Reflect: The U.S. Constitution is the cornerstone of our federal government. The Constitution establishes a basic operational framework that enables the three branches of government—executive, legislative, and judicial—to interact and function as a unit. Embedded in this operational framework are two key principles: separation of powers and a system of checks and balances. Think about how these branches interact and the importance of these checks and balances and the separation of powers.
Write: In your initial post, please fully and directly respond to the following:
· Explain the difference between checks and balances and the separation of powers, and explain why they are important to our democracy.
· Discuss one recent real-world example of checks and balances, and explain the impact of it.
· Discuss one recent real-world example of balance of power, and explain the impact of it.
· Discuss one recent real-world example of how the Constitution directly protects individual and group rights.
Your initial post must be at least 300 words. If you are citing statistics or outside sources for your examples, please list the website or the reference entry.
"I am sitting by the Window in th is Atrocious Nursery."
THE YELLO\N \\TALL-PAPER.
By Cltarlotte Perkins Stetson.
T is very seldom
that mere ordi
nary P""ople like
J ohn and myself
secure ancestral
hall s for the
summer.
A colonial man
sion, a hereditary
estate, I would
say a haunted
house, and reach the height of romantic
felicity- but that would be asking too
much of fate!
Still I will proudly declare that there is
something queer about it.
Else, why shou ld it be let so cheaply?
And why have stood so long untenanted?
John laughs at me, of course, but one
expects that in marriage.
John is practical in the extreme. He
has no patience with faith, an intense
horror of superstition, and he scoffs
openly at any talk of things not to be felt
and seen and put down in figures.
John is a physician, and perltaps - (I
would not say it to a living soul, of
course, but this is dead paper and a
great relief to my mind - ) per/zaps that
is one reason I do not get well faster.
You see he does not believe I am sick! .
And what can one do?
THE YELLOW WALL-PARER.
If a physician of high standing, and
one's own husband, assures friends and
relatives that there is really nothing the
matter with one but temporary nervous
depression - a slight hysterical tendency
- what is one to do?
My brother is also a physician, and
also of high standing, and he says the
same thing. •
So I take phosphates or phosphites
whichever it is, and tonics, and journeys,
and air, and exercise, and am absolutely
forbidden to "work" until I am well again.
Personally, I disagree with their ideas.
Personally, I believe that congenial
work, with excitement and change, would
do me good.
But what is one to do?
I did write for a while 111 spite of
them; but it does ex.
1) The narrator and her husband John have rented an old mansion for the summer. The narrator finds the wallpaper in her bedroom disturbing and seems to see strange shapes in it.
2) The narrator struggles with nervous depression but John, as a physician, does not believe she is truly ill. He discourages her from working or having visitors, which frustrates her.
3) As the summer progresses, the narrator becomes more fixated on the wallpaper and the strange shapes she believes she sees in it, suggesting her mental state may be deteriorating.
BCCC Bio 102 Principles of Biology - Research Paper In.docxjoyjonna282
BCCC Bio 102 Principles of Biology - Research Paper Instruction
1. Select any one topic of your choice related to your syllabus in Biology
2. Cover page: Should include the following:
Topic of the Paper --------------
Course Name --------------------
Index # ----------------------------
Students Name -------------------
Instructor’s Name ----------------
Semester----------------------------
3. Content Page
4. Abstract Page
5. Main Body
You will write a minimum of three (3) pages on this topic (excluding graphs and pictures). The paper should include the following:
Page Number, Double Space, typed with Times New Roman’ font, size ‘12’ and APA format
6. Reference/ bibliography page (including Internet sources).
Reference materials related to your topic should be from 3 different sources, i.e. textbooks, scientific publications/journals, internet, newspaper, magazine etc.
The reference articles must be published within the last five years.
7. Content Quality and Originality of the Research Paper
8. Submit the completed research paper online through blackboard on time.
Points for the Research Paper = 100
Research Paper Grading Rubrics (Out of 100 points)
Paper related to topics in Biology syllabus = 5 points
Cover page = 5 points
Content Page = 5 points
Abstract Page = 10 points
Main Body = 40 points (Three pages = 10; Page Number = 5; Double Space = 5;
Times New Roman font = 5; Size 12 = 5 and APA format = 10)
Reference – 10 points (3 different sources = 5; the last five years = 5)
Content – Quality & Originality = 20 points
Submitted On time = 5 points
______________________________________________________________________________
"I am sitting by the Window in th is Atrocious Nursery."
THE YELLO\N \\TALL-PAPER.
By Cltarlotte Perkins Stetson.
T is very seldom
that mere ordi
nary P""ople like
J ohn and myself
secure ancestral
hall s for the
summer.
A colonial man
sion, a hereditary
estate, I would
say a haunted
house, and reach the height of romantic
felicity- but that would be asking too
much of fate!
Still I will proudly declare that there is
something queer about it.
Else, why shou ld it be let so cheaply?
And why have stood so long untenanted?
John laughs at me, of course, but one
expects that in marriage.
John is practical in the extreme. He
has no patience with faith, an intense
horror of superstition, and he scoffs
openly at any talk of things not to be felt
and seen and put down in figures.
John is a physician, and perltaps - (I
would not say it to a living soul, of
course, but this is dead paper and a
great relief to my mind - ) per/zaps that
is one reason I do not get well faster.
You see he does not believe I am sick! .
And what can one do?
THE YELLOW WALL-PARER.
If a physici ...
I am sitting by the Window in th is Atrocious Nursery. T.docxadampcarr67227
The narrator is sitting by the window in the nursery of an ancestral home. She finds the yellow wallpaper in the room disturbing and focuses on patterns in the paper. Over two weeks, she becomes increasingly fixated on the paper and feels more isolated. She struggles with her confinement and nervous condition.
"I am sitting by the Window in th is Atrocious Nursery."
THE YELLO\N \\TALL-PAPER.
By Cltarlotte Perkins Stetson.
T is very seldom
that mere ordi
nary P""ople like
J ohn and myself
secure ancestral
hall s for the
summer.
A colonial man
sion, a hereditary
estate, I would
say a haunted
house, and reach the height of romantic
felicity- but that would be asking too
much of fate!
Still I will proudly declare that there is
something queer about it.
Else, why shou ld it be let so cheaply?
And why have stood so long untenanted?
John laughs at me, of course, but one
expects that in marriage.
John is practical in the extreme. He
has no patience with faith, an intense
horror of superstition, and he scoffs
openly at any talk of things not to be felt
and seen and put down in figures.
John is a physician, and perltaps - (I
would not say it to a living soul, of
course, but this is dead paper and a
great relief to my mind - ) per/zaps that
is one reason I do not get well faster.
You see he does not believe I am sick! .
And what can one do?
THE YELLOW WALL-PARER.
If a physician of high standing, and
one's own husband, assures friends and
relatives that there is really nothing the
matter with one but temporary nervous
depression - a slight hysterical tendency
- what is one to do?
My brother is also a physician, and
also of high standing, and he says the
same thing. •
So I take phosphates or phosphites
whichever it is, and tonics, and journeys,
and air, and exercise, and am absolutely
forbidden to "work" until I am well again.
Personally, I disagree with their ideas.
Personally, I believe that congenial
work, with excitement and change, would
do me good.
But what is one to do?
I did write for a while 111 spite of
them; but it does exhaust me a good
deal-having to be so sly about it, or
else meet with heavy opposition.
I sometimes fancy that in my condi
tion if I had less opposition and more
. society and stimulus - but John says the
very worst thing I can do is to think
about my condition, and I confess it
always makes me feel bad.
So I will let it alone and talk about
the house.
The most beautiful place! It is quite
alone, standing well back from the road,
quite three miles from the village. It
makes me think of English places that
you read about, for there are hedges and
walls and gates that lock, and lots of
separate little houses for the gardeners
and people.
There is a delicious garden! I never
saw such a garden -large and shady,
full of box-bordered paths, and lined with
long grape-covered arbors with seats under
them.
There were greenhouses, too, but they
are all broken now.
There was some legal trouble, I be
lieve, something abou t the heirs and co
heirs; anyhow, the place has been empty
for years .
That spoils my ghostliness, I am afraid,
but I don't care - there is something
strange about the house - I can feel it.
I even said so to Jo ...
The yellow wallpaper charlotte perkins gilmanstaefenia sun
The document is an excerpt from the short story "The Yellow Wallpaper" by Charlotte Perkins Gilman. It describes a woman who is confined to an upstairs nursery by her physician husband John, who insists she has a temporary nervous condition. The woman finds the yellow wallpaper in the room disturbing and fixates on patterns within it as her mental state deteriorates while being isolated in the room. Over the course of her journal entries, she becomes increasingly obsessed with escaping from the room and the patterns in the wallpaper.
The Yellow Wallpaper1The Yellow WallpaperCharl.docxpelise1
The Yellow Wallpaper
1
The Yellow Wallpaper
Charlotte Perkins Gilman
The Yellow Wallpaper
2
It is very seldom that mere ordinary people like John and myself
secure ancestral halls for the summer.
A colonial mansion, a hereditary estate, I would say a haunted house,
and reach the height of romantic felicity--but that would be asking too
much of fate!
Still I will proudly declare that there is something queer about it.
Else, why should it be let so cheaply? And why have stood so long
untenanted?
John laughs at me, of course, but one expects that in marriage.
John is practical in the extreme. He has no patience with faith, an
intense horror of superstition, and he scoffs openly at any talk of things
not to be felt and seen and put down in figures.
John is a physician, and PERHAPS--(I would not say it to a living soul,
of course, but this is dead paper and a great relief to my mind)--PERHAPS
that is one reason I do not get well faster.
You see he does not believe I am sick!
And what can one do?
If a physician of high standing, and one's own husband, assures friends
and relatives that there is really nothing the matter with one but temporary
nervous depression--a slight hysterical tendency--what is one to do?
My brother is also a physician, and also of high standing, and he says
the same thing.
So I take phosphates or phosphites--whichever it is, and tonics, and
journeys, and air, and exercise, and am absolutely forbidden to "work"
until I am well again.
Personally, I disagree with their ideas.
Personally, I believe that congenial work, with excitement and change,
would do me good.
But what is one to do?
I did write for a while in spite of them; but it DOES exhaust me a good
deal--having to be so sly about it, or else meet with heavy opposition.
I sometimes fancy that my condition if I had less opposition and more
society and stimulus--but John says the very worst thing I can do is to
think about my condition, and I confess it always makes me feel bad.
The Yellow Wallpaper
3
So I will let it alone and talk about the house.
The most beautiful place! It is quite alone, standing well back from the
road, quite three miles from the village. It makes me think of English
places that you read about, for there are hedges and walls and gates that
lock, and lots of separate little houses for the gardeners and people.
There is a DELICIOUS garden! I never saw such a garden--large and
shady, full of box-bordered paths, and lined with long grape-covered
arbors with seats under them.
There were greenhouses, too, but they are all broken now.
There was some legal trouble, I believe, something about the heirs and
coheirs; anyhow, the place has been empty for years.
That spoils my ghostliness, I am afraid, but I don't care--there is
something strange about the house--I can feel it.
I even said so to John one moonlight evening, but he said what I felt
was a DRAUGHT, and shut the window.
I get unreasonably angry with John sometimes. I'm.
Charlotte Perkins Gilman - The Yellow Wallpaper 3George Grayson
The summary is:
1) The narrator is staying at an old mansion for the summer at the insistence of her physician husband John who believes rest is the best treatment for her nervous condition.
2) She finds the yellow wallpaper in her bedroom disturbing and fixates on patterns in it, finding forms that seem to move.
3) Over time she becomes increasingly fascinated and obsessed with the wallpaper, neglecting her duties and health as she spends more time examining and following the patterns.
The narrator reads aloud from a notebook every day in the hopes of triggering a miracle for the woman in the room with him who does not recognize him. The second chapter describes Noah Calhoun, a 31-year-old veteran living in North Carolina in 1946, as he sits on his porch in the evening playing guitar, thinking about restoring his old home, and reading Walt Whitman. The narrator believes in miracles and hopes reading from the notebook will spark one for the woman.
1) The narrator and her husband John have rented an old mansion for the summer. The narrator finds the wallpaper in her bedroom disturbing and seems to see strange shapes in it.
2) The narrator struggles with nervous depression but John, as a physician, does not believe she is truly ill. He discourages her from working or having visitors, which frustrates her.
3) As the summer progresses, the narrator becomes more fixated on the wallpaper and the strange shapes she believes she sees in it, suggesting her mental state may be deteriorating.
BCCC Bio 102 Principles of Biology - Research Paper In.docxjoyjonna282
BCCC Bio 102 Principles of Biology - Research Paper Instruction
1. Select any one topic of your choice related to your syllabus in Biology
2. Cover page: Should include the following:
Topic of the Paper --------------
Course Name --------------------
Index # ----------------------------
Students Name -------------------
Instructor’s Name ----------------
Semester----------------------------
3. Content Page
4. Abstract Page
5. Main Body
You will write a minimum of three (3) pages on this topic (excluding graphs and pictures). The paper should include the following:
Page Number, Double Space, typed with Times New Roman’ font, size ‘12’ and APA format
6. Reference/ bibliography page (including Internet sources).
Reference materials related to your topic should be from 3 different sources, i.e. textbooks, scientific publications/journals, internet, newspaper, magazine etc.
The reference articles must be published within the last five years.
7. Content Quality and Originality of the Research Paper
8. Submit the completed research paper online through blackboard on time.
Points for the Research Paper = 100
Research Paper Grading Rubrics (Out of 100 points)
Paper related to topics in Biology syllabus = 5 points
Cover page = 5 points
Content Page = 5 points
Abstract Page = 10 points
Main Body = 40 points (Three pages = 10; Page Number = 5; Double Space = 5;
Times New Roman font = 5; Size 12 = 5 and APA format = 10)
Reference – 10 points (3 different sources = 5; the last five years = 5)
Content – Quality & Originality = 20 points
Submitted On time = 5 points
______________________________________________________________________________
"I am sitting by the Window in th is Atrocious Nursery."
THE YELLO\N \\TALL-PAPER.
By Cltarlotte Perkins Stetson.
T is very seldom
that mere ordi
nary P""ople like
J ohn and myself
secure ancestral
hall s for the
summer.
A colonial man
sion, a hereditary
estate, I would
say a haunted
house, and reach the height of romantic
felicity- but that would be asking too
much of fate!
Still I will proudly declare that there is
something queer about it.
Else, why shou ld it be let so cheaply?
And why have stood so long untenanted?
John laughs at me, of course, but one
expects that in marriage.
John is practical in the extreme. He
has no patience with faith, an intense
horror of superstition, and he scoffs
openly at any talk of things not to be felt
and seen and put down in figures.
John is a physician, and perltaps - (I
would not say it to a living soul, of
course, but this is dead paper and a
great relief to my mind - ) per/zaps that
is one reason I do not get well faster.
You see he does not believe I am sick! .
And what can one do?
THE YELLOW WALL-PARER.
If a physici ...
I am sitting by the Window in th is Atrocious Nursery. T.docxadampcarr67227
The narrator is sitting by the window in the nursery of an ancestral home. She finds the yellow wallpaper in the room disturbing and focuses on patterns in the paper. Over two weeks, she becomes increasingly fixated on the paper and feels more isolated. She struggles with her confinement and nervous condition.
"I am sitting by the Window in th is Atrocious Nursery."
THE YELLO\N \\TALL-PAPER.
By Cltarlotte Perkins Stetson.
T is very seldom
that mere ordi
nary P""ople like
J ohn and myself
secure ancestral
hall s for the
summer.
A colonial man
sion, a hereditary
estate, I would
say a haunted
house, and reach the height of romantic
felicity- but that would be asking too
much of fate!
Still I will proudly declare that there is
something queer about it.
Else, why shou ld it be let so cheaply?
And why have stood so long untenanted?
John laughs at me, of course, but one
expects that in marriage.
John is practical in the extreme. He
has no patience with faith, an intense
horror of superstition, and he scoffs
openly at any talk of things not to be felt
and seen and put down in figures.
John is a physician, and perltaps - (I
would not say it to a living soul, of
course, but this is dead paper and a
great relief to my mind - ) per/zaps that
is one reason I do not get well faster.
You see he does not believe I am sick! .
And what can one do?
THE YELLOW WALL-PARER.
If a physician of high standing, and
one's own husband, assures friends and
relatives that there is really nothing the
matter with one but temporary nervous
depression - a slight hysterical tendency
- what is one to do?
My brother is also a physician, and
also of high standing, and he says the
same thing. •
So I take phosphates or phosphites
whichever it is, and tonics, and journeys,
and air, and exercise, and am absolutely
forbidden to "work" until I am well again.
Personally, I disagree with their ideas.
Personally, I believe that congenial
work, with excitement and change, would
do me good.
But what is one to do?
I did write for a while 111 spite of
them; but it does exhaust me a good
deal-having to be so sly about it, or
else meet with heavy opposition.
I sometimes fancy that in my condi
tion if I had less opposition and more
. society and stimulus - but John says the
very worst thing I can do is to think
about my condition, and I confess it
always makes me feel bad.
So I will let it alone and talk about
the house.
The most beautiful place! It is quite
alone, standing well back from the road,
quite three miles from the village. It
makes me think of English places that
you read about, for there are hedges and
walls and gates that lock, and lots of
separate little houses for the gardeners
and people.
There is a delicious garden! I never
saw such a garden -large and shady,
full of box-bordered paths, and lined with
long grape-covered arbors with seats under
them.
There were greenhouses, too, but they
are all broken now.
There was some legal trouble, I be
lieve, something abou t the heirs and co
heirs; anyhow, the place has been empty
for years .
That spoils my ghostliness, I am afraid,
but I don't care - there is something
strange about the house - I can feel it.
I even said so to Jo ...
The yellow wallpaper charlotte perkins gilmanstaefenia sun
The document is an excerpt from the short story "The Yellow Wallpaper" by Charlotte Perkins Gilman. It describes a woman who is confined to an upstairs nursery by her physician husband John, who insists she has a temporary nervous condition. The woman finds the yellow wallpaper in the room disturbing and fixates on patterns within it as her mental state deteriorates while being isolated in the room. Over the course of her journal entries, she becomes increasingly obsessed with escaping from the room and the patterns in the wallpaper.
The Yellow Wallpaper1The Yellow WallpaperCharl.docxpelise1
The Yellow Wallpaper
1
The Yellow Wallpaper
Charlotte Perkins Gilman
The Yellow Wallpaper
2
It is very seldom that mere ordinary people like John and myself
secure ancestral halls for the summer.
A colonial mansion, a hereditary estate, I would say a haunted house,
and reach the height of romantic felicity--but that would be asking too
much of fate!
Still I will proudly declare that there is something queer about it.
Else, why should it be let so cheaply? And why have stood so long
untenanted?
John laughs at me, of course, but one expects that in marriage.
John is practical in the extreme. He has no patience with faith, an
intense horror of superstition, and he scoffs openly at any talk of things
not to be felt and seen and put down in figures.
John is a physician, and PERHAPS--(I would not say it to a living soul,
of course, but this is dead paper and a great relief to my mind)--PERHAPS
that is one reason I do not get well faster.
You see he does not believe I am sick!
And what can one do?
If a physician of high standing, and one's own husband, assures friends
and relatives that there is really nothing the matter with one but temporary
nervous depression--a slight hysterical tendency--what is one to do?
My brother is also a physician, and also of high standing, and he says
the same thing.
So I take phosphates or phosphites--whichever it is, and tonics, and
journeys, and air, and exercise, and am absolutely forbidden to "work"
until I am well again.
Personally, I disagree with their ideas.
Personally, I believe that congenial work, with excitement and change,
would do me good.
But what is one to do?
I did write for a while in spite of them; but it DOES exhaust me a good
deal--having to be so sly about it, or else meet with heavy opposition.
I sometimes fancy that my condition if I had less opposition and more
society and stimulus--but John says the very worst thing I can do is to
think about my condition, and I confess it always makes me feel bad.
The Yellow Wallpaper
3
So I will let it alone and talk about the house.
The most beautiful place! It is quite alone, standing well back from the
road, quite three miles from the village. It makes me think of English
places that you read about, for there are hedges and walls and gates that
lock, and lots of separate little houses for the gardeners and people.
There is a DELICIOUS garden! I never saw such a garden--large and
shady, full of box-bordered paths, and lined with long grape-covered
arbors with seats under them.
There were greenhouses, too, but they are all broken now.
There was some legal trouble, I believe, something about the heirs and
coheirs; anyhow, the place has been empty for years.
That spoils my ghostliness, I am afraid, but I don't care--there is
something strange about the house--I can feel it.
I even said so to John one moonlight evening, but he said what I felt
was a DRAUGHT, and shut the window.
I get unreasonably angry with John sometimes. I'm.
Charlotte Perkins Gilman - The Yellow Wallpaper 3George Grayson
The summary is:
1) The narrator is staying at an old mansion for the summer at the insistence of her physician husband John who believes rest is the best treatment for her nervous condition.
2) She finds the yellow wallpaper in her bedroom disturbing and fixates on patterns in it, finding forms that seem to move.
3) Over time she becomes increasingly fascinated and obsessed with the wallpaper, neglecting her duties and health as she spends more time examining and following the patterns.
The narrator reads aloud from a notebook every day in the hopes of triggering a miracle for the woman in the room with him who does not recognize him. The second chapter describes Noah Calhoun, a 31-year-old veteran living in North Carolina in 1946, as he sits on his porch in the evening playing guitar, thinking about restoring his old home, and reading Walt Whitman. The narrator believes in miracles and hopes reading from the notebook will spark one for the woman.
1) The narrator reflects on when he considers his youth to have begun, tracing it to an epiphany he had around age 16 where ideas of moral improvement suddenly felt urgent and achievable.
2) The narrator describes a spring day where he is struck by feelings of beauty, happiness, and virtue while gazing out the window, seeing it as a turning point.
3) The narrator shares the dreams and plans he had for self-improvement after this experience, which include regular church attendance, charity, academic success, and physical fitness, as well as romantic fantasies, though he acknowledges their unrealistic nature.
Papa Joope shares his anecdote of when he was a student who is quite critical of his own flaws. He gives incite into how he felt and how he acted on his journey of psychological proportions.
Dubliners is a collection of fifteen short stories by James Joyce, first published in 1914.[1] They form a naturalistic depiction of Irish middle class life in and around Dublin in the early years of the 20th century.
The stories were written when Irish nationalism was at its peak, and a search for a national identity and purpose was raging; at a crossroads of history and culture, Ireland was jolted by various converging ideas and influences. They centre on Joyce's idea of an epiphany: a moment where a character experiences a life-changing self-understanding or illumination. Many of the characters in Dubliners later appear in minor roles in Joyce's novel Ulysses.[2] The initial stories in the collection are narrated by child protagonists, and as the stories continue, they deal with the lives and concerns of progressively older people. This is in line with Joyce's tripartite division of the collection into childhood, adolescence and maturity.
1) The narrator is left an old family farmhouse by his recently deceased mother. The house is in disrepair, filled with trash and needing many repairs.
2) While inspecting the house, the narrator discovers a strange, perfectly round hole in the wall of the bedroom he slept in. The hole appears to have been cut intentionally, but the narrator cannot think of any explanation for it.
3) That night, the narrator has disturbing dreams about the house shifting forms and a strange, robotic figure appearing in the hallway by his room. He wakes feeling unsettled by his dreams and the unexplained hole in the wall.
My Dream House Essay
Describe My Home
Favorite Room Essay
Description of My Room Essay
Essay about My Bedroom
What is Home? Essay
Essay about My Childhood Home
Andrew Parrott reflects on a summer retreat where he helped repair the home of Mrs. Rose, an elderly woman living in poverty. The experience made him question what are truly needs versus wants. He realized through Mrs. Rose's resilience and sacrifice that he takes for granted the technology, money and choices that allow him to fulfill wants rather than just needs. The retreat was an enlightening experience that gave him a new perspective on appreciating what he has.
Reflection Journal Learning From the CommunityWe often consid.docxringrid1
Reflection Journal: Learning From the Community
We often consider how community health nurses can support vulnerable populations. For this self-reflection, consider what unique assets or perspectives vulnerable populations can provide to nurses. Reflect on how you, as a professional nurse, hope to improve individual and social factors that contribute to vulnerability in populations. What public policies may affect these vulnerable populations?
Guidelines for Submission: When writing journal assignments, include evidence-based sources as well as your own reflections on the topic. Use APA formatting for references and in-text citations. Submit journal assignment as a Word document.
.
Reflection Individual Paper – Due according to syllabusThe stude.docxringrid1
Reflection Individual Paper – Due according to syllabus
The student will be given a maternity or pediatric disorder that they might have encountered or will encounter in nursing practice. Write a (6)-page paper with references in APA format.
Required elements
Description of the disorder
Priority Nursing Diagnosis and why
Nursing Assessment / Clinical Manifestations
Nursing Plan/ Goals/ Outcomes
Nursing Interventions
Nursing Evaluations
Patient and Family teaching
Conclusion/ Summary
Cites four (4) APA format references (at least 5 years old)
TOTAL
Scene 1
A is on his phone, looking at Twitter and Instagram
B is A’s friend and recently doing social media addiction research.
B comes inside this room
B: Hey A, how’s your day!
A: Great, Look I just found another interesting app called Instagram!
B: Not again! You’re always on your phone!
A: I just downloaded it 3 days ago, it’s fun, you should try it.
B: Did you know
(switch to data information)
that 60% of adolescent’s sleeping patterns are affected by the use of their phones an hour before bed. This can lead to sleep deprivation. The use of social media keeps our brain highly active and therefore it takes longer to get into a deep sleep, which means we don’t get enough sleep for our brains to properly function. Sleep deprivation is one of the key factors to developing depression and can lead to an overall in the quality of an someone’s life.
A: So, if I stop playing on my phone before I sleep then I will be fine? Are there any other negative effects of using social media?
(switch to data information)
B: There are so many more negative effects that social media has on us. Adults spend around 32% of their total work time on social media, and this causes a major reduction in the overall productivity, studies show that it reduces by 13%. A decline in productivity rates can directly affect the profitability of an organisation. Heavy use of social media can also have a negative impact on an individual’s mental health. Heavy users of social media have a 13%-66% higher chance of developing depression. This is a due to low self-esteem and isolation from heavy use of social media, as you are constantly looking and comparing your life to everyone else’s. It also leads to less physical activity and less opportunity to develop real authentic relationships. Do you find that you prefer to communicate with people over social media instead of face to face?
A: Yes I do!
B: The other one of the major risks of using social media is exposure to online abuse from “bullies” or “trolls”. Around one in 13 people in Australian have experienced some kind of online abuse, such as threats of death, rape, sexual assault, and stalking. Race-based abusive language is also common. A portion of these people who were exposed to online abuse had to seek help from a doctor or psychologist which negatively impacts work productivity. As a result, the loss of productivity has estimated to cost the Aust.
Reflection Essay 5Name the instruments of EITHER a basic piph.docxringrid1
Reflection Essay 5:
Name the instruments of EITHER a basic
piphat
group, or a
nhac tai tu
group, and provide the proper Hornbostel-Sachs category for each, along with the role each instrument plays in its respective ensemble. You might also include distinctive features about the music style itself, in terms of rhythm systems or cycles, use of tuning systems and pitch manipulation, occasions for performances, roles of performers (social class, for example), etc.
.
Reflection Essay 3Choose only ONE of the two topics below (.docxringrid1
Reflection Essay 3
:
Choose only ONE of the two topics below (doing both will not give you any additional points). Remember that Reflection Essays don't need to be any more than a single page long. And if you can get to the heart of the issue, a paragraph may be enough. Just make sure to address the topic as completely as you can within those constraints.
ESSAY A: Describe what “emic” and “etic” mean in terms of cultural interaction. Give an example of yourself as “emic” and of an experience in which you have felt “etic.” OR discuss the four basic instrument categories, and give examples of each one, identifying its subcategory within that larger category, and why it would be classified that way.
OR:
ESSAY B: Write a brief overview of totemism and animism; make sure to show how they differ and where they overlap. Describe (and provide examples if you can) of how these belief systems consider the reality of an unseen world being tied to the physical and visible world we share as humans.
Previous
Next
.
Reflection Essay #2Explore your own efforts at achieving int.docxringrid1
This document provides instructions for Reflection Essay #2. Students are asked to read the news section of a national newspaper like The Washington Post or The New York Times for three consecutive days. They must then discuss how individuals and groups are depicted in the news in terms of representations of race, gender, class, sexuality, age, ability, and international communities. Students are also prompted to reflect on the experiences of the people shown in the news and how their interests are publicly represented. The essay should be 6-7 pages following APA style guidelines and include copies of the news articles. It will be graded based on incorporation of course concepts, clarity of ideas, formatting, proofreading, and inclusion of newspaper articles.
Reflection DiscussionBriefly discuss 1) Social Determinants of H.docxringrid1
Reflection Discussion
Briefly discuss 1) Social Determinants of Health and 2) School Based Healthcare Services and how they will be most applicable to the professional discipline you will enter upon completion of your degree program.
What is the importance of these concepts to the professional discipline?
How will you use these concepts in your future career?
Use scholarly source(s). APA format
Length: 1 page
.
Reflection Discussion Topic Briefly address the following quest.docxringrid1
Reflection Discussion Topic
: Briefly address the following question after watching the Satyarthi Ted Talk and reading Dr. King's "I have a dream..." Speach
-Anger has been construed by many as a selfish emotional state that leads to aggression, but could anger help to create social change?
.
Reflection AssignmentThis week there will be no formal discu.docxringrid1
Reflection Assignment
This week there will be no formal discussion for our class. However, there is a reading assignment. Based on the reading assignment there is a reflection requirement. This is basically a written paragraph of about five to six sentences about what you have read. Your reflection should be posted on the discussion board (remember it is just a paragraph of five to six sentences) regarding your readings for this week. No discussions are required this week.
Reading Assignment
Our reading assignment for our class this week will involve:
Chapter 16 – Internet, Secondary Analysis and Historical Research
Chapter 17 - Intervention
Your class participation is the basis for grading of this requirement. Please note that I am actively going through everyone’s phrase three written assignments. Thank you for your continued diligence in our course.
Under chapter 16 this week, we will explore topics such as incorporating the internet for your research, revisiting participant testing as well as interviewing. Ethical concerns, historical research, and its appraisal.
In review of chapter 17, intervention in research will be explained. As per our text, not all research involves an intervention. Frequently, interventions are seen within improvement projects frequently completed in DNP programs. At this phase of research, the principle investigator interacts with their research team. Documentation stems from the methodology section.
Investigating the internet in research, please know and understand the following.
Internet-based research method
refers to any research method that uses the Internet to collect data. Most commonly, the Web has been used as the means for conducting the study, but e-mail has been used as well. The use of e-mail to collect data dates back to the 1980s while the first uses of the Web to collect data started in the mid-1990s. Whereas e-mail is principally limited to survey and questionnaire methodology, the Web, with its ability to use media, has the ability to execute full experiments and implement a wide variety of research methods. The use of the Internet offers new opportunities for access to participants allowing for larger and more diverse samples.
Reference
Salkind, N. J. (2010).
Encyclopedia of research design
(Vols. 1-0). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412961288
Secondary analysis
is the re-analysis of either qualitative or quantitative data already collected in a previous study, by a different researcher normally wishing to address a new research question.
Reference
Tate, J. A., Happ, M. B. (2018). Qualitative secondary analysis: A case exemplar.
Journal of Pediatric Health Care
. Volume 32, Issue 3, p. 308-312.
Historical inquiry
proceeds with the formulation of a problem or set of questions worth pursuing. In the most direct approach, students might be encouraged to analyze a document, record, or site itself. Who produced it, when, how, and why? What is the e.
Reflection assignments
1. Action-observation-reflection model: Leadership development is enhanced when people do something (act), note what happened (observe), and think about what occurred (reflect).
2. Leadership and Maxims: You will write down the leadership maxims (three to five that are of most interest to you) of a personal or famous leader. In what situations do they work or not work, how would you go about testing the maxims.
3. Upon completing your personality profile, describe the results of each section or facet of the profile, discuss if you believe the profile fits your self-perception or image and share the profile with a good friend or family member and record their reactions concerning how well they believe the profile fits you.
4. Chapter 8 discussed several skills identified important to good leaders. These skills were: (a) Building Credibility, (b) Communication, (c) Listening, (d) Assertiveness, (e) Conducting Meetings, (f) Effective Stress Management, (g) Problem solving, and (h) Improving creativity. Although you might not engage in all of these activities at work or in school, choose four of the eight skills that you believe are most important, and discuss how you personally improve these skills for effective leadership development.
5. Stages: There are four well-known stages all groups move through prior to becoming cohesive, they are: (a) Forming, (b) Storming, (c) Norming, and (d) Performing first developed by Bruce Tuckman in 1965. Later, adjouring was added to the original four to make: (a) Forming, (b) Storming, (c) Norming, (d) Performing, and (e) Adjourning. Describe a recent school, work or family group you were a part of; did you notice these various stages? Now you are aware of these stages, do you believe any of these stages can be skipped and is there a “price” in skipping any of these stages?
6. In Chapter 13, p. 522, Highlight 13.6, Edgar Schein is introduced as a significant figure in the theory of organizational development, career development, group process consultation, and organizational culture. Briefly provide a historical background on Schein’s theory’s and describe an organization you were or are a part of in terms of these 4 factors: myths/symbols/ritual/language. How do you think those factors affect leadership in that organization?
7. Level 5 Leadership: In chapter 15, pp. 614-615, Highlight 15.9 discussed the concept of Good to Great. Within the confines of leadership and change discussed throughout much of the chapter, answer the first question focused on Level 5 leadership. The chapter spent a good deal of time discussing three types of leadership personalities: (a) Charismatic leadership, (b) Transformational leadership, and (c) Transactional leadership, how would each of these personalities fit into the Level 5 leadership model?
8.
Week 7 Memo
In the article, “All Hits Are Flukes” by William Bielby and Denise Bielby, they showed
how entertainment in the culture industry .
Reflection assignments are essays, based on the assigned chapters no.docxringrid1
Reflection assignments are essays, based on the assigned chapters noted in the syllabus. Type your reflection using correct grammar, spelling, writing mechanics and articulation. Each reflection assignment should be a
minimum of 2 pages
(it can be longer), double-spaced with one inch margins and size 12 font. Upload your reflection into D2L. Follow these directions:
Identify one passage from the assigned book (introduction through chapter 4),
The Collapse of American Criminal Justice,
that you find interesting, thought-provoking, controversial or one with which you agree or disagree.
Begin your reflection assignment by reprinting the quoted passage and also provide the page #.
Then reflect on the passage, explaining why you chose it, what you think about it, why it is or is not important, and/or how the passage relates to other theories, ideas, concepts, history, or findings from the lectures, reading and/or from other credible sources.
In addition to the book, cite other sources as you analyze each passage in order to support your opinions, reasoning and observations. Use APA Edition 6 for all sources.
A rubric will be used to grade your reflections; if instructor feedback seems auto-generated, that’s because it is.
The best two or three reflection assignments will be posted so that great work can be recognized and other students have examples on how to improve. To be considered for this honor, permission must be granted in the form of a quiz to be completed in the week 1 module.
EXAMPLE
“Violence was not controlled chiefly through criminal punishment… it was controlled through local democracy in the network of relationships that supported it… criminal punishment was embedded in that network of relationships. Police officer sometimes lived in the neighborhood they patrolled, and had political ties to those neighborhoods through the ward bosses who represented their cities’ political machines. Those patrols happened on foot: officers, those whom they targeted, and those whom they served knew one another. Cops, crime victims, criminals, and the jurors who judged them-these were not wholly district communities; they overlapped, and the overlaps could be large.” (Stuntz, 2011, p. 31).
I specifically chose this passage for two reasons. First, it addresses current issues that are relevant today; racial profiling, stereotyping, and the large incarcerated population of minorities. Second, it presents an upstream solution, which I will define and discuss further along in the reflection, to the large incarcerated population of minority that I personally quite agree with.
“Crime victims in black neighborhoods have difficulty convincing local police to take their victimization seriously… Cab drivers are slow to pick up” African Americans, and “pedestrians… hold their possession more tightly when they approach young black males” (Stuntz, 2011, p.22). All these scenarios demonstrate what is formally known as stereotyping. It’s wrong, but.
Reflection AssignmentChose to reflect on number, either 1, 2.docxringrid1
Reflection Assignment
Chose to reflect on number, either 1, 2, or 3.
No response to Peers required.
After reading chapters 16 and 17 post a short reflection, approximately one paragraph in length, discussing your thoughts and opinions about the use of : 1. Internet in Research or 2. Concerns of Ethics in Internet Research. 3. What do you understand about Interventions.
***
Chose to reflect on number, either 1, 2, or 3.
Reading Assignment
Chapter 16 – Internet, Secondary Analysis and Historical Research
Chapter 17 - Intervention
.
Reflection Assignment (Required for All Students)For this assi.docxringrid1
Reflection Assignment (Required for All Students)
For this assignment, I want you to complete the prompt below and to post your response to this discussion board. Click on "reply" below and type your response in at least 4 paragraphs with at least 3 sentences in each paragraph.
For full credit:
· Your response must be at least 4 paragraphs long with each paragraph having at least 3 complete sentences. I highly recommend typing your response into a separate file first, then copying/pasting and submitting your response here.
· Your writing must reflect proper spelling, grammar, and punctuation.
· All information that is obtained and discussed beyond the lecture and/or required or optional readings are appropriately cited and are only peer-reviewed scientific journal articles.
Prompt: Reflection on Your Experience during the ACT Seminar
Please address each of the following points (please follow the directions "For full credit" above when completing this prompt):
· If you were talking with a friend, how would you describe what ACT is? Try using what was discussed during the seminar.
· What was the most difficult part of the ACT seminar? This may include the exercises or discussions you found most challenging to engage in. In addition, why was it the most difficult part?
· What was the most engaging/interesting part of the ACT seminar? This may include the exercises or discussions you found the most interesting or fulfilling. In addition, why was it the most engaging/interesting part?
· In your opinion, what are at least three key take-away points from the ACT seminar?
Acceptance and Commitment Therapy-PSYC 498/598
Spring 2020 quarter
Kevin Criswell, Ph.D.
Just so you all are aware, students with the accommodation to do so may be audio recording this seminar.
As Steve Hayes said in his TEDx talk in Nevada, “Life asks us questions…and one of the most important questions it asks us is, ‘What are you going to do about difficult thoughts and feelings?’”
1
Open Up
Open Up: Defusion
“Defusion”? “Fusion”? What are you talking about?
Cognitive fusion: becoming “fused” with an idea that the mind brought up.
What “cognitive fusion” can look like:
Clipboard metaphor
“I am angry.”
“It would be great to see my good friend, but I am tired right now.”
And other ways we buy into the thoughts our mind brings up…
Open up: Defusion
What cognitive defusion can look like:
Feeding the tiger metaphor
Chessboard metaphor
Fix-it metaphor
“I am having the feeling of anger right now.” (see relationship to mindfulness here)
“It would be great to see my good friend, and I am tired right now.” (a glimpse into how DBT and ACT are similar in some emphases)
Titchener’s repetition
Leaves on a stream
Open up: Titchener’s repetition
Literally saying a word repeatedly for at least 40 seconds.
I want you to imagine cookies. Freshly-baked, your favorite variety (if you don’t like cookies, this will still work; just imagine them as best you can!).
Now say “cookies” rap.
Reflection as an Educational Strategyin Nursing Professional.docxringrid1
Reflection as an Educational Strategy
in Nursing Professional Development
An Integrative Review
Robbin Miraglia, MSN, RN ƒ Marilyn E. Asselin, PhD, RN-BC
Reflection is a critical component of professional nursing
practice and a strategy for learning through practice. This
integrative review synthesizes the literature addressing the
use of reflection as an educational strategy and reports
outcomes from the use of reflective strategies. Reflection
education is primarily nested in programs to meet specific
clinical goals, structured with group facilitation. Findings
suggest that reflective strategies stimulate learning in
practice, enhance readiness to apply new knowledge,
and promote practice change.
INTRODUCTION
In recent years, reflection has gained increased recognition
as a critical component of professional nursing practice and
as an educational strategy to acquire knowledge and learn
through practice (Asselin & Fain, 2013; Kim, 1999; Perry,
2000). Although there is no agreed upon definition, reflec-
tion is generally understood as the deliberate process of
critically thinking about a clinical experience, which leads
to development of insights for potential practice change
(Asselin & Fain, 2013). Scholars contend that reflection of-
fers nurses the opportunity to build on existing knowledge
through clinical experiences (Johns, 1995; Kuiper & Pesut,
2004; Perry, 2000), develop clinical judgment (Nielsen,
Stragnell, & Jester, 2007; Tanner, 2006), promote strong
communication skills, build collaborative practice, and im-
prove patient care (Horton-Deutsch, 2012; Peden-McAlpine,
Tomlinson, Forneris, Genck, & Meiers, 2005).
Although it is generally assumed that nurses know how
to reflect, findings from recent studies suggest that nurses’
reflective thinking may be prolonged by pauses and they
may need assistance in systematically moving insights to
practice change (Asselin & Fain, 2013; Asselin, Schwartz-
Barcott, & Osterman, 2013). Consequently, continuing ed-
ucation on reflection and reflective practice is viewed as a
vehicle to enhance professional practice, promote evidence-
based practice, and potentially improve patient outcomes.
As an educational strategy, reflection allows nurses to ex-
plore clinical experiences and the thoughts and feelings
associated with the experience, allowing for a change in
beliefs and assumptions, emergence of new knowledge,
and a transformation of clinical practice (Asselin & Fain,
2013; Dube & Ducharme, 2014; Horton-Deutsch, 2012;
Johns, 1995; Perry, 2000). Although numerous articles have
been published exploring the concept of reflection and the
use of reflection as an educational strategy, there has been
no attempt to synthesize existing literature presenting the
use of reflection as an educational strategy in nursing pro-
fessional development (NPD). This article provides an
integrative review of the literature addressing the use of re-
flection as an educational strategy for nurses. The rev.
Reflection and Discussion ForumReflection and Discussion Forum .docxringrid1
Reflection and Discussion Forum
Reflection and Discussion Forum
Reflect on the assigned readings for this Week and then type a two page paper regarding what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding. Define and describe what you thought was worthy of your understanding in half a page, and then explain why you felt it was important, how you will use it, and/or how important it is in project planning. Submit your two page paper by Thursday 12:00 pm EST.
.
Reflection and Discussion Forum Week 9Reflect on the assigne.docxringrid1
Reflection and Discussion Forum Week 9
Reflect on the assigned readings for the week. Identify what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding.
Also, provide a graduate-level response to each of the following questions:
California passes regulations that address pesticides. These regulations are much stricter on the use and production of pesticides than the federal regulations. Is this permissible under current law? What if California’s regulations are much less strict than the federal regulations?
Discuss the required elements of a valid contract analyzing when an agreement rises tothe level of a legally enforceable contract and when it does not
Week 9 - Short Essays
Question I -
Explain some of the hurdles litigants have encountered when it comes to the Endangered Species Act and standing to bring a lawsuit.
Question II -
A contract is made between two parties. The terms of the contract are complete and unambiguous. A dispute arises between the Parties. Party A wants to pull out of the contract without penalty. Party B argues that Party A’s proposed action is prohibited by the express terms of the contract. Party A argues that the Parties verbally agreed to ignore that provision of the contract that would impose a penalty on Party A. Which Party will prevail and why?
.
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2) The narrator describes a spring day where he is struck by feelings of beauty, happiness, and virtue while gazing out the window, seeing it as a turning point.
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Papa Joope shares his anecdote of when he was a student who is quite critical of his own flaws. He gives incite into how he felt and how he acted on his journey of psychological proportions.
Dubliners is a collection of fifteen short stories by James Joyce, first published in 1914.[1] They form a naturalistic depiction of Irish middle class life in and around Dublin in the early years of the 20th century.
The stories were written when Irish nationalism was at its peak, and a search for a national identity and purpose was raging; at a crossroads of history and culture, Ireland was jolted by various converging ideas and influences. They centre on Joyce's idea of an epiphany: a moment where a character experiences a life-changing self-understanding or illumination. Many of the characters in Dubliners later appear in minor roles in Joyce's novel Ulysses.[2] The initial stories in the collection are narrated by child protagonists, and as the stories continue, they deal with the lives and concerns of progressively older people. This is in line with Joyce's tripartite division of the collection into childhood, adolescence and maturity.
1) The narrator is left an old family farmhouse by his recently deceased mother. The house is in disrepair, filled with trash and needing many repairs.
2) While inspecting the house, the narrator discovers a strange, perfectly round hole in the wall of the bedroom he slept in. The hole appears to have been cut intentionally, but the narrator cannot think of any explanation for it.
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Reflection Journal Learning From the CommunityWe often consid.docxringrid1
Reflection Journal: Learning From the Community
We often consider how community health nurses can support vulnerable populations. For this self-reflection, consider what unique assets or perspectives vulnerable populations can provide to nurses. Reflect on how you, as a professional nurse, hope to improve individual and social factors that contribute to vulnerability in populations. What public policies may affect these vulnerable populations?
Guidelines for Submission: When writing journal assignments, include evidence-based sources as well as your own reflections on the topic. Use APA formatting for references and in-text citations. Submit journal assignment as a Word document.
.
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Reflection Individual Paper – Due according to syllabus
The student will be given a maternity or pediatric disorder that they might have encountered or will encounter in nursing practice. Write a (6)-page paper with references in APA format.
Required elements
Description of the disorder
Priority Nursing Diagnosis and why
Nursing Assessment / Clinical Manifestations
Nursing Plan/ Goals/ Outcomes
Nursing Interventions
Nursing Evaluations
Patient and Family teaching
Conclusion/ Summary
Cites four (4) APA format references (at least 5 years old)
TOTAL
Scene 1
A is on his phone, looking at Twitter and Instagram
B is A’s friend and recently doing social media addiction research.
B comes inside this room
B: Hey A, how’s your day!
A: Great, Look I just found another interesting app called Instagram!
B: Not again! You’re always on your phone!
A: I just downloaded it 3 days ago, it’s fun, you should try it.
B: Did you know
(switch to data information)
that 60% of adolescent’s sleeping patterns are affected by the use of their phones an hour before bed. This can lead to sleep deprivation. The use of social media keeps our brain highly active and therefore it takes longer to get into a deep sleep, which means we don’t get enough sleep for our brains to properly function. Sleep deprivation is one of the key factors to developing depression and can lead to an overall in the quality of an someone’s life.
A: So, if I stop playing on my phone before I sleep then I will be fine? Are there any other negative effects of using social media?
(switch to data information)
B: There are so many more negative effects that social media has on us. Adults spend around 32% of their total work time on social media, and this causes a major reduction in the overall productivity, studies show that it reduces by 13%. A decline in productivity rates can directly affect the profitability of an organisation. Heavy use of social media can also have a negative impact on an individual’s mental health. Heavy users of social media have a 13%-66% higher chance of developing depression. This is a due to low self-esteem and isolation from heavy use of social media, as you are constantly looking and comparing your life to everyone else’s. It also leads to less physical activity and less opportunity to develop real authentic relationships. Do you find that you prefer to communicate with people over social media instead of face to face?
A: Yes I do!
B: The other one of the major risks of using social media is exposure to online abuse from “bullies” or “trolls”. Around one in 13 people in Australian have experienced some kind of online abuse, such as threats of death, rape, sexual assault, and stalking. Race-based abusive language is also common. A portion of these people who were exposed to online abuse had to seek help from a doctor or psychologist which negatively impacts work productivity. As a result, the loss of productivity has estimated to cost the Aust.
Reflection Essay 5Name the instruments of EITHER a basic piph.docxringrid1
Reflection Essay 5:
Name the instruments of EITHER a basic
piphat
group, or a
nhac tai tu
group, and provide the proper Hornbostel-Sachs category for each, along with the role each instrument plays in its respective ensemble. You might also include distinctive features about the music style itself, in terms of rhythm systems or cycles, use of tuning systems and pitch manipulation, occasions for performances, roles of performers (social class, for example), etc.
.
Reflection Essay 3Choose only ONE of the two topics below (.docxringrid1
Reflection Essay 3
:
Choose only ONE of the two topics below (doing both will not give you any additional points). Remember that Reflection Essays don't need to be any more than a single page long. And if you can get to the heart of the issue, a paragraph may be enough. Just make sure to address the topic as completely as you can within those constraints.
ESSAY A: Describe what “emic” and “etic” mean in terms of cultural interaction. Give an example of yourself as “emic” and of an experience in which you have felt “etic.” OR discuss the four basic instrument categories, and give examples of each one, identifying its subcategory within that larger category, and why it would be classified that way.
OR:
ESSAY B: Write a brief overview of totemism and animism; make sure to show how they differ and where they overlap. Describe (and provide examples if you can) of how these belief systems consider the reality of an unseen world being tied to the physical and visible world we share as humans.
Previous
Next
.
Reflection Essay #2Explore your own efforts at achieving int.docxringrid1
This document provides instructions for Reflection Essay #2. Students are asked to read the news section of a national newspaper like The Washington Post or The New York Times for three consecutive days. They must then discuss how individuals and groups are depicted in the news in terms of representations of race, gender, class, sexuality, age, ability, and international communities. Students are also prompted to reflect on the experiences of the people shown in the news and how their interests are publicly represented. The essay should be 6-7 pages following APA style guidelines and include copies of the news articles. It will be graded based on incorporation of course concepts, clarity of ideas, formatting, proofreading, and inclusion of newspaper articles.
Reflection DiscussionBriefly discuss 1) Social Determinants of H.docxringrid1
Reflection Discussion
Briefly discuss 1) Social Determinants of Health and 2) School Based Healthcare Services and how they will be most applicable to the professional discipline you will enter upon completion of your degree program.
What is the importance of these concepts to the professional discipline?
How will you use these concepts in your future career?
Use scholarly source(s). APA format
Length: 1 page
.
Reflection Discussion Topic Briefly address the following quest.docxringrid1
Reflection Discussion Topic
: Briefly address the following question after watching the Satyarthi Ted Talk and reading Dr. King's "I have a dream..." Speach
-Anger has been construed by many as a selfish emotional state that leads to aggression, but could anger help to create social change?
.
Reflection AssignmentThis week there will be no formal discu.docxringrid1
Reflection Assignment
This week there will be no formal discussion for our class. However, there is a reading assignment. Based on the reading assignment there is a reflection requirement. This is basically a written paragraph of about five to six sentences about what you have read. Your reflection should be posted on the discussion board (remember it is just a paragraph of five to six sentences) regarding your readings for this week. No discussions are required this week.
Reading Assignment
Our reading assignment for our class this week will involve:
Chapter 16 – Internet, Secondary Analysis and Historical Research
Chapter 17 - Intervention
Your class participation is the basis for grading of this requirement. Please note that I am actively going through everyone’s phrase three written assignments. Thank you for your continued diligence in our course.
Under chapter 16 this week, we will explore topics such as incorporating the internet for your research, revisiting participant testing as well as interviewing. Ethical concerns, historical research, and its appraisal.
In review of chapter 17, intervention in research will be explained. As per our text, not all research involves an intervention. Frequently, interventions are seen within improvement projects frequently completed in DNP programs. At this phase of research, the principle investigator interacts with their research team. Documentation stems from the methodology section.
Investigating the internet in research, please know and understand the following.
Internet-based research method
refers to any research method that uses the Internet to collect data. Most commonly, the Web has been used as the means for conducting the study, but e-mail has been used as well. The use of e-mail to collect data dates back to the 1980s while the first uses of the Web to collect data started in the mid-1990s. Whereas e-mail is principally limited to survey and questionnaire methodology, the Web, with its ability to use media, has the ability to execute full experiments and implement a wide variety of research methods. The use of the Internet offers new opportunities for access to participants allowing for larger and more diverse samples.
Reference
Salkind, N. J. (2010).
Encyclopedia of research design
(Vols. 1-0). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412961288
Secondary analysis
is the re-analysis of either qualitative or quantitative data already collected in a previous study, by a different researcher normally wishing to address a new research question.
Reference
Tate, J. A., Happ, M. B. (2018). Qualitative secondary analysis: A case exemplar.
Journal of Pediatric Health Care
. Volume 32, Issue 3, p. 308-312.
Historical inquiry
proceeds with the formulation of a problem or set of questions worth pursuing. In the most direct approach, students might be encouraged to analyze a document, record, or site itself. Who produced it, when, how, and why? What is the e.
Reflection assignments
1. Action-observation-reflection model: Leadership development is enhanced when people do something (act), note what happened (observe), and think about what occurred (reflect).
2. Leadership and Maxims: You will write down the leadership maxims (three to five that are of most interest to you) of a personal or famous leader. In what situations do they work or not work, how would you go about testing the maxims.
3. Upon completing your personality profile, describe the results of each section or facet of the profile, discuss if you believe the profile fits your self-perception or image and share the profile with a good friend or family member and record their reactions concerning how well they believe the profile fits you.
4. Chapter 8 discussed several skills identified important to good leaders. These skills were: (a) Building Credibility, (b) Communication, (c) Listening, (d) Assertiveness, (e) Conducting Meetings, (f) Effective Stress Management, (g) Problem solving, and (h) Improving creativity. Although you might not engage in all of these activities at work or in school, choose four of the eight skills that you believe are most important, and discuss how you personally improve these skills for effective leadership development.
5. Stages: There are four well-known stages all groups move through prior to becoming cohesive, they are: (a) Forming, (b) Storming, (c) Norming, and (d) Performing first developed by Bruce Tuckman in 1965. Later, adjouring was added to the original four to make: (a) Forming, (b) Storming, (c) Norming, (d) Performing, and (e) Adjourning. Describe a recent school, work or family group you were a part of; did you notice these various stages? Now you are aware of these stages, do you believe any of these stages can be skipped and is there a “price” in skipping any of these stages?
6. In Chapter 13, p. 522, Highlight 13.6, Edgar Schein is introduced as a significant figure in the theory of organizational development, career development, group process consultation, and organizational culture. Briefly provide a historical background on Schein’s theory’s and describe an organization you were or are a part of in terms of these 4 factors: myths/symbols/ritual/language. How do you think those factors affect leadership in that organization?
7. Level 5 Leadership: In chapter 15, pp. 614-615, Highlight 15.9 discussed the concept of Good to Great. Within the confines of leadership and change discussed throughout much of the chapter, answer the first question focused on Level 5 leadership. The chapter spent a good deal of time discussing three types of leadership personalities: (a) Charismatic leadership, (b) Transformational leadership, and (c) Transactional leadership, how would each of these personalities fit into the Level 5 leadership model?
8.
Week 7 Memo
In the article, “All Hits Are Flukes” by William Bielby and Denise Bielby, they showed
how entertainment in the culture industry .
Reflection assignments are essays, based on the assigned chapters no.docxringrid1
Reflection assignments are essays, based on the assigned chapters noted in the syllabus. Type your reflection using correct grammar, spelling, writing mechanics and articulation. Each reflection assignment should be a
minimum of 2 pages
(it can be longer), double-spaced with one inch margins and size 12 font. Upload your reflection into D2L. Follow these directions:
Identify one passage from the assigned book (introduction through chapter 4),
The Collapse of American Criminal Justice,
that you find interesting, thought-provoking, controversial or one with which you agree or disagree.
Begin your reflection assignment by reprinting the quoted passage and also provide the page #.
Then reflect on the passage, explaining why you chose it, what you think about it, why it is or is not important, and/or how the passage relates to other theories, ideas, concepts, history, or findings from the lectures, reading and/or from other credible sources.
In addition to the book, cite other sources as you analyze each passage in order to support your opinions, reasoning and observations. Use APA Edition 6 for all sources.
A rubric will be used to grade your reflections; if instructor feedback seems auto-generated, that’s because it is.
The best two or three reflection assignments will be posted so that great work can be recognized and other students have examples on how to improve. To be considered for this honor, permission must be granted in the form of a quiz to be completed in the week 1 module.
EXAMPLE
“Violence was not controlled chiefly through criminal punishment… it was controlled through local democracy in the network of relationships that supported it… criminal punishment was embedded in that network of relationships. Police officer sometimes lived in the neighborhood they patrolled, and had political ties to those neighborhoods through the ward bosses who represented their cities’ political machines. Those patrols happened on foot: officers, those whom they targeted, and those whom they served knew one another. Cops, crime victims, criminals, and the jurors who judged them-these were not wholly district communities; they overlapped, and the overlaps could be large.” (Stuntz, 2011, p. 31).
I specifically chose this passage for two reasons. First, it addresses current issues that are relevant today; racial profiling, stereotyping, and the large incarcerated population of minorities. Second, it presents an upstream solution, which I will define and discuss further along in the reflection, to the large incarcerated population of minority that I personally quite agree with.
“Crime victims in black neighborhoods have difficulty convincing local police to take their victimization seriously… Cab drivers are slow to pick up” African Americans, and “pedestrians… hold their possession more tightly when they approach young black males” (Stuntz, 2011, p.22). All these scenarios demonstrate what is formally known as stereotyping. It’s wrong, but.
Reflection AssignmentChose to reflect on number, either 1, 2.docxringrid1
Reflection Assignment
Chose to reflect on number, either 1, 2, or 3.
No response to Peers required.
After reading chapters 16 and 17 post a short reflection, approximately one paragraph in length, discussing your thoughts and opinions about the use of : 1. Internet in Research or 2. Concerns of Ethics in Internet Research. 3. What do you understand about Interventions.
***
Chose to reflect on number, either 1, 2, or 3.
Reading Assignment
Chapter 16 – Internet, Secondary Analysis and Historical Research
Chapter 17 - Intervention
.
Reflection Assignment (Required for All Students)For this assi.docxringrid1
Reflection Assignment (Required for All Students)
For this assignment, I want you to complete the prompt below and to post your response to this discussion board. Click on "reply" below and type your response in at least 4 paragraphs with at least 3 sentences in each paragraph.
For full credit:
· Your response must be at least 4 paragraphs long with each paragraph having at least 3 complete sentences. I highly recommend typing your response into a separate file first, then copying/pasting and submitting your response here.
· Your writing must reflect proper spelling, grammar, and punctuation.
· All information that is obtained and discussed beyond the lecture and/or required or optional readings are appropriately cited and are only peer-reviewed scientific journal articles.
Prompt: Reflection on Your Experience during the ACT Seminar
Please address each of the following points (please follow the directions "For full credit" above when completing this prompt):
· If you were talking with a friend, how would you describe what ACT is? Try using what was discussed during the seminar.
· What was the most difficult part of the ACT seminar? This may include the exercises or discussions you found most challenging to engage in. In addition, why was it the most difficult part?
· What was the most engaging/interesting part of the ACT seminar? This may include the exercises or discussions you found the most interesting or fulfilling. In addition, why was it the most engaging/interesting part?
· In your opinion, what are at least three key take-away points from the ACT seminar?
Acceptance and Commitment Therapy-PSYC 498/598
Spring 2020 quarter
Kevin Criswell, Ph.D.
Just so you all are aware, students with the accommodation to do so may be audio recording this seminar.
As Steve Hayes said in his TEDx talk in Nevada, “Life asks us questions…and one of the most important questions it asks us is, ‘What are you going to do about difficult thoughts and feelings?’”
1
Open Up
Open Up: Defusion
“Defusion”? “Fusion”? What are you talking about?
Cognitive fusion: becoming “fused” with an idea that the mind brought up.
What “cognitive fusion” can look like:
Clipboard metaphor
“I am angry.”
“It would be great to see my good friend, but I am tired right now.”
And other ways we buy into the thoughts our mind brings up…
Open up: Defusion
What cognitive defusion can look like:
Feeding the tiger metaphor
Chessboard metaphor
Fix-it metaphor
“I am having the feeling of anger right now.” (see relationship to mindfulness here)
“It would be great to see my good friend, and I am tired right now.” (a glimpse into how DBT and ACT are similar in some emphases)
Titchener’s repetition
Leaves on a stream
Open up: Titchener’s repetition
Literally saying a word repeatedly for at least 40 seconds.
I want you to imagine cookies. Freshly-baked, your favorite variety (if you don’t like cookies, this will still work; just imagine them as best you can!).
Now say “cookies” rap.
Reflection as an Educational Strategyin Nursing Professional.docxringrid1
Reflection as an Educational Strategy
in Nursing Professional Development
An Integrative Review
Robbin Miraglia, MSN, RN ƒ Marilyn E. Asselin, PhD, RN-BC
Reflection is a critical component of professional nursing
practice and a strategy for learning through practice. This
integrative review synthesizes the literature addressing the
use of reflection as an educational strategy and reports
outcomes from the use of reflective strategies. Reflection
education is primarily nested in programs to meet specific
clinical goals, structured with group facilitation. Findings
suggest that reflective strategies stimulate learning in
practice, enhance readiness to apply new knowledge,
and promote practice change.
INTRODUCTION
In recent years, reflection has gained increased recognition
as a critical component of professional nursing practice and
as an educational strategy to acquire knowledge and learn
through practice (Asselin & Fain, 2013; Kim, 1999; Perry,
2000). Although there is no agreed upon definition, reflec-
tion is generally understood as the deliberate process of
critically thinking about a clinical experience, which leads
to development of insights for potential practice change
(Asselin & Fain, 2013). Scholars contend that reflection of-
fers nurses the opportunity to build on existing knowledge
through clinical experiences (Johns, 1995; Kuiper & Pesut,
2004; Perry, 2000), develop clinical judgment (Nielsen,
Stragnell, & Jester, 2007; Tanner, 2006), promote strong
communication skills, build collaborative practice, and im-
prove patient care (Horton-Deutsch, 2012; Peden-McAlpine,
Tomlinson, Forneris, Genck, & Meiers, 2005).
Although it is generally assumed that nurses know how
to reflect, findings from recent studies suggest that nurses’
reflective thinking may be prolonged by pauses and they
may need assistance in systematically moving insights to
practice change (Asselin & Fain, 2013; Asselin, Schwartz-
Barcott, & Osterman, 2013). Consequently, continuing ed-
ucation on reflection and reflective practice is viewed as a
vehicle to enhance professional practice, promote evidence-
based practice, and potentially improve patient outcomes.
As an educational strategy, reflection allows nurses to ex-
plore clinical experiences and the thoughts and feelings
associated with the experience, allowing for a change in
beliefs and assumptions, emergence of new knowledge,
and a transformation of clinical practice (Asselin & Fain,
2013; Dube & Ducharme, 2014; Horton-Deutsch, 2012;
Johns, 1995; Perry, 2000). Although numerous articles have
been published exploring the concept of reflection and the
use of reflection as an educational strategy, there has been
no attempt to synthesize existing literature presenting the
use of reflection as an educational strategy in nursing pro-
fessional development (NPD). This article provides an
integrative review of the literature addressing the use of re-
flection as an educational strategy for nurses. The rev.
Reflection and Discussion ForumReflection and Discussion Forum .docxringrid1
Reflection and Discussion Forum
Reflection and Discussion Forum
Reflect on the assigned readings for this Week and then type a two page paper regarding what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding. Define and describe what you thought was worthy of your understanding in half a page, and then explain why you felt it was important, how you will use it, and/or how important it is in project planning. Submit your two page paper by Thursday 12:00 pm EST.
.
Reflection and Discussion Forum Week 9Reflect on the assigne.docxringrid1
Reflection and Discussion Forum Week 9
Reflect on the assigned readings for the week. Identify what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding.
Also, provide a graduate-level response to each of the following questions:
California passes regulations that address pesticides. These regulations are much stricter on the use and production of pesticides than the federal regulations. Is this permissible under current law? What if California’s regulations are much less strict than the federal regulations?
Discuss the required elements of a valid contract analyzing when an agreement rises tothe level of a legally enforceable contract and when it does not
Week 9 - Short Essays
Question I -
Explain some of the hurdles litigants have encountered when it comes to the Endangered Species Act and standing to bring a lawsuit.
Question II -
A contract is made between two parties. The terms of the contract are complete and unambiguous. A dispute arises between the Parties. Party A wants to pull out of the contract without penalty. Party B argues that Party A’s proposed action is prohibited by the express terms of the contract. Party A argues that the Parties verbally agreed to ignore that provision of the contract that would impose a penalty on Party A. Which Party will prevail and why?
.
Reflection and Discussion Forum Week 31.What is the chief purpos.docxringrid1
Reflection and Discussion Forum Week 3
1.What is the chief purpose of configuration management? In your opinion, why has it become increasingly popular in recent years as a part of the project management process?
2.Sustainable project development has many features and can mean many things when beginning a project. If you were to identify three critical messages that explain what sustainable project management really means, what would they be?
3.Identify the five major methods for resolving conflict. Give an example of how each might be applied in a hypothetical project team conflict episode.
[Your initial post should be at least
450+ words
and in APA format (including Times New Roman with font size 12 and double spaced). Post the actual body of your paper in the discussion thread then attach a Word version of the paper for APA review]
Activity 3
Case Study 5.2: California’s High-Speed Rail Project
A goal of the Obama administration has been to promote high-speed rail across the most populous and geographically-dispersed states in the United States. The idea is to adopt more energy-saving initiatives while also helping to improve state’s infrastructure. It is with this in mind that the Federal Government made billions available to various states in the 2008–2010 budget cycles. After the Fall, 2010 elections, several states that had elected Republican governors refused the grants, suspicious that this seed money would not be sufficient to pay for what they viewed as unnecessary construction based on over-optimistic expectations of the need for and use of high-speed rail. One of the states that accepted the money and has moved forward strongly into high-speed rail has been California, which has already begun work on a 65-mile section in the middle of the state, earning the derisive nickname, the “train to nowhere.” This case details the state’s projections regarding the need for high-speed rail, against the views of infrastructure experts and critics who charge that for a state that is already in a severe budget crisis, this is just the sort of project that makes no sense economically or demographically.
Questions
Assess the benefits and drawbacks of the high-speed rail project. In your opinion, do benefits outweigh drawbacks, or vice versa? Why? Justify your answer.
What are the implications of starting a project based on tenuous projections that may or may not come true 10 years from now?
Could you justify the California high-speed rail project from the perspective of a massive public works initiative? In other words, what other factors enter into the decision of whether to pursue a high-speed rail project? Why are they important?
Case Study 6.1: Columbus Instruments
This case is based on a true story of a once-successful organization that had allowed its project management practices to degenerate to the point where assignment to a project team was often a mark of disfavor and a sign of pending termination. The case.
Reflection and Discussion Forum Week 14Reflect on the assign.docxringrid1
Reflection and Discussion Forum Week 14
Reflect on the assigned readings for the week. Identify what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding.
Also, provide a graduate-level response to each of the following questions:
Summarize the required elements for the various business entities described in Chapter 17, providing examples of each and specifically describing the similarities and differences in each.
What factors would be considered when a director of a company makes a large trade of the company’s stock?
Week 14 - Short Essays
Question I -
Paul is the sole incorporator of Hemp Co., a company that processes hemp into clothing. Prior to incorporation, Paul enters into a contract on Hemp Co.’s behalf with a local farmer for the purchase of the crop. After formation of the corporation, the board does not ratify the contract because Paul bought the crop at 3 times the market price. Who is liable to the farmer?
Question II -
Tina Technology is looking to raise $85,000 worth of capital, and she is looking to raise that money through the internet and still fall under an SEC exemption. How should Tina go about raising that money? Due to the amount of capital she is looking to raise, will Tina be subject to any other special requirements?
.
Reflection 1In no more than 3 and no less than 2 full doubl.docxringrid1
Reflection 1:
In no more than 3 and no less than 2 full double spaced page(s) of text, APA format respond to the following about the information you have already covered (Ch. 7) about oppression and microaggressions. Also read "Confronting a Bias" that is attached to this assignment. (Don't forget to cite and source!)
1. How do you see yourself in relation to the information presented in your textbook about racism and prejudice? (remember that we all have some prejudices and that the purpose here is to help you explore within yourself so you can increase your own self-awareness)
2. What did you read in the microaggressions chart in Ch. 6 that resonated within you? This is likely to be among the things you read that you had the strongest reactions to. Be SPECIFIC in your responses. Describing generally what you didn't like or don't ascribe to is too general.
3. What are your thoughts and reactions to the reading "Confronting a Bias?" Use the information about oppression and microaggressions thatyou have read, and analyze the situation described in the reading.
Confronting a Bias:
Personal Example of Communicating an Observed
Bias
Initially upon reading the text about racism and prejudice, I was able to identify times
when I was on the receiving end. A recent encounter at the Michael Kors store came to mind as it resonated within me for some time.
Just for background purposes, when you enter the Michael Kors store you are greeted by the salesperson and they will let you know of any specials they have. On this particular day I entered right behind a daughter, her mother, and grandchild in a stroller, which were white. As soon as they got in the middle store area the sales person greeted them and told them about the sale they were having. I was within a couple feet of them and received no greeting or sales pitch.
Often I believe that in order to be sure it is not just me that I need to observe. In my observation, there was an Asian female that entered the store and she also did not receive a greeting or sales pitch. At this point, I am feeling offended an aggravated and felt that this behavior needed to be pointed out. So I politely explained to the manager that because of my current class at school I am being more observant with regards to interactions and treatment. Furthermore, “I observed the discriminative behaviors of your worker and it should be addressed.”
Initially the manager was contributing the busyness of the store to the worker being
distracted. However I was able to show the manager that as another white female walked in the worker was always readily available but I still had not received a greeting.
At this point, I was thinking of the Pretty Woman scene when she was able to come back and let the sales person know that their prejudgment of her had cost them big on commission and sales. Unfortunately, I was unable to spend big and the commission would not have resulted too much.
I definite.
Reflection #4Select a Nursing Theory that closely aligns wit.docxringrid1
Reflection #4
Select a Nursing Theory that closely aligns with your current practice or personal viewpoint. Reflect why you chose your theory and how it applies to your nursing practice or personal nursing philosophy.
Reference
Smith, M. & Parker, M. (2014). Nursing Theories and Nursing Practice. (4th ed.). Philadelphia, PA: F. A. Davis Company. ISBN-13: 978-0-8036-3312-4
All assignments must be completed and submitted as Microsoft Word documents.
All assignments must follow APA 7th edition format.
minimum of 250 words
three references needed
(one the reference’s book )
.
Reflection #4Follow the guidelines already provided for refl.docxringrid1
Reflection #4
Follow the guidelines already provided for reflection papers (200 words, double spaced, Word doc). Choose from one of the following prompts below and reflect,
do not report
.
1. Reflecting back on Heraclitus and Parmenides, what makes for the identity of a thing? Is it the way it changes over time or is it the way that it stays the same?
2. What do you make of Kant’s claim that we never reach the true nature of something? Do you agree that all we ever reach is the way things appear to us or can we reach some form of ultimate reality?
3. Which form of metaphysics did you agree with the most and why?
4. Reflect on some key aspect of Plotinus or Aquinas. What did you take away from them?
5. How did you grow a greater appreciation for art after the class on beauty? What did you think of art before this?
Reflection #4
Follow the guidelines already provided for reflection papers (200 words, double spaced, Word doc). Choose from one of the following prompts below and reflect,
do not report
.
1. Reflecting back on Heraclitus and Parmenides, what makes for the identity of a thing? Is it the way it changes over time or is it the way that it stays the same?
2. What do you make of Kant’s claim that we never reach the true nature of something? Do you agree that all we ever reach is the way things appear to us or can we reach some form of ultimate reality?
3. Which form of metaphysics did you agree with the most and why?
4. Reflect on some key aspect of Plotinus or Aquinas. What did you take away from them?
5. How did you grow a greater appreciation for art after the class on beauty? What did you think of art before this?
.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Reflect The U.S. Constitution is the cornerstone of our federal g.docx
1. Reflect: The U.S. Constitution is the cornerstone of our federal
government. The Constitution establishes a basic operational
framework that enables the three branches of government—
executive, legislative, and judicial—to interact and function as
a unit. Embedded in this operational framework are two key
principles: separation of powers and a system of checks and
balances. Think about how these branches interact and the
importance of these checks and balances and the separation of
powers.
Write: In your initial post, please fully and directly respond to
the following:
· Explain the difference between checks and balances and the
separation of powers, and explain why they are important to our
democracy.
· Discuss one recent real-world example of checks and balances,
and explain the impact of it.
· Discuss one recent real-world example of balance of power,
and explain the impact of it.
· Discuss one recent real-world example of how the Constitution
directly protects individual and group rights.
Your initial post must be at least 300 words. If you are citing
statistics or outside sources for your examples, please list the
website or the reference entry.
"I am sitting by the Window in th is Atrocious Nursery."
THE YELLON TALL-PAPER.
2. By Cltarlotte Perkins Stetson.
T is very seldom
that mere ordi-
nary P""ople like
J ohn and myself
secure ancestral
hall s for the
summer.
A colonial man-
sion, a hereditary
estate, I would
say a haunted
house, and reach the height of romantic
felicity- but that would be asking too
much of fate!
Still I will proudly declare that there is
something queer about it.
Else, why shou ld it be let so cheaply?
And why have stood so long untenanted?
John laughs at me, of course, but one
expects that in marriage.
John is practical in the extreme. He
has no patience with faith, an intense
horror of superstition, and he scoffs
openly at any talk of things not to be felt
and seen and put down in figures.
John is a physician, and perltaps - (I
3. would not say it to a living soul, of
course, but this is dead paper and a
great relief to my mind - ) per/zaps that
is one reason I do not get well faster.
You see he does not believe I am sick! .
And what can one do?
THE YELLOW WALL-PARER.
If a physician of high standing, and
one's own husband, assures friends and
relatives that there is really nothing the
matter with one but temporary nervous
depression - a slight hysterical tendency
- what is one to do?
My brother is also a physician, and
also of high standing, and he says the
same thing. •
So I take phosphates or phosphites-
whichever it is, and tonics, and journeys,
and air, and exercise, and am absolutely
forbidden to "work" until I am well again.
Personally, I disagree with their ideas.
Personally, I believe that congenial
work, with excitement and change, would
do me good.
But what is one to do?
I did write for a while 111 spite of
4. them; but it does exhaust me a good
deal-having to be so sly about it, or
else meet with heavy opposition.
I sometimes fancy that in my condi-
tion if I had less opposition and more
. society and stimulus - but John says the
very worst thing I can do is to think
about my condition, and I confess it
always makes me feel bad.
So I will let it alone and talk about
the house.
The most beautiful place! It is quite
alone, standing well back from the road,
quite three miles from the village. It
makes me think of English places that
you read about, for there are hedges and
walls and gates that lock, and lots of
separate little houses for the gardeners
and people.
There is a delicious garden! I never
saw such a garden -large and shady,
full of box-bordered paths, and lined with
long grape-covered arbors with seats under
them.
There were greenhouses, too, but they
are all broken now.
There was some legal trouble, I be-
lieve, something abou t the heirs and co-
5. heirs; anyhow, the place has been empty
for years .
That spoils my ghostliness, I am afraid,
but I don't care - there is something
strange about the house - I can feel it.
I even said so to John one moonlight
evening, but he said what I felt was a
drauglzt, and shut the window.
I get unreasonably angry with John
sometimes. I'm sure I never used to be
so sensitive. I think it is due to this
nervous condition.
But John says if I feel so, I shall neglect
proper self-control; so I take pains to
control myself-before him, at least, a nd
that makes me very tired.
I don't like our room a bit. I wanted
one downstairs that opened on the piazza
and had roses all over the window, and
such pretty old-fashioned chintz hang-
ings! but John would not he ar of it.
He said there was only one window
and not room for two beds, and no near
room for him if he took another.
He is very carefu l and loving, and
hardly lets me stir without special direc-
tion.
I have a schedule prescription for each
6. hour in the day; he takes a ll care from
me, and so I feel basely ungrateful not to
value it ·more.
He said we came here solely on my
account, that I was to have perfect rest
and all the air I could get. "Your ex -
erc ise depends on your strength, my
dear," said he," and your food somewhat
on your appetite; but air you can ab-
sorb all the time." So we took the nur-
sery at the top of the house.
It is a big, airy room, the whole floor
nearly, with windows that look all ways,
and air and sunshine galore. It was
nursery first and then playroom and
gymnasium, I should judge; for the win-
dows are barred for little children, and
there are rings and things in the walls.
The paint and paper look as if a boys'
school had used it. It is stripped off-
the paper - in great patches all around
the head of my bed, about as far as I can
reach, and in a great place on the other
side of the room low down. I never saw
a worse paper in my life.
One of those sprawling flamboyant
patterns committing every artistic sin.
It is dull enough to confuse the eye in
following, pronounced enough to con-
stantly irritate and provoke study, and
when you follow the lame uncertain
7. curves for a little distance they suddenly
commit suicide - plunge off at outrage -
ous angles, destroy themselves in un-
heard of contradictions.
THE YELLOW ·WAL~PAPER. 649
The color is repellant, almost revolt-
ing ; a smouldering unclean yellow,
strangely faded by the slow-turning sun-
light.
It is a dull yet lurid orange in some
places, a sickly sulphur tint in others.
No wonder the children hated it! I
should hate it myself if I had to live in
this room long.
There comes John, and I must put this
away, - he hates to have me write a
word.
• • • • * •
We have been here two·weeks, and I
haven't felt like writing before, since that
first day.
I am sitting by the window now, up in
this atrocious nursery, and there is noth-
ing to hinder my writing as much as I
please, save lack of strength.
8. John is away all day, and even some
nights when his cases are serious.
I am glad my case is not serious!
But these nervous troubles are dread-
fully depressing.
John does not know how much I really
suffer. He knows there is no reason to
suffer, and that satisfies him.
Of course it is only nervousness. It does
weigh o"n me so not to do my duty in
any way!
I meant to be such a help to John,
such a real rest and comfort, and here I
am a comparative burden already!
Nobody would believe what an effort it
is to do what little I am able, - to dress
and entertain, and order things.
It is fortunate Mary is so good with
the baby. Such a dear baby!
And yet I cannot be with him, it makes
me so nervous.
I suppose John never was nervous in
his life. He laughs at me so about this
wall-paper!
At first he meant to repaper the room,
but afterwards he said that I was letting
9. it get the better of me, and that nothing
was worse for a nervous patient than to
give way to such fancies.
He said that after the wall-paper was
changed it would be the heavy bedstead,
and then the barred windows, and then
that gate at the head of the stairs, and so
on.
"You know the place is doing you
good," he said, "and really, dear, I don't
care to renovate the house just for a
three months' rental."
"Then do let us go downstairs," I
said, "there are such pretty rooms there."
Then he took me in his arms and
called me a blessed little goose, and said
he would go down cellar, if I wished, and
have it whitewashed into the bargain.
But he is right enough about the beds
and windows and things.
It is an airy and comfortable room as
anyone need wish, and, of course, I would
not be so silly as to make him uncomfort-
able just for a whim.
I'm really getting quite fond of the
big room, all but that horrid paper.
Out of one window I can see the
10. garden, those mysterious deep-shaded
arbors, the riotous old-fashioned flowers,
and bushes and gnarly trees.
Out of another I get a lovely view of
the bay and a little private wharf be-
longing to the estate. There is a beauti-
ful shaded lane that runs down there
from the house. I always fancy I see
people walking in these numerous paths
and arbors, but John has cautioned me
not to give way to fancy in the least. He
says that with my imaginative power and
habit of story-making, a nervous weak-
ness like mine is sure to lead to all man-
ner of excited fancies, and that I ought
to use my will and good sense to check
the tendency. So I try.
I think sometimes that if I were only
well enough to write_ a little it would re-
lieve the press of ideas and rest me.
But I find I get pretty tired when I try.
It is so discouraging not to have any
advice and companionship about my
work. When I get really well, John says
we will ask Cousin Henry and Julia down
for a long visit; but he says he would as
soon put fireworks in my pillow-case as to
let me have those stimulating people
about now.
I wish I could get well faster.
But I must not think about that. This
11. paper looks to me as if it knew what a
vicious influence it had!
There is a recurrent spot where the.
pattern lolls like a broken neck and two
bulbous eyes stare at you upside down.
I get positively angry with the imperti-
j
650 THE YELLOW WALL-PAPER.
nence of it and the everlastingness. Up
and down and sideways they crawl, and
those absurd, unblinking eyes are every-
where. There is one place where two
breaths didn't match, and the eyes go all
up and down the line, one a little higher
than the other.
I never saw so much expression in an
inanimate thing before, and we all know
how much expression they have! I
used to lie awake as a child and get more
entertainment and terror out of blank
walls and plain furniture than most chil-
dren could find in a toy-store.
I remember what a kindly wink the
knobs of our big, old bureau used to
have, and there was one chair that always
12. seemed like a strong friend.
I used to feel that if any of the other
things looked too fierce I could always
hop into that chair and be safe.
The furniture in this room is no worse
than inharmonious, however, for we had
to bring it all from downstairs. I sup-
pose when this was used as a playroom
they had to take the nursery things out,
and no wonder! I never saw such
raV .lges as the children have made here.
The wall-paper, as I said before, is torn
off in spots, and it sticketh closer than a
brother - they must have had persever-
ance as well as hatred.
Then the floor is scratched and gou~ed
and splintered, the plaster itself is dug
out here and there, and this great heavy
bed which is all we found in the room,
looks as if it had been through the wars.
H But I don't mind it a bit - only the
paper.
There comes John's sister. Such a
dear girl as she is, and so careful of me !
I must not let her find me writing.
She is a perfect and enthusiastic house-
keeper, and hopes for no better profes-
sion. I verily believe she thinks it is the
writing which made me sick!
13. But I can write when she is out, and
see her a long way off from these windows .
There is one that commands the road,
a lovely shaded winding road, and one
that just looks off over the country. A
lovely country, too, full of great elms and
velvet meadows.
This wallpaper has a kind of su b-
pattern in a different shade, a particularly
irritating one, for you can only see It In
certain lights, and not clearly then.
But in the places where it isn't faded
and where the sun is just so - I can see a
strange, provoking, formless sort of figure,
that seems to skulk about behind that silly
and conspicuous front design.
There's sister on the stairs!
* * * * * *
Well, the Fourth of July is over! The
people are all gone and I am tired out.
John thought it might do me good to see
a little company, so we just had mother
and Nellie and the children down for a
week.
Of course I didn't do a thing. Jennie
sees to everything now.
14. But it tired me all the same.
John says if I don't pick up faster he
shall send me to Weir Mitchell in the fall.
But I don't want to go there at all. I
had a friend who was in his hands once,
and she says he is just like John and my
brother, only more so !
Besides, it is such an undertaking to
go so far.
I don't feel as if it was worth while to
turn my hand over for anything, and I'm
getting dreadfully fretful and querulous.
I cry at nothing, and cry most of the
time.
Of course I don't when John is here,
or anybody else, but when I am alone.
And I am alone a good deal just now.
John is kept in town very often by serious
cases, and Jennie is good and lets me
alone when I want her to.
So I walk a little in the garden or
down that lovely lane, sit on the porch
under the roses, and lie down up here a
good deal.
I'm getting really fond of the room in
spite of the wallpaper. Perhaps because
of the wallpaper.
15. It dwells in my mind so !
I lie here on this great immovable bed
- it is nailed down, I believe - and fol-
low that pattern about by the hour. It it
as good as gymnastics, I assure you. I
start, we'll say, at the bottom, down in
the corner over there where it has nos
been touched, and I determine for the
thousandth time that I will follow that
pointless pattern to some sort of a con-
clusion.
THE YELLOW WALL-PAPER. 651
I know a little of the principle of
design, and I know this thing wa s not
arranged on any laws of radiation, or
alternation, or repetition, or symmetry, or
anything else that I ever heard of.
It is repeated, of course, by the
breadths, but not otherwise.
Looked at in one way each breadth
stands alone, the bloated curves and
flourishes - a kind
of " debased Roma-
nesque" with deli-
rium tremens - go
waddling up and
down in isolated
columns of fatuity.
16. But, on the other
hand, they connect
diagonally, and the
sprawling outlines
run off in great
slanting waves of
optic horror, like a
lot of wallowing sea-
weeds in full chase.
The whole thing
goes horizontally,
too, at least it seems
so, and I exhaust
myself in trying to
distinguish the order
of its going in that
" direction.
They have used a
horizontal breadth
for a frieze, and that
adds wonderfully to
the confusion.
There is one end
of the room where
it is almost intact,
and there, when the
crosslights fade and the low sun shines
directly upon it, I can almost fancy radia-
tion after all, - the interminable gro-
tesque seem to form around a common
centre and rush off in headlong plunges
17. of equal distraction.
It makes me tired to follow it. I will
take a nap I guess.
* * * * * *
I don't know why I should write this.
I don't want to.
I don't feel able.
And I know John would think it
absurd. But I must say what I feel
and think in some way - it is such a-
relief !
But the effort is getting to be greater
than the relief.
Half the time now I am awfully lazy,.
and lie down ever so much.
o John says I mustn't lose my strength,.
a nd has me take cod liver oil and lots of
II Sh e didn't know I was in the Room. Il
tonics and things, to say nothing of ale-
and wine and rare meat.
Dear John! He loves me very dearlYr
and hates to have me sick. I tried to
have a real earnest reasonable talk with.
him the other day, and tell him how I
wish he would let me go and make a visit
to Cousin Henry and Julia.
18. But he said I wasn't able to go, nor"
able to stand it after I got there j and I
did not make out a very good case for
myself, for I was crying before I had fin-
ished.
·652 THE YELLOW WALL-PAPER.
It is getting to be a great effort for me
to think straight. Just this nervous weak-
ness I suppose.
And dear John gathered me up in his
arms, and just carried me upstairs and
laid me on the bed, and sat by me and
read to me till it tired my head.
He said I was his d arling and his COl).1-
fort and all he had, and that I must take
.care of myself for his sake, and keep
well.
He says no one but myself can help
me out of it, that I must use my will and
self-control and not let any silly fancies
run away with me.
There's one comfort, the baby is well
.and happy, and does not have to occupy
this nursery with the horrid wallpaper.
If we had not used it, that blessed
child would have! What a fortunate es-
cape! Why, I wouldn't have a child of
19. mine, an impressionable little thing, live
in such a room for worlds.
I never thought of it before, but it is
lucky that John kept me here after all, I
.can stand it so much easier than a baby,
you see.
Of course I never mention it to them
.any more - I am too wise, - but I keep
watch of it all the same.
There are things in that paper that
nobody knows but me, or ever will.
Behind that outside pattern the dim
shapes get clearer every day.
It is always the same shape, only very
num::!rous.
And it is like a woman stooping down
.and creeping about behind that pattern.
I don't like it a bit. I wonder - I be-
-gin to think - I wish John would take
,me away from here!
* * * * * *
It is so hard to talk with John about
my case, because he is so wise, and be-
.cause he loves me so.
But I tried it last night.
It was moonlight. The moon shines
20. in a ll around just as the sun does.
I hate to see it sometimes, it creeps so
slowly, and always comes in by one win-
,dow or another.
John was asleep and I hated to waken
nim, so I kept still and watched the
moonlight on that undulating wallpaper
till I felt creepy.
The faint figure behind seemed to
shake the pattern, just as if she wanted
to get out.
I got up softly and went to feel and see
if the paper did move, and when I came
back John was awake.
"What is it, little girl?" he said.
"Don't go walking about like that-
you'll get cold."
I thought it was a good time to talk,
so I told him that I really was not gain-
ing here, and that I wished he would
take me away.
"Why, d arling!" said he, "our lease
will be up in three weeks, and I can't see
how to leave before.
" The repairs are not done at home, and
I cannot possibly leave town just now.
Of course if you were in any danger, I
could and would, but you really are bet-
21. ·ter, dear, whether you can 6ee it or not.
I am a doctor, dear, and I know. You
are gaining flesh and color, your appetite is
better, I feel really much easier about you."
"I don't weigh a bit more," said I,
"nor as much; and my appetite may be
better in the evening when you are here,
but it is worse in the morning when you
are awav!"
" Ble~s her little heart!" s:1id he with
a big hug, "she sha ll be as sick as she
pleases! But now let's improve the shin-
ing hours by going to sleep, and talk
about it in the morning! "
"And you won't go away?" I asked
gloomily.
"Why, how can I, dear? It is only
three weeks more and then we will take
a nice little trip of a few days while
Jennie is getting the house re ady. Really
dear you are better! "
" Better in body perhaps - " I began,
and stopped short, for he sat up straig ht
and looked at me with such a stern, re-
proachful look that I could not say
another word.
"My darling," said he, " I beg of you,
for my sake and for our child's sake, as
well as for your own, th at you will never
for one instant let that idea enter your
22. mind! There is nothing so dangerous,
so fascinating, to a temperament like
yours. It is a false and foolish fancy.
Can you not trust me as a physician when
I tell you so? "
THE YELLOW WALL-PAPER. 653-
So of course I said no more on that
score, and we went to sleep before long.
He thought I was asleep first, but I
wasn't, and lay there for hours trying to
.decide wh ether that front pattern and the
back pattern really did move together or
separately.
* * * * * *
On a pattern like this, by daylight,
there is a lack of sequence, a defiance of
law, that is a ' constant irritant to a nor-
mal mind.
The color is hideous enough, and un-
reliable enough, and infuriating enough,
but the pattern is torturing.
You think you have mastered it, but
just as you get well underway in following,
it turns a back-somersault and there you
are. It slaps you in the face, knocks
you down, and tra mples upon you. It is
like a bad dream.
23. The outside pattern is a florid ara-
b esque, reminding one of a fungu s. If
you can imagine a to adstool in joints, an
interminable string of toadstools, budding
and sprouting in endless convolutions-
why, that is something like it.
That is, sometimes!
There is one marked peculiarity about
this paper, a thing nobody seems to
notice but myself, and that is that it
changes as the light changes.
When the sun shoots in through the
east window - I always watch for that
first long, straight ray - it changes so
quickly that I never can quite believe it.
That is why I watch it always.
By moonligh[ - the moon shines in all
night when there is a moon - I wouldn't
know it was the same paper.
At night in any kind of light, in twi-
light, candlelight, lamplight, and worst of
all by moonlight, it becomes bars! The
outside pattern I mean, and the woman
behind it is as plain as can be.
I didn't realize for a long time what
th e thing was that showed behind, that
dim sub-pattern, but now I am quite sure
it is a woman.
24. By daylight she is subdued, quiet. I
fancy it is the pattern that keeps her so
still. It is so puzzling. It keeps me
quiet by the hour.
I lie down ever so much now. John says
it is good for me, and to sleep all I can.
Indeed he started the habit by making-
me lie down for an hour after each meal.
It is a very bad habit I am convinced,.
for you see I don't sle ep.
And that cultivates deceit, for I don't
tell them I'm awake - 0 no !
The fact is I am getting a little afraid
of John.
He seems very queer sometimes, and
even Jennie has an inexplicable look.
It strikes me occasionally, just as a
scientific hypothesis,- that perhaps it is·
the paper!
I have watched John when he did not
know I was looking, and come into the
room suddenly on the most innocent ex-
cuses, and I've caught him several times.
looking at the paper! And Jennie too. I
caught Jennie with her hand on it once _
She didn't know I was in the room,.
and when I asked her in a quiet, a very
25. quiet voice, with the most restrained man-
ner possible, what she was doing with the
paper - she turned around as if she had
been caught stealing, and looked quite
angry - asked me why I should frighten .
her so !
Then she said tha t the paper stained
everything it touched, that she had found
yellow smooc hes on all my clothes and
John's, and she wished we would be more'
careful!
Did not that sound innocent? But I
know she was studying th at pattern, and
I am determined that nobody shall find
it out but myself!
* * * * * *
Life is very much more excltmg now
than it used to be. You see I have some-
thing more to expec t, to look forward to,.
to watch . I rea lly do eat better, and am
more quiet than I was.
John is so pleased to see me improve!
He laughed a little the other d ay, and
said I seemed to be flourishing in spite
of my wall-paper.
I turned it off with a laugh. I had no
intention of telling him it was because of
the wall-paper - he would make fun of
me . He might even want to take me away.
26. I don't want to leave now until I have
found it out. There is a week more, and
I think that will be enough.
* * * * * *
I'm feeling eve r so much better! I
654 THE YELLOW WALL-PAPER.
<1on't sleep much at night, for it is so in-
teresting to watch developments j but I
:sleep a good deal in the daytime.
In the daytime it is tiresome and per-
p lexing.
There are always new shoots on the
fungus, and new shades of yellow all over
jt. I cannot keep count of them, though
I have tried conscientiously.
It is the stra ngest yellow, that wall-
paper! It makes me think of all the
yellow things I ever saw - not beautiful
()nes like buttercups, but old foul, bad yel-
low things.
But there is something else about that
paper - the smell! I noticed it the mo-
ment we came into the room, but with so
much air and sun it was not bad. Now
we have had a week of fog and rain, and
whether the windows are open or not, the
:smell is here.
27. It creeps all over the house.
I find it hovering in the dining-room,
skulking in the parlor, hiding in the hall,
lying in wait for me on the stairs.
It g ets into my hair.
. Even when I go to ride, if I turn my
bead suddenly and surprise it - there is
that smell !
Such a peculiar odor, too! I have
:spent hours in trying to analyze it, to find
what it smelled like.
It is not bad - at first, and very
gentle, hut quite the subtlest, most endur-
ing odor I ever met.
In this damp weather it is awful, I
wake up in the night and fihd it hanging
()ver me.
It used to disturb me at first. I
thought seriously of burning the house-
to reach the smell.
But now I am used to it. The only
thing I can think of that it is like is the
~olor of the paper! A yellow smell.
There is a very funny mark on this
wall, low down, near the mopboard. A
streak that runs round the room. It goes
behind every piece of furnitnre, except
28. the bed, a long, straight, even smoocll, as
if it had been rubbed over and over.
I 'wonder how it was done and who did
it, and what they did it for. Round and
round and round - round and round a nd
round - it makes me di zzy!
* * * ¥ * *
i
t
t
t
I really have discovered something at
last.
Through watching so much at night,
when it changes so, I have finally founu out.
29. The front pattern does move - and no
wonder! The woman behind shakes it!
Sometimes I think there are a great
many women behind, and sometime;, .:;~:!y
one, and she crawls around fast, and her
crawling shakes it all over.
Then in the very ' bright spots she
keeps still, and in the very shady spots
she just takes hold of the bars and shakes
them hard.
And she is all the time trying to climb
through. But nobody could climb through
that pattern - it strangles so; I think
that is why it has so many heads.
They get through, and then the pat-
tern strangles them off and turns them
upside down, and makes their eyes white!
If those heads were covered or taken
off it would not be half so bad.
* * * * * *
I think that woman gets out in the
daytime!
And I'll tell you why - privately -
I've seen her!
I can see her out of everyone of my
windows!
30. It is the same woman, I know, for she
s always creeping, and most women do
not creep by daylight.
I see her in that long shaded lane,
creeping up and down. I see her in
hose dark grape ' arbors, creeping all
around the garden.
I see her on that long road under the
rees, creeping along, and when a car-
riage comes she hides under the black-
berry vines.
I don't blame her a bit. It must be
very humiliating to be caught creeping by
daylight !
I always lock the door when I creep
by daylight. I can't do it at night, for I
know John would suspect something at
once.
And John is so queer now, that I don't
want to irritate him. I wish he would
ake another room! Besides, I don't
want anybody to get that woman out at
night but myself.
I often wonder if I c ould see her out
of all the windows at once.
31. 655 THE YELLOW WALL-PAPER.
But, turn as fast as I can, I can only
see out of one at one time.
And though I always see her, she may
be able to creep faster than I can turn !
I have watched her sometimes away
off in the open country, creeping as fast
as a cloud shadow in a high wind.
* * * * * *
If only that top pattern could be got-
ten off from the under one! I mean to
try it, little by little.
I have found out another funny thing,
but I shan't tell it this time! It does
not do to trust people too much.
There are only two more days to get
this paper off, and I believe John is
beginning to notice . I don't like the
look in his eyes.
And I heard him ask Jennie a lot of
professional questions about me. She
had a very good report to give.
She said I slept a good deal in the
daytime.
John 'knows I don't sleep very well at
32. night, for all I'm so quiet!
He asked me all sorts of questions, too,
and pretended to be very loving and
kind.
As if I couldn't see through him!
Still, I don't wonder he acts so, sleep-
ing under this paper for three months.
It only interests me, but I feel sure
John and Jennie are secretly affected by it.
* * * * * *
Hurrah! This is the last day, but it
is enough. John to stay in town over
night, and won't be out until this evening.
Jennie wanted to sleep with me - the
sly thing! but T told her I should un-
doubtedly rest better for a night all
alone. .
That was clever, for really I wasn't
alone a bit! As soon as it was moon-
light and that poor thing began to crawl
and shake the pattern, I got up and ran
to help her.
I pulled and she shook, I shook and
she pulled, and before morning we had .
peeled off yards of that paper.
A strip about as high as my head and
half around the room.
33. And then when the sun came and that
awful pattern began to laugh at me, I de-
cla red I would finish it to-dav !
We go away to-morrow, ~nd they are
moving all my furniture down again to
leave things as they were before.
Jennie looked at the wall in amaze-
ment, but I told her merrily that I did it
out of pure spite at the vicious thing.
She laughed and said she wouldn't
mind doing it herself, but I must not get
tired .
How she betrayed herself that time!
But I am here, and no person touches
this paper but me,- not alive!
She tried to get me out of the room-
it was too patent! But I said it was so
quiet and empty and clean now that I be-
lieved I would lie down again and sleep
all I could; and not to wake me even for
dinner - I would call when I woke.
So now she is gone, and the servants
are gone, and the things are gone, and
there is nothing left but that great bed-
stead nailed down, with the canvas mat-
tress we found on it.
34. We shall sleep downstairs to-night, and
take the boat home to-morrow. .
I quite enjoy the room, now it is bare
again.
How those children did tear about
here!
This bedstead is fairly gnawed!
But I must get to work.
I have locked the door and thrown the
key down into the front path.
. I don't want to go out, and I don't
want to have anybody come in, till ] ohn
comes.
I want to astonish him.
I've got a rope up here that even J en-
nie did not find. If that woman does
get out, and tries to get away, I can tie
her!
But I forgot I could not reach far with-
out anything to stand on !
This bed will not move!
I tried to lift and push it until I was
lame, and then I got so angry I bit off a
little piece at one corner - but it hurt
my teeth.
35. Then I peeled off all the paper I could
reach standing on the floor. It sticks
horribly and the pattern just enjoys it !
All those strangled heads and bulbous
eyes a nd waddling fungus growths just
shriek with derision i
I am getting angry enough to do som e-
thing desperate. To jump out of the
656 THE YELLOW WALL-PAPER.
window would be admirable exercise, but
the bars are too strong even to try.
Besides I wouldn't do it. Of course
not. I know well enough that a step like
thJ.t is improper and might be miscon·
strued.
I don't like to look out of the windows
evell - there are so many of those creep-
ing women, and they creep so fast.
I wonder if they all come out of that
wall-p3.per as I did?
But I am securely fastened now by my
well-hidden rope - you don't get me out
in the road there !
I suppose I shall have to get back be-
hind the pattern when it comes night,
and that is hard!
36. It is so pleasant to be out in this great
room and creep around as I please!
I don't want to go outside. I won't,
even if Jennie asks me to.
For outside you have to creep on the
ground, and everything is green instead
of yellow.
But here I can creep smoothly on the
floor, and my shoulder just fits in that
long smooch around the wall, so I cannot
lose my way.
Why there's John at the door!
I t is no use, young man, you can't open it r
How he does call and pound!
N ow he's crying for an axe.
It would be a shame to break dOWI1l
that beautiful door!
" John dear! " said I in the gentlest
voice, "the key is down by the front:
steps, under a plaintain leaf! "
That silenced him for a few moments_
Then he said - very quietly indeed.
" Open the door, my darling! "
" I can't," said 1. "The key is down
by the front door under a plantain leaf! ..
37. And then I said it again, several times.
very gently and slowly, and said it so
often that he had to go and see, and he
got it of course, and came in. He stop-
ped short by the door.
"What is the matter?" he cried. "For
God's sake, what are you doing! "
I kept on creeping just the same, but I
looked at him over my shoulder.
" I've got out at last," said I, " in spite
of you and Jane? And I've pulled off most
of the paper, so you can't put me back! "
Now why should that man have fainted?
But he did, and right across my path by
the wall, so that I had to creep over him
every time!
Yellow Wall-Paper 647Yellow Wall-Paper 648Yellow Wall-
Paper 649 Yellow Wall-Paper 650Yellow Wall-Paper 651Yellow
Wall-Paper 652Yellow Wall-Paper 653Yellow Wall-Paper 654
Yellow Wall-Paper 655Yellow Wall-Paper 656
Robert Browning (1812-1889)
My Last Duchess
FERRARA
1 That's my last Duchess painted on the wall,
38. 2 Looking as if she were alive. I call
3 That piece a wonder, now: Frà Pandolf's hands
4 Worked busily a day, and there she stands.
5 Will 't please you sit and look at her? I said
6 "Frà Pandolf" by design, for never read
7 Strangers like you that pictured countenance,
8 The depth and passion of its earnest glance,
9 But to myself they turned (since none puts by
10 The curtain I have drawn for you, but I)
11 And seemed as they would ask me, if they durst,
12 How such a glance came there; so, not the first
13 Are you to turn and ask thus. Sir, 'twas not
14 Her husband's presence only, called that spot
15 Of joy into the Duchess' cheek: perhaps
16 Frà Pandolf chanced to say, "Her mantle laps
17 Over my Lady's wrist too much," or "Paint
18 Must never hope to reproduce the faint
19 Half-flush that dies along her throat"; such stuff
39. 20 Was courtesy, she thought, and cause enough
21 For calling up that spot of joy. She had
22 A heart . . . how shall I say? . . . too soon made glad,
23 Too easily impressed; she liked whate'er
24 She looked on, and her looks went everywhere.
25 Sir, 'twas all one! My favour at her breast,
26 The dropping of the daylight in the West,
27 The bough of cherries some officious fool
28 Broke in the orchard for her, the white mule
29 She rode with round the terrace--all and each
30 Would draw from her alike the approving speech,
31 Or blush, at least. She thanked men,--good; but
thanked
32 Somehow . . . I know not how . . . as if she ranked
33 My gift of a nine-hundred-years-old name
34 With anybody's gift. Who'd stoop to blame
35 This sort of trifling? Even had you skill
36 In speech--(which I have not)--to make your will
40. 37 Quite clear to such an one, and say, "Just this
38 Or that in you disgusts me; here you miss,
39 Or there exceed the mark"--and if she let
40 Herself be lessoned so, nor plainly set
41 Her wits to yours, forsooth, and made excuse,
42 --E'en then would be some stooping; and I chuse
43 Never to stoop. Oh, sir, she smiled, no doubt,
44 Whene'er I passed her; but who passed without
45 Much the same smile? This grew; I gave commands;
46 Then all smiles stopped together. There she stands
47 As if alive. Will 't please you rise? We'll meet
48 The company below, then. I repeat,
49 The Count your Master's known munificence
50 Is ample warrant that no just pretence
51 Of mine for dowry will be disallowed;
52 Though his fair daughter's self, as I avowed
53 At starting, is my object. Nay, we'll go
41. 54 Together down, Sir! Notice Neptune, though,
55 Taming a sea-horse, thought a rarity,
56 Which Claus of Innsbruck cast in bronze for me.
Notes
1] First published in Dramatic Lyrics, 1842; given its present
title in 1849 (Dramatic Romances and Lyrics).
The emphasis in the title is on last, as the ending of the poem
makes clear; the Duke is now negotiating for his next
Duchess. Fra Pandolf (line 3) and Claus of Innsbruck (line 54)
are artists of Browning's own invention. Title: emphasizing
the word Last as the ending of the poem implies; the Duke,
identified as "Ferrara" in the poem's speech prefix, is
negotiating for his next Duchess. In 1842 the title was "Italy
and France. I. -- Italy" (then the poem was paired with "Count
Gismond: Aix in Provence," which followed). Ferrara: most
likely, Browning intended Alfonso II (1533-1598), fifth duke
of Ferrara, in northern Italy, from 1559 to 1597, and the last
member of the Este family. He married his first wife, 14-year-
old Lucrezia, a daughter of the Cosimo I de' Medici, in 1558
and three days later left her for a two-year period. She died, 17
years old, in what some thought suspicious circumstances.
Alfonso contrived to meet his second to-be spouse, Barbara of
Austria, in Innsbruck in July 1565. Nikolaus Mardruz, who took
42. orders from Ferdinand II, count of Tyrol, led Barbara's
entourage then. This source was discovered by Louis S.
Friedland and published in "Ferrara and My Last Duchess,"
Studies
in Philology 33 (1936): 656-84.
3] Frà Pandolf: a painter not recorded in history, a member of
religious orders and so, on the surface of things, unlikely to
have seduced the Duchess. No known painting has been linked
to Browning's poem.
6] by design: when put the query, "By what design?", Browning
answered: "To have some occasion for telling the story,
and illustrating part of it" (A. Allen Brockington, "Robert
Browning's Answers to Questions concerning some of his
Poems," Cornhill Magazine [March 1914]: 316).
13] you: presumably Browning had in mind Nikolaus Mardruz.
16] mantle: loose cloak without sleeves.
22] When questioned, "Was she in fact shallow and easily and
equally well pleased with any favour or did the Duke so
describe her as a supercilious cover to real and well justified
jealousy?" Browning answered: "As an excuse -- mainly to
himself -- for taking revenge on one who had unwittingly
wounded his absurdly pretentious vanity, by failing to recognise
his superiority in even the most trifling matters" (Brockington).
43. 25] My favour: a love-gift such as a ribbon.
30] approving: "forward" in 1842.
33] a nine-hundred-years-old name: Lucruzia's family, the
Medici, had their recent origin in merchants, but the Este family
went back 650 years (Complete Works, III [1971]: 372).
36] to make: "could make" in 1842.
39] exceed the mark: overshoot the target (from archery).
40] lessoned: put to school, instructed; possibly punning on
"lessened," `diminished.'
45] I gave commands: when asked what this meant, Browning
said first, "I meant that the commands were that she should
be put to death," but then continued, "with a characteristic dash
of expression, and as if the thought had just started in his
mind, `Or he might have had her shut up in a convent"' (Hiram
Corson, An Introduction to the Study of Robert Browning's
Poetry, 3rd edn. [Boston, 1899]: viii).
49] The Count: presumably Ferdinand II, count of Tyrol, who
led the negotiations for the marriage of Alfonso II and
Barbara of Austria.
54] Neptune: the Roman god of the sea, whose chariot is often
44. shown pulled by sea-horses.
56] Claus of Innsbruck: a painter not recorded historically, from
an Italian city, renowned for its sculpture, that Browning
visited in 1838.