our syllabus into dialogue with each other.
2. Imagine that you’re planning a film based on a pairing or group of works from the syllabus. Write a description of your film, making sure to answer the questions: why make a film on your chosen works? What message, drawn from the original texts, are you trying to get across, and why do you think it’s important for a contemporary audience to hear this message? Also, think about the stylistic decisions that a film director makes and explain how you would like to see your film made, and why. (Is it a big- budget action film, a romance with recognizable stars, a musical, a comedy, or a “quieter” family drama?) Write an essay of 6-8 pages in which you discuss the .
Reading TaskTraveling through the Dark” by William Stafford, p.docx
Reading Task:
“Traveling through the Dark” by William Stafford, p. 440
“My Papa’s Waltz” by Theodore Roethke, p. 479
“Shall I compare thee to a summer’s day?” by William Shakespeare, p. 487
“Do Not Go Gentle into That Good Night” by Dylan Thomas, p. 491
“Alzheimer’s” by Kelly Cherry, p. 512
“Building with Its Face Blown Off” by Billy Colins, p. 541
“The Video” by Fleur Adcock, p. 551
“A Red, Red Rose” by Robert Burns, p. 561
"this morning (for the girls of eastern high school)” by Lucille Clifton, p. 563
“Because I could not stop for Death” by Emily Dickinson, p. 565
“The Road Not Taken” by Robert Frost, p. 574
“Pied Beauty” by Gerard Manley Hopkins, p. 575
“Harlem” by Langston Hughes, p. 576
“The New Colossus” by Emma Lazarus, p. 579
“They” by Siegfried Sassoon, p. 581
Task Type:
Individual Project
Deliverable Length:
1,000–1,200 words
Points Possible:
100
Due Date:
9/9/2013 11:59:59 PM CT
[removed]
Weekly tasks or assignments (Individual or Group Projects) will be due
by
Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
For your third Individual Project, you will be writing
an essay of 1,000 words or more about two additional poems from the assigned reading list
. Please select two works from the list of fifteen—excluding the one you already reflected on in Part A of the Phase 3 DB assignment—and answer the questions below. Again, be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Also, make sure you maintain your credibility by including in-text citations and a reference list correctly formatted in APA style.
Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions?
Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.)
Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest?
Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in .
How to Read and Understand an Expository EssayThe Initial Read.docx
How to Read and Understand an Expository Essay
The Initial Reading
Read the first paragraph (or section for a longer essay). Then, read the conclusion. Identify what seem to be key concepts introduced in the opening of the essay and those concepts that have been emphasized or that have emerged in the conclusion.
Scan any headings or subheadings for a sense of progression of the development of key points.
With a pen in hand, begin reading the essay from the beginning, marking in your notes or on the printed page the main ideas as you see them appearing.
From your list of main ideas, annotated in the margins of each paragraph and copied to a separate page or note card, try to reconstruct mentally the main ideas of each paragraph.
Identify key passages that you may wish to use as direct quotations, paraphrases, summaries, or allusions in the drafts of an essay.
Subsequent Readings/Reviews
Always begin by reviewing first your notes and note cards on which you have copied the annotations of main ideas from each paragraph.
Turn to the text of the essay only when you fail to remember the exact reference made in the annotations of main ideas.
Identify the Mode of Development
Is the purpose of the essay to inform, persuade, entertain, or to explore?
What is the conclusion of any argument the author may be developing?
As an informational work, is the author's voice prominent or muted?
Be sure that you understand the writer's viewpoint and purpose:
Is the writer trying to explain his or her own opinion? Trying to attack another's position? Trying to examine two sides of an issue without judgment?
Is the writer being persuasive or just commenting on or describing a unique, funny, or interesting aspect of life and what it 'says about us'?
As a piece of entertainment, what specific literary humorous devices does the author employ? (See burlesque, hyperbole, understatement, other figures of speech.)
As an exploratory work, what is the focus of the inquiry? What is the author's relationship to that focus? Is s/he supportive, hostile, indifferent? What?
Analysis of the Author
Explain the author's attitude toward the subject of the essay. Is s/he sympathetic to the thesis, issue, or key concepts?
Explore on the Internet and/or other electronic or print media any information you can find about the author and the essay. Explain how this external information better helps to understand the essay.
Explain what seems to be the author's motivation in writing the essay and what s/he hopes to accomplish with the composition.
Identify any other factors in the author's biography or notes that seem relevant to the purpose of the composition.
Some Major Essayists
Benjamin Franklin (1706–1790)
St. John de Crevecœur (1725–1813)
Thomas Paine (1737–1809)
Thomas Jefferson (1743–1826)
James Madison (1751–1836)
Alexander Hamilton (1757–1804)
Ralph Waldo Emerson (1803–1882)
Abraham Lincoln (1809–1865)
Margaret Fuller (1810–1850)
Henry David Thoreau (1817–1862)
Frederic.
Here is the list of assigned poemsDogs Death by John Updike,.docx
Here is the list of assigned poems:
“Dog's Death" by John Updike,
"The World is Too Much with Us" by William Wordsworth,
“Shall I compare thee to a summer’s day?” by William Shakespeare,
“The Facebook Sonnet" by Sherman Alexie,
“Do Not Go Gentle into That Good Night” by Dylan Thomas,
“Form" by Elaine Mitchell,
“Shooting the Horse" by David Shumate,
“A Red, Red Rose” by Robert Burns,
"this morning (for the girls of eastern high school)” by Lucille Clifton,
“Because I could not stop for Death” by Emily Dickinson,
“The Road Not Taken” by Robert Frost,
“Pied Beauty” by Gerard Manley Hopkins,
“Harlem” by Langston Hughes,
“Written in Disgust of Vulgar Superstition",
“The New Colossus” by Emma Lazarus,
In this course you have been exposed to many authors, genres, writing styles and themes. For your Key Assignment, you will reflect on what you learned from the works of fiction, poetry and drama you have read and consider the impact literature has had—and will hopefully continue to have—on your own life.
Please write
a final paper of 1500 words or more
discussing the following questions. Be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the assigned readings, and conclude your paper with a restatement of your thesis and closing remarks. As always, be sure to maintain your credibility by including in-text citations and a reference list correctly formatted in APA style.
Short Stories: Analyze the elements of fiction, including setting, characters, point of view, plot, symbolism, themes, tone and irony. Cite specific examples from the assigned stories for each element. Which of the short stories we read was your favorite, and why? Give several reasons.
Poetry: Break down the elements of poetry, including imagery, figurative language, symbolism, word choice, themes, tone and sound. Cite specific examples from the assigned poems for each element. Which of the poems we read was your favorite, and why? Share several reasons.
Drama: Review the elements of drama, including setting, characters, plot, stage directions, symbolism, themes and dialogue. Cite specific examples from
Trifles
for each element. How has reading the play deepened your understanding of live performances, television dramas and movies?
Values and Morals: Values and morality have been recurring considerations in many of our assigned works. Talk about personal values and moral codes as they are conveyed in each of the following: one short story (chosen from the Phase 1 or Phase 2 reading lists), one poem (chosen from the Phase 3 reading list), and the play,
Trifles
.
Which of all the works we've read is your favorite and why? In what ways do you think it will make a lasting impact on you personally and professionally?
Final Considerations: Discuss how literature can provide “a reflection of life” which can help us understand our own struggles, triumphs, values and m.
Formal Assignment #3Poetry!3-7 pages 12-point font double-sp.docx
Formal Assignment #3
Poetry!
3-7 pages 12-point font double-spaced MLA Format
DUE THURSDAY OCTOBER 29
Choose one of the essay prompts below and write a 3-7pg analytical/interpretive essay.
Please use MLA format and include AT LEAST ONE OUTSIDE SOURCE
The paper will be due on Thursday. We will NOT meet for class on Monday, Oct. 26. Use this day for writing/research. I will be available to meet with you individually in the Writing Center Monday from 10:00-3:00. If you need to meet at a different time, let me know and we’ll work it out.
Essay Prompts:
· One idea behind the violence in the poem is that St. John feels that the soul cannot be united in love with God until it finds itself to be contemptible. In your opinion, what do you think St. John means by this. Is the soul really supposed to hate itself? Or just the evil things it does? Explain your answer.
· Analyze one or more of the metaphors that run through “The Love Song of J Alfred Prufrock.”
· T.S. Eliot believed that readers should interpret a poem without attempting to link it to the life of the author or to cultural or social conditions at the time the author wrote the poem. In other words, a poem should stand on its own. Write an essay that defends or opposes Eliot's position.
· Why does John Ashbery use Parmigianino’s painting as the foundation of his poem?
· Who is “You” in Maya Angelou’s “Still I Rise”?
· Compare the structure (rhyme, meter, rhythm, etc) in two of the poems (“Dark Night of the Soul”, “Still I Rise”, “Self-Portrait…”, “Love Song…”).
· Compare figurative language (metaphor, simile, personification, etc) in two of the poems.
· Compare the use/presence of emotion in two or more of the poems.
If you have your heart set on a different essay topic, feel free to discuss it with me and we’ll decide if it’s appropriate. Similarly, if you have any questions or problems (getting started, MLA format, finding resources) please get in touch. I also encourage you all to use the Writing Center.
.
Literary AnalysisWhat distinguishes literature from other forms o.docx
Literary Analysis
“What distinguishes literature from other forms of knowledge is that it cannot be understood unless we understand what it means to be human.” (J. Bronowski)
There are many ways to interpret, analyze, and evaluate literature. Perhaps you’ve already been asked to make an observation or take a position about a work of literature (whether a poem, short story, novel, play, or film) and examine such elements as plot, characters, theme, setting, conflict, structure, point of view, imagery, or symbolism. When you are asked by a teacher to write an interpretation, a critique, or a literary analysis, you are being asked to figure out what is going on in a work of literature. Much more complicated than merely summarizing a piece or writing a personal reaction to it, literary analysis requires that you read between the lines of a text and discover something meaningful there. Why does a specific image recur throughout a poem? How does a novel relate to a social issue facing the author at the time it was written? Do you recognize a pattern or perceive a problem with a character’s behavior in a play? How is the role of women significant in a movie? Answers to all of these questions can be determined only through critical thinking and the synthesis of your ideas.
· An interpretation—explains a text’s overall meaning or significance, explaining your reasoning for this interpretation with supporting evidence from the text.
· A critique—also called a critical response or a review, it provides your personal judgment about a text, supported by reasons and references to the work of art and often secondary sources.· A formal analysis—different from a critique in that examines a work of art by breaking it down into various elements to discover how the parts interrelate to create meaning of effect.
· A cultural analysis—examines a work of art by relating it to the historical, social, cultural, or political situations in which it was written to show how the author was influenced by personal experiences, events, prevailing attitudes, or contemporary values.
How can I persuade readers that my view or interpretation is reasonable?
First, be sure that your view or interpretation asserts a debatable claim.
For instance, if you were to say that “Antigone is a play about a young woman who questions authority,” you wouldn’t be saying much beyond a summary. But if you said that, “Antigone’s punishment is well-deserved because she violates the laws of the king,” that is debatable. Another student could just as easily argue that Antigone’s punishment is not well-deserved and that she should be commended for respecting the higher laws of the gods over the laws of the king.
Because you are essentially arguing that your perspective is a valid one, you have to support it effectively with reasons, evidence from the piece (direct references to specific quotations, lines, passages, scenes, etc.), and—if required—secondary sources (articles and bo ...
ENG 30 INTRODUCTION TO LITERATURE PROF. GENE MCQUILLANSPR
ENG 30: INTRODUCTION TO LITERATURE
PROF. GENE MCQUILLAN
SPRING 2021 FINAL EXAM
ALL OF THE QUESTIONS REQUIRE THAT YOU REFER TO
THESE FOUR TEXTS:
=Sherman Alexie, “Superman and Me”
=Isabel Allende, “Reading the History of the World”
=the “Transcript” of the interview between Michiko Kakutani and President Barack Obama
=Alison Bechdel, Fun Home
I expect a QUOTE from each text. Make sure to use the formats we have reviewed! Please write an essay—not a list. As always, please do more than just list examples and then stop—I expect a patient and challenging conclusion to the essay.
Please do NOT refer to any outside sources or to our other readings, such as The Great Gatsby.
There are THREE questions. Choose ONE. Please do not copy the question—just indicate the letter of your choice.
QUESTIONS:
A) In all of these texts, these writers speak of how reading allowed them to claim their identity, to raise their voice, to see their world more clearly, to find the words they had been unable to say. Refer to a specific example of this process from each of the texts. Which readings (or types of readings) are mentioned? What sort of effects did these readings have on the people reading them? What might be significant about the choices they made or the reactions they had?
B) In all of these texts, these writers speak of reading and writing as a social process, one that deeply involves their families. Refer to a specific example of this process from each of the texts. Which readings are chosen and shared? Who shares them with whom? Why and how might these exchanges of texts and ideas matter?
C) In all of these readings, the writers recall that they were very curious about a range of different texts. In what ways were they influenced by “classic literature” and in what ways did they also search for inspiration in texts that might not be considered “literature?” Refer to a specific example of this process from each of the texts. Which readings (or types of readings) are mentioned? What sort of readings seem to have the most profound effects on each author? What might be significant about the types of readings that they chose and considered most influential?
It is worth 8 points (all-or-nothing). It needs to be emailed in a Word file (or just “pasted” into an email), by NOON on Thursday, June 10th.
To get 8 points, you need to:
—Write at least 600 words.
—Refer to ALL four texts.
—Refer to specific and relevant statements. Please include a quote from EACH of the texts, and when you “quote,” follow the formats we’ve reviewed.
—Do more than write a “list” of references. What MATTERS about the statements and texts you chose?
One more key thing>>
Unlike all of our previous assignments, this one will NOT feature the option of sending me a “draft”—you have two weeks to do this, SO GET IT RIGHT!
Reflecting on the fire investigation process in your community, do you believe that it is thorough enough when it comes to determining the causes and ...
Final PaperENG290Middle East Meets West.docx
Final Paper
ENG290
Middle East Meets West
*
Final Paper 30% (Due Friday, June 23).
The paper will elaborate on the topic of the presentation. Use quotes from the novel or film and supporting articles. Do not retell the story and do not repeat others' ideas verbatim or as if they are your own. Instead, start with an arguable thesis statement, and use examples (quotes from the novel or film) and quotes from articles to support that argument. After presenting your argument and support about how the novel/film you select sends a specific message with the representation of the Middle Eastern characters, include a conclusion that recommends possible changes to help the world see the Middle East as it is, not as the stereotypes convey.
*
Assignment Details
Minimum length: 10 pages (plus Works Cited page) in MLA Style. Papers must be turned in to www.turnitin.com and submitted through the Moodle portal on the date they are due. All papers must be in the MLA format, using and citing quotations from the sources. Use 12 point, Times New Roman font with one inch margins and your name, class title, and date in the upper right hand or left hand corner (no cover page).
Papers must be double spaced 12 point Times New Roman font and saved in .doc or .docx format. When writing about literature and film, do not spend more than one sentence on the plot. DO NOT RETELL THE STORY OF THE BOOK OR MOVIE IN YOUR INTRODUCTORY MATERIAL.
*
Whenever secondary sources are used, they must come from professional, peer reviewed journals or books in the Tiffin University library, or through Ohiolink.com. Do not use Wikipedia, SparkNotes, news sources, book or reviews, or commercial websites. Any sources not found through a subscription service (DragonQuest/OhioLink) must be approved by instructor via email.
When writing about movies and novels, do not spend more than one short paragraph on the plot. DO NOT RETELL THE STORIES OR MOVIES IN YOUR PAPER.
*
Submitting Papers
Papers must be submitted electronically through Moodle and to Turnitin.com. All papers must be in the MLA format, using and citing quotations from the works and other, secondary sources. Use 12 point, Times New Roman font with one inch margins and your name, class title, and date in the upper right hand or left hand corner (no cover page). Remember to indent paragraphs and double space your paper.
Put your name in the title of the document file (Jones Film Paper, Smith Zombie Paper).
*
Do Not Retell the Story!Retelling the story of the book or movie seems as if you are trying to take up space.The instructor has read the story/watched the film and does not need to be told what happens in it.Use relevant quotes from the movie and describe the action in scenes to support your thesis.Show what stereotypes the book or film promotes. Explain how this is propaganda.
*
OrganizationIntroduction (contains thesis statement)Thesis = Your stance in an argument.A ...
Part 1. Choose one of the following themes or propose one of you.docx
Part 1.
Choose one of the following themes or propose one of your own. Explain the reasons for your choice.
A fairy tale, myth, fable, or classic story
A key character in myth, fable, or classic story story
A political or social theme--justice and injustice, social inequality, social progress, political conflict, etc.
Representations of gender, race, or ethnicity
Natural forces or elements of the natural world, like weather, animals, landscapes, etc.
A particular emotion, spiritual state, or state of mind--love, anger, jealousy, fear, gratitude, confusion, etc.
Now, for Part 2 of the project, you should identify three expressions of the theme in three
different
humanities disciplines (visual art, music, dance, poetry, prose, theater, film, religion) that you will discuss in your final essay. For instance, if you choose the emotion of “love,” you could talk about love as it is expressed in Shakespeare's Sonnet 147 (literature), Boticelli's
Birth of Venus
(visual art), and in the ballet
Swan Lake
(dance).
Find good representations (a good-quality image, recording, video, etc.).
Identify the source
Explain briefly why you find each of these appealing to include in this assignment.
.
Core 168 LITERARY ANALYSIS ESSAYYour first essay for the c.docx
Core 168: LITERARY ANALYSIS ESSAY
Your first essay for the course will be a literary analysis essay. You will choose one primary text (one of the poems, stories, speeches, or memoirs) from our class reading so far and then focus your essay analyzing the text.
Your analysis must have:
· a worthwhile, interesting introduction leading to your thesis sentence (stating the focus/main point of the essay);
· a substantial body of paragraphs to support your analysis (at least 2-3 paragraphs);
· an interesting, relevant conclusion.
You will follow these steps of the writing process to write your essay. Each step will also earn you assignment credit. Your assignments will provide guidance for how to approach and perform a literary analysis. Also, included below are specific directions for HOW TO WRITE A LITERARY ANALYSIS ESSAY:
1. Read “How to Write a Literary Analysis Essay” (below in this document);
2. Choose a primary text of literature as your focus for the essay; (9/25/18)
3. Brainstorm regarding two different aspect of the text—the content (WHAT THE TEXT SAYS) and the literary devices (HOW THE TEXT SAYS WHAT IT SAYS). If you would like to use a recommended topic, you may do so, but you are also free to explore your own topic (9/27/18)
4. Determine WHAT is interesting and important about what happens in the text and make a statement about it. That statement is your thesis statement. (9/27/18)
5. Write an essay to support your thesis statement, using textual evidence (quotes from the primary text) to illustrate and provide examples of your thesis. (10/2/18)
6. Revise your essay for content and organization. (10/4/18)
7. Edit your essay for clarity and correctness.
8. Visit the Writing Center and do a peer review of your essay.
9. Proofread your essay before submitting it.
10. Submit your essay by the deadline of 10/10/18.
SUGGESTED/EXAMPLE TOPICS
· Examine Sherman Alexie’s poem “Grief Calls Us to the Things of This World”
· Examine how Nora Naranjo-Morse uses the legend/tradition of the coyote trickster in her poem “A Well Traveled Coyote”
· Analyze the coyote figure in any of the coyote texts from Native American Coyote Mythology
· Analyze Red Jacket’s rhetorical strategies he used in his speeches
· Examine how Black Elk uses descriptive details to evoke empathy for his people in Black Elk Speaks
· Analyze Lame Deers use of one or more of the following literary devices: simile/metaphor; circular storytelling; humor
· Analyze E. Pauline Johnson’s short story (fiction) “As It Was in the Beginning,” focusing on one or more of the following:
· 1st person point of view;
· the focus on skin color and how race is characterized in the text;
· the focus on womanhood, particularly Ester’s connection with her mother and how Ester uses the wisdom passed from her mother;
· the circularity of the story in terms of the beginning and end of the text and Ester’s return home;
· the significance of the snake;
· how Christian ideas of heaven and hell a.
Here is the list of assigned poems for Phase ThreeDogs Deat.docx
Here is the list of assigned poems for Phase Three:
“Dog's Death" by John Updike,
"The World is Too Much with Us" by William Wordsworth,
“Shall I compare thee to a summer’s day?” by William Shakespeare,
“The Facebook Sonnet" by Sherman Alexie,
“Do Not Go Gentle into That Good Night” by Dylan Thomas,
“Form" by Elaine Mitchell,
“Shooting the Horse" by David Shumate,
“A Red, Red Rose” by Robert Burns,
"this morning (for the girls of eastern high school)” by Lucille Clifton,
“Because I could not stop for Death” by Emily Dickinson,
“The Road Not Taken” by Robert Frost,
“Pied Beauty” by Gerard Manley Hopkins,
“Harlem” by Langston Hughes,
“Written in Disgust of Vulgar Superstition",
“The New Colossus” by Emma Lazarus,
PHASE 3 DISCUSSION BOARD
What is poetry? This literary genre has been around, first as an oral tradition, since the beginning of human history. Yet there is no absolute, agreed-upon definition of poetry. The poet Salvatore Quasimodo said it is “the revelation of a feeling that the poet believes to be interior and personal which the reader recognizes as his own,” while Greek philosopher Plutarch called it “painting that speaks.” And contemporary author and poet Salman Rushdie has said, “A poet's work is to name the unnamable, to point at frauds, to take sides, start arguments, shape the world, and stop it going to sleep.” Whatever your own feelings, try to approach the Phase 3 readings with openness. You just may discover that all three writers were correct about poetry!
Part A: Chosen Poem
After reading the fifteen assigned poems, choose one that especially resonates with you and speaks your truth in some way. Write a paragraph elaborating on at least three reasons why you selected this particular poem. Which lines are especially memorable to you?
Part B: A Poet and Didn’t Know It
Try your hand at composing your own 8 to 20 line poem. Choose a topic that interests you: anything from a hobby to a place to a special person or memory. It doesn’t matter whether it is rhymed or unrhymed, but it does need to include vivid imagery and figurative language. Don’t worry about perfecting your poem; you are not expected to produce a finished product. Rather, this is an exercise in learning about the poet’s creative process. Try not to over-think it; one of the wonderful gifts of poetry is that there is no “right” or “wrong” way to write it.
PHASE 3 INDIVIDUAL PROJECT
For your third Individual Project, you will be writing
an essay of 1,000 words or more about two additional poems from the assigned reading list
. Please select two works from the list of fifteen—excluding the one you already reflected on in Part A of the Phase 3 DB assignment—and answer the questions below. Again, be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Al.
Reading Task choose two and write paperDogs Death by Jo.docx
Reading Task:
choose two and write paper
“Dog's Death" by John Updike, p. 340
"The World is Too Much with Us" by William Wordsworth, p. 491
“Shall I compare thee to a summer’s day?” by William Shakespeare, p. 492
“The Facebook Sonnet" by Sherman Alexie, p. 495
“Form" by Elaine Mitchell, p. 507
“Shooting the Horse" by David Shumate, p. 512
"this morning (for the girls of eastern high school)” by Lucille Clifton, p. 566
“Because I could not stop for Death” by Emily Dickinson, p. 568
“The Road Not Taken” by Robert Frost, p. 575
“Pied Beauty” by Gerard Manley Hopkins, p. 578
“Harlem” by Langston Hughes, p. 579
“Written in Disgust of Vulgar Superstition" by John Keats, p. 582
“The New Colossus” by Emma Lazarus, p. 582
Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions?
Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.)
Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest?
Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in an older dialect or contemporary English? Provide examples.
Tone: What tone does each poet take (e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject matter?
Themes: What are the main messages of both poems? Give reasons for your answers.
Sound: Read both poems aloud. What do you notice about their rhythms, rhyme schemes and musicality? How does listening to the sound of a poem differ from merely reading it as words on a page?
Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer
.
Previously we discussed how the Department of Homeland Security is t.docx
Previously we discussed how the Department of Homeland Security is tasked with addressing issues surrounding terrorism. Local law enforcement plays a part in this as well.
Should local law enforcement be playing a role in the fight against terrorism?
If so, what role should they play?
If not, why do you say law enforcement should not be involved?
Could be answer in a sort of a question !!
References
\
Peak, K. J. (2012).
Policing America: Challenges and best practices
(7th ed.). New Jersey: Pearson.
.
Prevalence of Social Media Please respond to the followingDi.docx
"Prevalence of Social Media" Please respond to the following:
Discuss the influence of social media on middle age and senior adults. Support your views with one or two reasons and/or examples.
Discuss effects of social media on your relationship and communication with others. Support your reflections with one or two examples.
.
Pretend you are a tour guide giving a tour of the human brain. In a .docx
Pretend you are a tour guide giving a tour of the human brain. In a 1-2 page paper, describe the tour you would give, highlighting the major parts of the brain, the control centers and their functions, and the importance of the brain as part of the central nervous system. Conclude your tour with a description (fictional or true) of what happens to a person when damage occurs to a part of the brain.
APA format
.
Pretend you are a Public Health Director at Local Health Department .docx
Pretend you are a Public Health Director at Local Health Department .Explore and share the challenges that occurred in the immediate aftermath of the Gulf oil spill disaster.
Examining the management of public health infrastructures.
Illustrating the importance of developing a competent public health workforce.
.
Prevention of Disease through VaccinationChoose a diseasesdisorde.docx
Prevention of Disease through Vaccination
Choose a diseases/disorder that you learned about this week that can be prevented through vaccination.
Research the disease background including etiology, symptoms, treatment, and prognosis.
Write a 1-2 page paper.
Address the following in your paper
:
When was the vaccine developed and how has it impacted the disease eradication?
How does the vaccine work and how is it given?
Include a title page and 2-3 references. Only one reference can be from the Internet (not Wikipedia).
.
Presidential vs. Congressional ReconstructionCompare and contrast .docx
Presidential vs. Congressional Reconstruction
Compare and contrast Presidential and Congressional Reconstruction using the information from the chart. Answer the questions for each of the three types of plans. As you research and analyze the plan consider this: Did each of the presidents have the authority to act on their plans? Did congress approve of their plans? Why or why not? There will be two types of reconstruction economic and social. As you evaluate each of these which types of reconstruction will be the most successful, Presidential or Congressional and Economic or Social? A historical essay contains an introductory paragraph with a thesis statement, body of paragraphs and a conclusion. You must argue a specific viewpoint while discussing each of the civilizations. Your opinion will not be graded, however how you argue your point using historical facts will be.
Presidential vs. Congressional Reconstruction Comparison Chart
Aspects of
Their Plan
Lincoln’s
10% Plan
Johnson’s
Plan
Congressional
Reconstruction
Should Southern States be allowed into the reenter the union? If so should there be a time-out period? Would they be militarily occupied? What would the requirements be for reentry?
What would happen to ex-Confederates? Would Confederate troops be imprisoned or charged with treason? Would they be allowed to vote? Would their lands and property be confiscated or returned?
What would happen to African-Americans? Would they be free? Would they become citizens? Would they be given land? Allowed to vote? Was it the responsibility of Government to promote social reform?
What changes would occur in the south? Was it the government’s responsibility to promote and sponsor economic reform?
What legislation if any was passed to bring about reconstruction or change?
Resources:
The following resources are available for you to use. You will also need to use additional resources from your own research.
http://www.digitalhistory.uh.edu/teachers/lesson_plans/pdfs/unit6_2.pdf
SPECIFICATIONS
Acceptable Length:
2-3 pages
Formatting Requirements:
Put your name, course and section number, and assignment title at the top of the document.
Use one-inch margins.
Use a 12-point Times New Roman font.
Use double line spacing in the document.
To Get a Top Score, Your Paper Should:
Cover the required elements mentioned above
Show evidence of careful consideration and planning
Properly use and cite source material using MLA style of documentation
Be grammatically correct
TO SUBMIT
Using Microsoft Word (or another word processing program allowed by your instructor), save the document with a filename that includes the assignment title, your first initial, and last name.
.
Prevailing wisdom reinforces the fact that working in U.S. health ca.docx
Prevailing wisdom reinforces the fact that working in U.S. health care administration in the 21st Century requires knowledge of the various aspects of health laws as they apply to dealing with medical professionals. Further, because U.S. health care administrators have to potentially interact with many levels of professionals beyond the medical profession, it is prudent that they are aware of any federal, state, and local laws that may be applicable to their organizations. Thus, their conduct is also subject to the letter of the law. They must evaluate the quality of their professional interactions and be mindful of the implications and ramifications of their decisions.
You are employed as a top health administrator at the hypothetical Well Care Hospital in Happy Town. When you were hired, your pre-employment screening involved background checks into any violation of hospital medical misconduct during the last five (5) years. The results showed that you were in good standing with the hospital administration community. During the past year, you had to undergo training in personnel conduct, as well as in inter-employee conduct with medical staff, nurses, technologists, etc. During the past six (6) months, the hospital has been under scrutiny for breach of medical compliance.
Note
: You may create and / or make all necessary assumptions needed for the completion of this assignment.
Write a three to four (3-4) page paper in which you:
Articulate your position as the top administrator concerned about the importance of professional conduct within the health care setting. Justify your position.
Ascertain the major ramifications of having professional staff compromise the boundaries of ethics and medical conduct.
Analyze the four (4) elements required of a plaintiff to prove medical negligence.
Discuss the overarching duties of the health care governing board in mitigating the effects of medical non-compliance, as they apply to the rules of practice set forth in the Well Care Hospital governing board’s manifesto.
Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Describe the sources of law in America, the relative legal procedure, and the related court system.
Examine the various applications of the law within the health care system.
Use technology and information resources t.
Prevalence rates for ADHD in children and adolescents have increased.docx
Prevalence rates for ADHD in children and adolescents have increased exponentially in the recent two decades. In parallel, prescriptions for stimulant medications have become commonplace. What are some possible reasons for the increase in diagnosis? What might some of the negative effects of the increased use of stimulants be, including on both the individual and societal levels? Be sure to address effects of stimulants on the brain.
.
Pretend you are a British government official during the time leadin.docx
Pretend you are a British government official during the time leading up the Revolutionary War.
Write a 2-3 paragraph letter to the editor of your local newspaper explaining your feelings about the actions of the colonists.
Do you think they are overreacting?
Why or why not?
How do you feel the issues should be resolved?
.
More Related Content
Similar to Primar source- Choose an anthologized poem from our textbook and det.docx
ENG 30 INTRODUCTION TO LITERATURE PROF. GENE MCQUILLANSPR
ENG 30: INTRODUCTION TO LITERATURE
PROF. GENE MCQUILLAN
SPRING 2021 FINAL EXAM
ALL OF THE QUESTIONS REQUIRE THAT YOU REFER TO
THESE FOUR TEXTS:
=Sherman Alexie, “Superman and Me”
=Isabel Allende, “Reading the History of the World”
=the “Transcript” of the interview between Michiko Kakutani and President Barack Obama
=Alison Bechdel, Fun Home
I expect a QUOTE from each text. Make sure to use the formats we have reviewed! Please write an essay—not a list. As always, please do more than just list examples and then stop—I expect a patient and challenging conclusion to the essay.
Please do NOT refer to any outside sources or to our other readings, such as The Great Gatsby.
There are THREE questions. Choose ONE. Please do not copy the question—just indicate the letter of your choice.
QUESTIONS:
A) In all of these texts, these writers speak of how reading allowed them to claim their identity, to raise their voice, to see their world more clearly, to find the words they had been unable to say. Refer to a specific example of this process from each of the texts. Which readings (or types of readings) are mentioned? What sort of effects did these readings have on the people reading them? What might be significant about the choices they made or the reactions they had?
B) In all of these texts, these writers speak of reading and writing as a social process, one that deeply involves their families. Refer to a specific example of this process from each of the texts. Which readings are chosen and shared? Who shares them with whom? Why and how might these exchanges of texts and ideas matter?
C) In all of these readings, the writers recall that they were very curious about a range of different texts. In what ways were they influenced by “classic literature” and in what ways did they also search for inspiration in texts that might not be considered “literature?” Refer to a specific example of this process from each of the texts. Which readings (or types of readings) are mentioned? What sort of readings seem to have the most profound effects on each author? What might be significant about the types of readings that they chose and considered most influential?
It is worth 8 points (all-or-nothing). It needs to be emailed in a Word file (or just “pasted” into an email), by NOON on Thursday, June 10th.
To get 8 points, you need to:
—Write at least 600 words.
—Refer to ALL four texts.
—Refer to specific and relevant statements. Please include a quote from EACH of the texts, and when you “quote,” follow the formats we’ve reviewed.
—Do more than write a “list” of references. What MATTERS about the statements and texts you chose?
One more key thing>>
Unlike all of our previous assignments, this one will NOT feature the option of sending me a “draft”—you have two weeks to do this, SO GET IT RIGHT!
Reflecting on the fire investigation process in your community, do you believe that it is thorough enough when it comes to determining the causes and ...
Final PaperENG290Middle East Meets West.docx
Final Paper
ENG290
Middle East Meets West
*
Final Paper 30% (Due Friday, June 23).
The paper will elaborate on the topic of the presentation. Use quotes from the novel or film and supporting articles. Do not retell the story and do not repeat others' ideas verbatim or as if they are your own. Instead, start with an arguable thesis statement, and use examples (quotes from the novel or film) and quotes from articles to support that argument. After presenting your argument and support about how the novel/film you select sends a specific message with the representation of the Middle Eastern characters, include a conclusion that recommends possible changes to help the world see the Middle East as it is, not as the stereotypes convey.
*
Assignment Details
Minimum length: 10 pages (plus Works Cited page) in MLA Style. Papers must be turned in to www.turnitin.com and submitted through the Moodle portal on the date they are due. All papers must be in the MLA format, using and citing quotations from the sources. Use 12 point, Times New Roman font with one inch margins and your name, class title, and date in the upper right hand or left hand corner (no cover page).
Papers must be double spaced 12 point Times New Roman font and saved in .doc or .docx format. When writing about literature and film, do not spend more than one sentence on the plot. DO NOT RETELL THE STORY OF THE BOOK OR MOVIE IN YOUR INTRODUCTORY MATERIAL.
*
Whenever secondary sources are used, they must come from professional, peer reviewed journals or books in the Tiffin University library, or through Ohiolink.com. Do not use Wikipedia, SparkNotes, news sources, book or reviews, or commercial websites. Any sources not found through a subscription service (DragonQuest/OhioLink) must be approved by instructor via email.
When writing about movies and novels, do not spend more than one short paragraph on the plot. DO NOT RETELL THE STORIES OR MOVIES IN YOUR PAPER.
*
Submitting Papers
Papers must be submitted electronically through Moodle and to Turnitin.com. All papers must be in the MLA format, using and citing quotations from the works and other, secondary sources. Use 12 point, Times New Roman font with one inch margins and your name, class title, and date in the upper right hand or left hand corner (no cover page). Remember to indent paragraphs and double space your paper.
Put your name in the title of the document file (Jones Film Paper, Smith Zombie Paper).
*
Do Not Retell the Story!Retelling the story of the book or movie seems as if you are trying to take up space.The instructor has read the story/watched the film and does not need to be told what happens in it.Use relevant quotes from the movie and describe the action in scenes to support your thesis.Show what stereotypes the book or film promotes. Explain how this is propaganda.
*
OrganizationIntroduction (contains thesis statement)Thesis = Your stance in an argument.A ...
Part 1. Choose one of the following themes or propose one of you.docx
Part 1.
Choose one of the following themes or propose one of your own. Explain the reasons for your choice.
A fairy tale, myth, fable, or classic story
A key character in myth, fable, or classic story story
A political or social theme--justice and injustice, social inequality, social progress, political conflict, etc.
Representations of gender, race, or ethnicity
Natural forces or elements of the natural world, like weather, animals, landscapes, etc.
A particular emotion, spiritual state, or state of mind--love, anger, jealousy, fear, gratitude, confusion, etc.
Now, for Part 2 of the project, you should identify three expressions of the theme in three
different
humanities disciplines (visual art, music, dance, poetry, prose, theater, film, religion) that you will discuss in your final essay. For instance, if you choose the emotion of “love,” you could talk about love as it is expressed in Shakespeare's Sonnet 147 (literature), Boticelli's
Birth of Venus
(visual art), and in the ballet
Swan Lake
(dance).
Find good representations (a good-quality image, recording, video, etc.).
Identify the source
Explain briefly why you find each of these appealing to include in this assignment.
.
Core 168 LITERARY ANALYSIS ESSAYYour first essay for the c.docx
Core 168: LITERARY ANALYSIS ESSAY
Your first essay for the course will be a literary analysis essay. You will choose one primary text (one of the poems, stories, speeches, or memoirs) from our class reading so far and then focus your essay analyzing the text.
Your analysis must have:
· a worthwhile, interesting introduction leading to your thesis sentence (stating the focus/main point of the essay);
· a substantial body of paragraphs to support your analysis (at least 2-3 paragraphs);
· an interesting, relevant conclusion.
You will follow these steps of the writing process to write your essay. Each step will also earn you assignment credit. Your assignments will provide guidance for how to approach and perform a literary analysis. Also, included below are specific directions for HOW TO WRITE A LITERARY ANALYSIS ESSAY:
1. Read “How to Write a Literary Analysis Essay” (below in this document);
2. Choose a primary text of literature as your focus for the essay; (9/25/18)
3. Brainstorm regarding two different aspect of the text—the content (WHAT THE TEXT SAYS) and the literary devices (HOW THE TEXT SAYS WHAT IT SAYS). If you would like to use a recommended topic, you may do so, but you are also free to explore your own topic (9/27/18)
4. Determine WHAT is interesting and important about what happens in the text and make a statement about it. That statement is your thesis statement. (9/27/18)
5. Write an essay to support your thesis statement, using textual evidence (quotes from the primary text) to illustrate and provide examples of your thesis. (10/2/18)
6. Revise your essay for content and organization. (10/4/18)
7. Edit your essay for clarity and correctness.
8. Visit the Writing Center and do a peer review of your essay.
9. Proofread your essay before submitting it.
10. Submit your essay by the deadline of 10/10/18.
SUGGESTED/EXAMPLE TOPICS
· Examine Sherman Alexie’s poem “Grief Calls Us to the Things of This World”
· Examine how Nora Naranjo-Morse uses the legend/tradition of the coyote trickster in her poem “A Well Traveled Coyote”
· Analyze the coyote figure in any of the coyote texts from Native American Coyote Mythology
· Analyze Red Jacket’s rhetorical strategies he used in his speeches
· Examine how Black Elk uses descriptive details to evoke empathy for his people in Black Elk Speaks
· Analyze Lame Deers use of one or more of the following literary devices: simile/metaphor; circular storytelling; humor
· Analyze E. Pauline Johnson’s short story (fiction) “As It Was in the Beginning,” focusing on one or more of the following:
· 1st person point of view;
· the focus on skin color and how race is characterized in the text;
· the focus on womanhood, particularly Ester’s connection with her mother and how Ester uses the wisdom passed from her mother;
· the circularity of the story in terms of the beginning and end of the text and Ester’s return home;
· the significance of the snake;
· how Christian ideas of heaven and hell a.
Here is the list of assigned poems for Phase ThreeDogs Deat.docx
Here is the list of assigned poems for Phase Three:
“Dog's Death" by John Updike,
"The World is Too Much with Us" by William Wordsworth,
“Shall I compare thee to a summer’s day?” by William Shakespeare,
“The Facebook Sonnet" by Sherman Alexie,
“Do Not Go Gentle into That Good Night” by Dylan Thomas,
“Form" by Elaine Mitchell,
“Shooting the Horse" by David Shumate,
“A Red, Red Rose” by Robert Burns,
"this morning (for the girls of eastern high school)” by Lucille Clifton,
“Because I could not stop for Death” by Emily Dickinson,
“The Road Not Taken” by Robert Frost,
“Pied Beauty” by Gerard Manley Hopkins,
“Harlem” by Langston Hughes,
“Written in Disgust of Vulgar Superstition",
“The New Colossus” by Emma Lazarus,
PHASE 3 DISCUSSION BOARD
What is poetry? This literary genre has been around, first as an oral tradition, since the beginning of human history. Yet there is no absolute, agreed-upon definition of poetry. The poet Salvatore Quasimodo said it is “the revelation of a feeling that the poet believes to be interior and personal which the reader recognizes as his own,” while Greek philosopher Plutarch called it “painting that speaks.” And contemporary author and poet Salman Rushdie has said, “A poet's work is to name the unnamable, to point at frauds, to take sides, start arguments, shape the world, and stop it going to sleep.” Whatever your own feelings, try to approach the Phase 3 readings with openness. You just may discover that all three writers were correct about poetry!
Part A: Chosen Poem
After reading the fifteen assigned poems, choose one that especially resonates with you and speaks your truth in some way. Write a paragraph elaborating on at least three reasons why you selected this particular poem. Which lines are especially memorable to you?
Part B: A Poet and Didn’t Know It
Try your hand at composing your own 8 to 20 line poem. Choose a topic that interests you: anything from a hobby to a place to a special person or memory. It doesn’t matter whether it is rhymed or unrhymed, but it does need to include vivid imagery and figurative language. Don’t worry about perfecting your poem; you are not expected to produce a finished product. Rather, this is an exercise in learning about the poet’s creative process. Try not to over-think it; one of the wonderful gifts of poetry is that there is no “right” or “wrong” way to write it.
PHASE 3 INDIVIDUAL PROJECT
For your third Individual Project, you will be writing
an essay of 1,000 words or more about two additional poems from the assigned reading list
. Please select two works from the list of fifteen—excluding the one you already reflected on in Part A of the Phase 3 DB assignment—and answer the questions below. Again, be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Al.
Reading Task choose two and write paperDogs Death by Jo.docx
Reading Task:
choose two and write paper
“Dog's Death" by John Updike, p. 340
"The World is Too Much with Us" by William Wordsworth, p. 491
“Shall I compare thee to a summer’s day?” by William Shakespeare, p. 492
“The Facebook Sonnet" by Sherman Alexie, p. 495
“Form" by Elaine Mitchell, p. 507
“Shooting the Horse" by David Shumate, p. 512
"this morning (for the girls of eastern high school)” by Lucille Clifton, p. 566
“Because I could not stop for Death” by Emily Dickinson, p. 568
“The Road Not Taken” by Robert Frost, p. 575
“Pied Beauty” by Gerard Manley Hopkins, p. 578
“Harlem” by Langston Hughes, p. 579
“Written in Disgust of Vulgar Superstition" by John Keats, p. 582
“The New Colossus” by Emma Lazarus, p. 582
Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions?
Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.)
Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest?
Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in an older dialect or contemporary English? Provide examples.
Tone: What tone does each poet take (e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject matter?
Themes: What are the main messages of both poems? Give reasons for your answers.
Sound: Read both poems aloud. What do you notice about their rhythms, rhyme schemes and musicality? How does listening to the sound of a poem differ from merely reading it as words on a page?
Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer
.
Similar to Primar source- Choose an anthologized poem from our textbook and det.docx (13)
ENG 30 INTRODUCTION TO LITERATURE PROF. GENE MCQUILLANSPR
ENG 30 INTRODUCTION TO LITERATURE PROF. GENE MCQUILLANSPR
Peer review for essay Students may either bring a hard.docx
Peer review for essay Students may either bring a hard.docx
Part 1. Choose one of the following themes or propose one of you.docx
Part 1. Choose one of the following themes or propose one of you.docx
Core 168 LITERARY ANALYSIS ESSAYYour first essay for the c.docx
Core 168 LITERARY ANALYSIS ESSAYYour first essay for the c.docx
Here is the list of assigned poems for Phase ThreeDogs Deat.docx
Here is the list of assigned poems for Phase ThreeDogs Deat.docx
Reading Task choose two and write paperDogs Death by Jo.docx
Reading Task choose two and write paperDogs Death by Jo.docx
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Presidential vs. Congressional Reconstruction Comparison Chart
Aspects of
Their Plan
Lincoln’s
10% Plan
Johnson’s
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Congressional
Reconstruction
Should Southern States be allowed into the reenter the union? If so should there be a time-out period? Would they be militarily occupied? What would the requirements be for reentry?
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http://www.digitalhistory.uh.edu/teachers/lesson_plans/pdfs/unit6_2.pdf
SPECIFICATIONS
Acceptable Length:
2-3 pages
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Put your name, course and section number, and assignment title at the top of the document.
Use one-inch margins.
Use a 12-point Times New Roman font.
Use double line spacing in the document.
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Cover the required elements mentioned above
Show evidence of careful consideration and planning
Properly use and cite source material using MLA style of documentation
Be grammatically correct
TO SUBMIT
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Presenter: Student
Institution: Grantham University
Date: July 2, 2020
ADOPTING TECHNOLOGY IN HEALTHCARE MANAGEMENT AND THE EFFECTS ON PATIENT OUTCOME
In this presentation you will be exposed to the following:
Problem statement and its current scope
Literature review
Strategic plan, who will benefit and what will the healthcare environment looks like once resolved
Recommendations/ limitations
References
CONTENTS OF THIS PRESENTATION
TABLE OF CONTENTS
PROBLEM STATEMENT
Current scope
LITERATURE REVIEW
Theoretical framework in which the problem exists
01
03
02
04
05
STRATEGIC PLAN
Implementation and benefits
RECOMMENDATION FOR FUTURE STUDY/LIMITATIONS
Social and political barriers to implementation
REFERENCES
Over 20 references with vast majority within five years.
COMMENTS
PROBLEM STATEMENT
01
Current Scope
Problem statement
Many healthcare professionals are less adoptive to technology advances, they are not up to date with new medical discoveries, performance measurements and decrease coordination with each other (Seblega 2010). These deficiencies resulted in the analysis of challenges that exists with technology adoption to include, costs, interoperability, outdated technology, difficulty in use of technology and complicated asset tracking and implementation.
Who are affected?
Practicioners, managers, employees, investors, patients and the economy on a whole
Demographics
Analysis done on the two selected countries of Nigeria and the United States both concluded that technology adoption in healthcare is linked to usefulness and ease of use of technology.
01 CONTINUES
History of problem
Discussion about the use of computers began in 1960s.
The possibility of electronic health records (EHR), were examined in 1991.
When did the problem appeared?
Since the discussion to use technology to enhance medical care
01 CONTINUES
CURRENT SCOPE
The challenges in health technology adoption is significant because despite the evolution of the society, the importance of these tools for modern technology to improve quality care outcomes and other elaborate benefits that are associated with it is limited (underutilized or low) because of factors to include financial concerns, poor infrastructure, low technical expertise and resistance from healthcare professionals (Zayyad 2018).
01 CONTINUES
What is currently being done?
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Literature review that integrates what was found in the literature
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Prepare
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PowerPoint
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•
For Local Campus students, these are 8- to 12-minute oral presentations accompanied by Microsoft
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PowerPoint
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presentations.
•
For Online and Directed Study students, these are Microsoft
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Answer
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•
How has technology increased contact among people who are similar?
•
How has technology increased contact among people who are different?
•
How does technology strengthen communication within diasporic groups?
•
How does technology improve individuals' identity management?
•
What are some potential implications of increased access to communication technology?
Refer
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.
Preparing for disasters, terrorist threats, or communicable disease .docx
Preparing for disasters, terrorist threats, or communicable disease outbreaks is an important part of public health nursing. Visit the website
http://www.ready.gov
and
http://www.ready.gov/pandemic
. Review the steps for being prepared for a disaster or pandemic.
Choose a natural or manmade disaster that could impact your community and discuss how a CHN can help the community prepare or respond to this disaster.
Choose a potential infectious disease outbreak and discuss how a CHN can help to prevent or respond to an outbreak.
How well is your community prepared for a potential outbreak or disaster?
Federal Emergency Management Agency. (2016).
Ready: Prepare. Plan. Stay informed
. Retrieved from
http://www.ready.gov/
.
Federal Emergency Management Agency. (2016).
Pandemic
. Retrieved from
http://www.ready.gov/pandemic
.
APA Format
REQUIRED REFERENCES:
Nies, M. A., & McEwen, M. (2015).
Community/Public health nursing: Promoting the health of populations
(6th ed.). St. Louis, MO: Saunders/Elsevier.
Chapter 25: Communicable Disease
Chapter 26: Substance Abuse
Chapter 27: Violence
Chapter 28: Natural and Man-made Disasters
Required website:
Federal Emergency Management Agency. (2016).
Ready: Prepare. Plan. Stay informed
. Retrieved from
http://www.ready.gov/
.
.
Prepare Your initial post in this discussion must be informed by .docx
Prepare:
Your initial post in this discussion must be informed by the required material for this discussion. The required material for this discussion will introduce you to what is new about Uber as a business model, the profit incentive in business, and how laws can make or break innovation in business. Your preparation should focus on the characteristics of capitalism and socialism, as well as other business concepts presented in the required material. Since your initial post in this discussion will examine the relation between running a business such as Uber and the laws and economic system of the nation(s) in which it operates, make sure to comb the material on Uber for laws, regulations, and the economic setting that affect its operations. You are encouraged to research relevant laws and regulations to make sure that you have current information. You will also need to review the material on the three ethical theories employed in the Week One Discussion as you will draw from that material for this week’s discussion too.
Reflect:
Keep in mind that Uber has presented itself into the market not as a transportation service but as a service that pairs consumers with ride sharing services by means of a unique phone app. But some sources—including the taxi industry and one California court finding (details in the required material), as well as the characterization of Uber presented in Section 3.4 of the textbook—seem to challenge this branding. According to these sources, Uber is avoiding laws that apply to the transportation industry and, thereby, usurping a rightful place that the taxi industry has carved for itself. Consumers, on the other hand, have shown their preference for Uber by a high demand for its services in the USA and abroad, including those countries in which Uber has been banned. Compared to taxis, Uber offers consumers an efficient system for procuring a ride even in remote areas where taxis do not frequent, a convenient payment method (no need for cash, and fares can be split among different users on the same ride), and significantly cheaper fares compared to taxis. In many instances, Uber cars come equipped with water, candy, and magazines, all for free. Uber drivers are also better off because they keep the majority of the fares for the rides that they service, which is exactly the opposite case of taxi drivers, and they can choose when they want to work. Clearly, this is a controversial case and thus very apt for the examination for this discussion.
Keep in mind that a nation’s economic system is shaped by the laws that are in place. Accordingly, laws (including state regulations and local ordinances) will give you a clue for the kind of economic system that exists. Keep in mind also that most nations have mixed economies and there is probably no economic system that purely represents socialism or capitalism. So you will find a different combination of both socialism and capitalism in any nation that you are examining.
.
Prepare written responses in Excel to the following assignments f.docx
Prepare
written responses in Excel to the following assignments from
Managerial Accounting:
PLEASE SEE ATTACHED FILE
Exercise E1-14 (parts A, B, and C only)
Click
the Assignment Files tab to submit your assignment as a Microsoft © Excel file. Failure to submit an Excel file that utilizes formulas will result in a 10% penalty.
.
Prepare a 900 word paper in which you examine social psychology. A.docx
Prepare
a 900 word paper in which you examine social psychology. Address the following items
:
Define social psychology.
Discuss how social psychology differs from other disciplines, such as clinical psychology, general psychology, and sociology.
Explain the role of research in social psychology.
.
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special B.ed 2nd year old paper_20240531.pdf
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