This document summarizes an article that analyzes how the film Smoke Signals challenges stereotypical images of Native Americans in popular culture. It discusses how the film portrays complex, contemporary Native American characters rather than historical stereotypes. By showing both Native American cultural specifics and universal human experiences, the film appeals to mainstream audiences while humanizing Native Americans. However, the impact of any one film is limited. While the film challenges stereotypes for some viewers, others primarily remember the depiction of alcoholism, highlighting the challenge of transforming dominant images through popular culture alone.
Death of a Salesmen Literary Analysis (600 Words) - PHDessay.com. Death of a Salesman - A-Level English - Marked by Teachers.com. Death of a Salesman - plot summary - GCSE Drama - Marked by Teachers.com. Death of a Salesman Essay Example | Topics and Well Written Essays .... Death of a Salesman Essay - GCSE English - Marked by Teachers.com. Death of A Salesman Essay - GCSE English - Marked by Teachers.com. "Death of a Salesman" by Arthur Miller - Free Essay Example | PapersOwl.com. Death of a Salesman Essay | Psychological Concepts | Psychology .... Death of a salesman and the american dream essay. Death of a Salesman - English texts: High school - LibGuides at Al .... Death of salesman essays. Death of a Salesman Essay | Essay on Death of a Salesman for Students .... Death Of A Salesman Themes Free Essay Example. Death of A Salesman - GCSE English - Marked by Teachers.com. Death of a Salesman Summary - Free Essay Example - 991 Words .... Death of Salesman Summary. (DOC) Death of a Salesmen Analysis | Michelle Elias - Academia.edu. Death Of A Salesman American Dream Thesis Statement : Introduction. Essay On Death Of A Salesman. American Dream In Death Of A Salesman Research Paper : Essay Example on .... English Essay- Death of a salesman - University Linguistics, Classics .... PPT - Death of a Salesman PowerPoint Presentation, free download - ID .... Death of a Salesman as a Tragedy | Tragedy.
The document discusses representation of social groups in US and international media. It provides a brief history of representation of African Americans, Asians, Hispanics in US media, discussing common stereotypes. It also examines representation of Arabs/Muslims in Western media, noting they are often portrayed negatively through archetypes like villains or terrorists. The document advocates teaching critical thinking to help ease tensions between portrayals in media and different social groups.
There, There, marking the debut of Tommy Orange emerged at a perfeGrazynaBroyles24
There, There, marking the debut of Tommy Orange emerged at a perfect moment. In a country overwhelmed by administration suppressing their freedom of the disenfranchised and the minorities, the book illuminates the darkness prevanent in the American society making it visisble. The captivating raw enrgy wqwithin he bks firce, uncntamnayed and dedicated in umasking the plght of America’s original inhabitants.In the book, he abandons the archetypia stories of Tradiional inhavitants on the rage nd switche his concertrtion on Urna Indian Americas whch in the process moves the setting of the book in his hometown.For amodern reader, the book is contemporary and grity read nd its characters are individuals that are prevalent or an be found anywhere across gthe country or in the bay area.Tommy Orange uses a great cunkj of hstory ntitiated when aseveral settlers ernged and clkaimed he contnent to shw case the marginalzation and bredth of the contemporary American Indian experience sine it centres on the intercnencted lives of individuals determined to reclaim their land.
The itle of the book is closely related to Gerrude Stein;s observation bou Oakland. He commences with scorching foreword invoving fact-based record not known to many.He focuss on giving a reality check on the history of United DStates by shating ahe actual happenings of behadings and massacres, appropriation and cultural annihaltion as evidence of the techniques used in marginalizing the native American indiains.sThe author confronts the sanitized story that identifies Indians as he anonynymous individuals murdered by John Wayne. In enforcing the marginalization of the Indians, he uses realistic characters through less known .The accounts mentioned in the story offer a context of subsequent narratives and offers a voice to the individuals hailing from the First nations. In essence, each life mentioned in the prologue offers varying opinion n what it implies to be an American Indian in the 21st century.
Orange uses several characters to sowcae how American Indians have been marginalized over time.Te athor argues that getting individulsl to lve in the victy was the finl phase of the absorption, assimilation, erasure and the culminantion of the 500 year genocidal campaign.However, he argues tht te city revlutionzied heir stand and in the process, they made the city their omeland.Although there are many buildings and anonymous masses, the Indian culkture never got lost, they searched and found each othr as evidenced by indan centres, However, although they didn’t move to cities to die, the representative nature of the American dream vries among the mnotiy as opposed to the majority.
There is a lot to absorb in the narrative based on the narration and stories of various characters. Some of them are connected by fate, other by circumstances and blood s they make preparations for their next events in Oakland Coliseum, He tends to move and transverse between timelines and uses ...
Essay On A Rose For Emily. A Rose For Emily Title Meaning Boros RoseJulie Roest
A Rose for Emily Essay Essay on A Rose for Emily for Students and .... A Rose for Emily. A Rose for Emily Analysis Narration. ᐅ Essays On A Rose for Emily Free Argumentative, Persuasive .... A rose for emily conclusion. A Rose For Emily Essays. 2019-02-07. A rose for Emily Analysis. essay about different point of view about the story quot;a rose for emilyquot;. A Rose for Emily - Summary English Literature. A Rose for Emily Summary. Theme of a rose for emily by william faulkner. A Rose For Emily .... A rose for emily character analysis essay. A Rose For Emily Character .... A rose for emily literary analysis. Free Essays on A Rose for Emily .... Critical Essay A Rose For Emily - A Rose for Emily: What the Symbols .... This study guide and infographic for William Faulkners A Rose for .... Analytical Essay A Rose For Emily - A Rose for Emily: What the Symbols .... Essay a Rose for Emily 2 Fiction amp; Literature Free 30-day Trial .... A rose for emily response essay. Analysis of a Rose for Emily William Faulkner Narration. A rose for emily literary analysis paper. Essay 1 - A Rose for Emily - Keith DiLorenzo ENGLISH 101 079 Essay .... A Critique of Emily Grierson in A Rose for Emily, A Short Story by .... A rose for emily analysis. A Rose for Emily: Literary Analysis 2 .... 7 Best A Rose for Emily images in 2020 A rose for emily, American .... A Rose for Emily: Lesson amp; Essay Prompt by Literary Roses TpT. quot;A Rose for Emilyquot; Essay. A rose for emily analysis essay. Review of quot;A Rose for Emilyquot; by .... A Rose for Emily Summary - eNotes.com. A Rose For Emily Title Meaning Boros Rose. A rose for emily introduction paragraph. A rose for emily research .... A rose for emily point of view essay on the lottery. Character Features in A Rose for Emily Essay Example Topics and Well ... Essay On A Rose For Emily Essay On A Rose For Emily. A Rose For Emily Title Meaning Boros Rose
This document discusses colonialism, post-colonialism, and representations of minorities in media. It addresses how colonial powers exploited resources and presented racist images of colonized peoples. Post-colonial theorists argue that Western media still lacks representation of black people and models colonialist views of depicting black women as over-sexualized. The document also examines theorists like Edward Said who discussed how the West constructs an "oriental other" and how diaspora identities have formed. It analyzes stereotypes of minorities in media and their portrayals as humorous, exotic, pitied or dangerous.
World War 2 Essay | Essay on World War 2 for Students and Children in .... WWII Essay work November 13th. Beautiful Ww2 Essay ~ Thatsnotus. Post-World War II America - Free Essay Example | PapersOwl.com. Women world war ii essay - pdfeports867.web.fc2.com. World War II Issues Essay Example | Topics and Well Written Essays .... World War 2 Essay Example for Free - 1041 Words | EssayPay. Warfare During World War Ii Essay. Sample History Research Paper Summary on The World War II. World War II Essay - Essay Introduction: Hook: "God and history will .... World War 2 - GCSE History - Marked by Teachers.com. Ww2 Essays Topics. Essays about the causes of world war 2. Second World War essay - A-Level History - Marked by Teachers.com. World War II Paper - Free Essay Example | PapersOwl.com. World war 2 research essay. essay assistance. World War II | The Blog Of Dreams. Online Essay Help | amazonia.fiocruz.br. Wwii Essay Topics0 | World War II | Violent Conflict. The Consequences of World War II: Example of Couse and Effect Essay .... Causes of World War II Essay Example | Topics and Well Written Essays .... Essay World WAR II - ESSAY: WORLD WAR II War is one of the most tragic .... Ww2 Essays Free. History world war 2 essays. Germany, Hitler, and World War II Essays in .... Short essay on world war 2 - laboratorymanagement.web.fc2.com. World War II and Advancing Technology Essay Example | Topics and Well .... Narrative essay: Essay about world war 2. About World War II - Free Essay Example | PapersOwl.com. World War II Essay - WWII Essay Political economic and social reasons .... Comparing World War I and World War II - Free Essay Example | PapersOwl.com. Essays on world war ii - essayuniversity.web.fc2.com. World War 2 Essay Questions Essay About World War 2
Death of a Salesmen Literary Analysis (600 Words) - PHDessay.com. Death of a Salesman - A-Level English - Marked by Teachers.com. Death of a Salesman - plot summary - GCSE Drama - Marked by Teachers.com. Death of a Salesman Essay Example | Topics and Well Written Essays .... Death of a Salesman Essay - GCSE English - Marked by Teachers.com. Death of A Salesman Essay - GCSE English - Marked by Teachers.com. "Death of a Salesman" by Arthur Miller - Free Essay Example | PapersOwl.com. Death of a Salesman Essay | Psychological Concepts | Psychology .... Death of a salesman and the american dream essay. Death of a Salesman - English texts: High school - LibGuides at Al .... Death of salesman essays. Death of a Salesman Essay | Essay on Death of a Salesman for Students .... Death Of A Salesman Themes Free Essay Example. Death of A Salesman - GCSE English - Marked by Teachers.com. Death of a Salesman Summary - Free Essay Example - 991 Words .... Death of Salesman Summary. (DOC) Death of a Salesmen Analysis | Michelle Elias - Academia.edu. Death Of A Salesman American Dream Thesis Statement : Introduction. Essay On Death Of A Salesman. American Dream In Death Of A Salesman Research Paper : Essay Example on .... English Essay- Death of a salesman - University Linguistics, Classics .... PPT - Death of a Salesman PowerPoint Presentation, free download - ID .... Death of a Salesman as a Tragedy | Tragedy.
The document discusses representation of social groups in US and international media. It provides a brief history of representation of African Americans, Asians, Hispanics in US media, discussing common stereotypes. It also examines representation of Arabs/Muslims in Western media, noting they are often portrayed negatively through archetypes like villains or terrorists. The document advocates teaching critical thinking to help ease tensions between portrayals in media and different social groups.
There, There, marking the debut of Tommy Orange emerged at a perfeGrazynaBroyles24
There, There, marking the debut of Tommy Orange emerged at a perfect moment. In a country overwhelmed by administration suppressing their freedom of the disenfranchised and the minorities, the book illuminates the darkness prevanent in the American society making it visisble. The captivating raw enrgy wqwithin he bks firce, uncntamnayed and dedicated in umasking the plght of America’s original inhabitants.In the book, he abandons the archetypia stories of Tradiional inhavitants on the rage nd switche his concertrtion on Urna Indian Americas whch in the process moves the setting of the book in his hometown.For amodern reader, the book is contemporary and grity read nd its characters are individuals that are prevalent or an be found anywhere across gthe country or in the bay area.Tommy Orange uses a great cunkj of hstory ntitiated when aseveral settlers ernged and clkaimed he contnent to shw case the marginalzation and bredth of the contemporary American Indian experience sine it centres on the intercnencted lives of individuals determined to reclaim their land.
The itle of the book is closely related to Gerrude Stein;s observation bou Oakland. He commences with scorching foreword invoving fact-based record not known to many.He focuss on giving a reality check on the history of United DStates by shating ahe actual happenings of behadings and massacres, appropriation and cultural annihaltion as evidence of the techniques used in marginalizing the native American indiains.sThe author confronts the sanitized story that identifies Indians as he anonynymous individuals murdered by John Wayne. In enforcing the marginalization of the Indians, he uses realistic characters through less known .The accounts mentioned in the story offer a context of subsequent narratives and offers a voice to the individuals hailing from the First nations. In essence, each life mentioned in the prologue offers varying opinion n what it implies to be an American Indian in the 21st century.
Orange uses several characters to sowcae how American Indians have been marginalized over time.Te athor argues that getting individulsl to lve in the victy was the finl phase of the absorption, assimilation, erasure and the culminantion of the 500 year genocidal campaign.However, he argues tht te city revlutionzied heir stand and in the process, they made the city their omeland.Although there are many buildings and anonymous masses, the Indian culkture never got lost, they searched and found each othr as evidenced by indan centres, However, although they didn’t move to cities to die, the representative nature of the American dream vries among the mnotiy as opposed to the majority.
There is a lot to absorb in the narrative based on the narration and stories of various characters. Some of them are connected by fate, other by circumstances and blood s they make preparations for their next events in Oakland Coliseum, He tends to move and transverse between timelines and uses ...
Essay On A Rose For Emily. A Rose For Emily Title Meaning Boros RoseJulie Roest
A Rose for Emily Essay Essay on A Rose for Emily for Students and .... A Rose for Emily. A Rose for Emily Analysis Narration. ᐅ Essays On A Rose for Emily Free Argumentative, Persuasive .... A rose for emily conclusion. A Rose For Emily Essays. 2019-02-07. A rose for Emily Analysis. essay about different point of view about the story quot;a rose for emilyquot;. A Rose for Emily - Summary English Literature. A Rose for Emily Summary. Theme of a rose for emily by william faulkner. A Rose For Emily .... A rose for emily character analysis essay. A Rose For Emily Character .... A rose for emily literary analysis. Free Essays on A Rose for Emily .... Critical Essay A Rose For Emily - A Rose for Emily: What the Symbols .... This study guide and infographic for William Faulkners A Rose for .... Analytical Essay A Rose For Emily - A Rose for Emily: What the Symbols .... Essay a Rose for Emily 2 Fiction amp; Literature Free 30-day Trial .... A rose for emily response essay. Analysis of a Rose for Emily William Faulkner Narration. A rose for emily literary analysis paper. Essay 1 - A Rose for Emily - Keith DiLorenzo ENGLISH 101 079 Essay .... A Critique of Emily Grierson in A Rose for Emily, A Short Story by .... A rose for emily analysis. A Rose for Emily: Literary Analysis 2 .... 7 Best A Rose for Emily images in 2020 A rose for emily, American .... A Rose for Emily: Lesson amp; Essay Prompt by Literary Roses TpT. quot;A Rose for Emilyquot; Essay. A rose for emily analysis essay. Review of quot;A Rose for Emilyquot; by .... A Rose for Emily Summary - eNotes.com. A Rose For Emily Title Meaning Boros Rose. A rose for emily introduction paragraph. A rose for emily research .... A rose for emily point of view essay on the lottery. Character Features in A Rose for Emily Essay Example Topics and Well ... Essay On A Rose For Emily Essay On A Rose For Emily. A Rose For Emily Title Meaning Boros Rose
This document discusses colonialism, post-colonialism, and representations of minorities in media. It addresses how colonial powers exploited resources and presented racist images of colonized peoples. Post-colonial theorists argue that Western media still lacks representation of black people and models colonialist views of depicting black women as over-sexualized. The document also examines theorists like Edward Said who discussed how the West constructs an "oriental other" and how diaspora identities have formed. It analyzes stereotypes of minorities in media and their portrayals as humorous, exotic, pitied or dangerous.
World War 2 Essay | Essay on World War 2 for Students and Children in .... WWII Essay work November 13th. Beautiful Ww2 Essay ~ Thatsnotus. Post-World War II America - Free Essay Example | PapersOwl.com. Women world war ii essay - pdfeports867.web.fc2.com. World War II Issues Essay Example | Topics and Well Written Essays .... World War 2 Essay Example for Free - 1041 Words | EssayPay. Warfare During World War Ii Essay. Sample History Research Paper Summary on The World War II. World War II Essay - Essay Introduction: Hook: "God and history will .... World War 2 - GCSE History - Marked by Teachers.com. Ww2 Essays Topics. Essays about the causes of world war 2. Second World War essay - A-Level History - Marked by Teachers.com. World War II Paper - Free Essay Example | PapersOwl.com. World war 2 research essay. essay assistance. World War II | The Blog Of Dreams. Online Essay Help | amazonia.fiocruz.br. Wwii Essay Topics0 | World War II | Violent Conflict. The Consequences of World War II: Example of Couse and Effect Essay .... Causes of World War II Essay Example | Topics and Well Written Essays .... Essay World WAR II - ESSAY: WORLD WAR II War is one of the most tragic .... Ww2 Essays Free. History world war 2 essays. Germany, Hitler, and World War II Essays in .... Short essay on world war 2 - laboratorymanagement.web.fc2.com. World War II and Advancing Technology Essay Example | Topics and Well .... Narrative essay: Essay about world war 2. About World War II - Free Essay Example | PapersOwl.com. World War II Essay - WWII Essay Political economic and social reasons .... Comparing World War I and World War II - Free Essay Example | PapersOwl.com. Essays on world war ii - essayuniversity.web.fc2.com. World War 2 Essay Questions Essay About World War 2
In this unit, you will experience the powerful impact communication .docxwhitneyleman54422
This document provides instructions for an assignment requiring students to download a template, follow the instructions in the template to complete an analysis of communication concepts relating to cultural diversity, and demonstrate their understanding through in-text citations and references in APA format.
In this task, you will write an analysis (suggested length of 3–5 .docxwhitneyleman54422
In this task, you will write an analysis (
suggested length of 3–5 pages
) of one work of literature. Choose
one
work from the list below:
Classical Period
• Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)
• Aeschylus, “Song of the Furies” from
The Eumenides
, ca. 458 B.C.E. (poetry)
• Sophocles,
Antigone
, ca. 442 B.C.E. (drama)
• Aristotle, Book 1 from the
Nichomachean Ethics
, ca. 35 B.C.E. (philosophical text)
• Augustus,
The Deeds of the Divine Augustus
, ca. 14 C.E. (funerary inscription)
• Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of
The Metamorphoses
, ca. 2 C.E. (poetry)
Renaissance
• Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)
• Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)
• Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from
The Notebooks
ca. 1478-1518 (art text)
• Edmund Spenser, Sonnet 30, “My Love is like to Ice” from
Amoretti
1595 (poetry)
• William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)
• Francis Bacon, “Of Studies” from
The Essays or Counsels…
1625 (essay)
• Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)
• Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment
• René Descartes, Part 4 from
Discourse on Method
, 1637 (philosophical text)
• William Congreve,
The Way of the World
, 1700 (drama-comedy)
• Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)
• Voltaire, “Micromégas” 1752 (short story, science fiction)
• Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)
• Thomas Paine, “Common Sense” 1776 (essay)
• Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)
• Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism
• Lord Byron, “She Walks in Beauty” 1813 (poetry)
• Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)
• Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)
• Alexander Dumas,
The Count of Monte Cristo
, 1844 (novel)
• Emily Brontë,
Wuthering Heights
, 1847 (novel)
• Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)
• Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)
• Friedrich Nietzsche, Book 4 from
The Joyful Wisdom
, 1882 (philosophical text)
Realism
• Charles Dickens,
A Christmas Carol
, 1843 (novella)
• Karl Marx and Friedrich Engles,
The Communist Manifesto
, 1848 (political pamphlet)
• Christina Rossetti, “Goblin Market” 1862 (poetry)
• Matthew Arnold, “Dover Beach” 1867 (poetry)
• Robert Louis Stevenson,
The Strange Case of Dr. Jekyll and Mr. Hyde
, 1886 (novella)
• Kate Chopin, “The Story of an Hour” 1894 (short story)
• Mark Twain, “The.
In this SLP you will identify where the major transportation modes a.docxwhitneyleman54422
In this SLP you will identify where the major transportation modes are used in the EESC from SLP3: rail, inland water, ocean steamer, and/or OTR.
There are five basic transportation modes: rail, inland water ways, ocean, over-the-road, and air. We will not be concerned about air transport in this SLP as it is the least used and most expensive in general supply chain transportation.
Review and read these resources on these three transportation modes: rail, inland water, and OTR. Ocean is not included in these readings since it is mainly used for importing and exporting. This will be covered in more detail in LOG502. But you are asked to identify where ocean transport is used, but not in detail.
RESOURCES - SEE SLP 3 RESOURCES IN BACKGROUND PAGE
Session Long Project
Review the EESC from SLP2. Identify in the EESC where each of the four modes of transportation are used: rail, inland water, ocean, and OTR. You can use topic headings for each mode. Identify the materials being transported from which industry to which industry. Discuss why this mode is being used and what the costs are on a per ton-mile basis.
SLP Assignment Expectations
The paper should include:
Background:
Briefly
review and discuss the targeted product, company, and industry
Diagram: Include the diagram of the EESC
Transportation Discussion: Discuss each of the four transportation modes (rail, inland water, ocean, OTR) in the EESC and where each one is used. Discuss why this mode is used and the costs of using.
Clarity and Organization: The paper should be well organized and clearly discuss the various topics and issues in depth and breadth.
Use of references and citations: at least six (6) proper references should be used correctly, cited in the text, and listed in the references using proper APA format.
Length: The paper should be three to four pages – the body of the paper excluding title page and references page.
NOTE: You can use the transportation resources. You should also do independent research and find at least two additional appropriate references, for a total of at least six.
SLP Resources
Waterways
American Society of Civil Engineers. (2014). Report card for America’s infrastructure.
Infrastructure Report Card.
Retrieved from
http://www.infrastructurereportcard.org/fact-sheet/inland-waterways
Texas Transportation Institute. (2009). A Modal Comparison Of Domestic Freight Transportation Effects On The General Public, retrieved from
http://www.nationalwaterwaysfoundation.org/study/FinalReportTTI.pdf
U.S. Army Corps of Engineers. (2014). The U.S. Waterway System, Transportation Facts & Information; Navigation Center. Retrieved from
http://www.navigationdatacenter.us/factcard/factcard12.pdf
Railroads
Bureau of Transportation Statistics (Rail), retrieved from
https://www.bts.gov/topics/rail
USDOT (2012). Freight rail: data & resources. Retrieved on 20 Sep 2016 from
https://www.fra.dot.gov/Page/P0365
American Association of Railroads. Ret.
In this module the student will present writing which focuses attent.docxwhitneyleman54422
In this module the student will present writing which focuses attention on himself or herself (personal writing). We will start into college composition by reading a series of essays that explore the rhetorical modes of narration and decscription. If you think about your own lives, you'll note the importance of the stories that surround you. Think of your family's story, your friends' stories, and your very own story. Think of the detail that constitute these stories, of how they engage your sense of taste, touch, sound, smell, and sight. This module will focus on how you can better craft your own story and share it with others.
Competencies Addressed in this Module:
Competency #1: The student will demonstrate an understanding of the writing process by:
Choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose, for a specific purpose and audience.
Developing and refining pre-writing and planning skills.ormulating the main point to reflect the subject and purpose of the writing.
Formulating the main point to reflect the subject and purpose of the writing.
Supporting the main point with specific details and arranging them logically.
Writing an effective conclusion.
Competency #3: The student will demonstrate the ability to proofread, edit, and revise by:
Recognizing and correcting errors in clarity
Recognizing and correcting errors in unity and coherence.
Using conventional sentence structure and correcting sentence errors such as fragments, run-ons, comma splices, misplaced modifiers and faulty parallelism.
Recognizing and correcting errors in utilizing the conventions of Standard American English including:
Using standard verb forms and consistent tense.
Maintaining agreement between subject and verb, pronoun and antecedent.
Using proper case forms--consistent point of view.
Using standard spelling, punctuation, and capitalization.
Selecting vocabulary appropriate to audience, purpose, and occasion.
Aditional inf: I am a woma. I am 25 years old. I have a husband and a one year old son
.
In this module, we looked at a variety of styles in the Renaissa.docxwhitneyleman54422
In this module, we looked at a variety of styles in the Renaissance in Italy. Artists like Botticelli, Bellini, Michelangelo, and Bronzino all incorporated Renaissance characteristics into their works, and yet their works look different from each other.
To address form and content in the artistic developments and trends that took place in the Renaissance, look closely at examples from each of these artists.
Choose one painting by one of the artists listed above, and identify characteristics and techniques of the Renaissance style.
Then, address how the work departed from typical Renaissance formulas to become signature to that artist's particular style.
Finally, why did you select this artist? What draws you to their work?
.
In this experiential learning experience, you will evaluate a health.docxwhitneyleman54422
In this experiential learning experience, you will evaluate a healthcare plan using the attached worksheet. The selected plan can be your own health insurance or another plan.
Step 1
Use published information on the selected health insurance plan to complete the
assignment 5.1 worksheet
.
Step 2
Create a 7-10 slide Power Point presentation to include the following:
Introduction to the plan, including geographic boundaries
Major coverage inclusions and exclusions (Medical, Dental, Vision etc.)
Costs to consumer for insurance under the plan (include premiums, deductibles, copays, prescription costs)
Health insurance plan ratings if available. If no ratings are found for this plan, include a possible explanation for this situation.
Evaluation of the health insurance plan-include your evaluation of this plan from two standpoints:
a consumer-focused on costs, coverage, and ease of use
a public health nurse- focused on access to care for populations and improving health outcomes.
Cite all sources in APA format on a reference slide and with on-slide citations.
.
In this essay you should combine your practice responding and analyz.docxwhitneyleman54422
In this essay you should combine your practice responding and analyzing short stories with support derived from research. So far in class, we have practiced primarily formal analysis. Now I want you to practice "joining the conversation." In this essay you will write a literary analysis that incorporates the ideas of others. The trick is to accurately present ideas and interpretations gathered from your research while adding to the conversation by presenting
your own
ideas and analysis.
You will be evaluated based on how well you use external sources. I want to see that you can quote, paraphrase and summarize without plagiarizing. Remember, any unique idea must be credited, even if you put it in your own words.
Choose one of the approaches explained in the "Approaches to Literary Analysis" located at the bottom of this document. Each approach will require research, and that research should provide the context in which you present your own ideas and support your thesis. Be sure to properly document your research. Review the information, notes, and pamphlets I have distributed in class as these will help guide you.
While I am asking you to conduct outside research, do not lose sight of the primary text to which you are responding---the story! Your research should support
your
interpretations of the story. Be sure that your thesis is relevant to the story and that you quote generously from the story.
Purpose:
critical analysis, Argument, writing from sources
Length:
approx 1200 words
Documentation:
Minimum of 4 sources required (one primary source—the story or poem analyzed, and three secondary, peer reviewed journals). (Note: review the material in "finding and evaluating sources.ppt" to help you choose relevant and trustworthy sources.)
Choose from the following short stories:
The Lottery,
Shirley Jackson
A Rose for Emily,
William Faulkner
The Dead
, James Joyce
The Veldt
, Ray Bradbury
Hills Like White Elephants,
Ernest Hemingway
The Cask of Amontillado or The Tell-Tale Heart,
Edgar Allen Poe
Below are some examples.
They are just here to give you an idea of the type of approaches that will work for this essay.
1. Philosophical analysis: How do the stories by Jean Paul Sartre and Albert Camus reflect the philosophy of existentialism?
2. Socio/cultural analysis: What opinion about marriage and gender roles does Hemingway advance in "The Short Happy Life of Francis Macomber"?
3. Historical analysis:: What social dilemmas faced by African Americans in the 1960s might have inspired Toni Cade Bambara to write "The Lesson"?
4. Biographical analysis: What events in Salman Rushdie's life might have influenced the events in "At the Auction of the Ruby Slippers"?
5. Psychological analysis: How is John Cheever's "The Swimmer" a metaphor for the psychology of addiction?
Approaches to Literary analysis
Formal analysis
- This type of analysis focuses on the formal elements of the work (language.
In this Discussion, pick one film to write about and answer ques.docxwhitneyleman54422
In this Discussion, pick one film to write about and answer questions below the film descriptions. If it has been a while since you have seen these films, they are available through online sources and various rental outlets. Although I have provided links to some of the films, I cannot guarantee they are still operable. If the links do not work, try your own online sources.
Dances with Wolves
(1990). Lt. John Dunbar (Kevin Costner) is assigned to the Western frontier on his own request after an act of bravery. He finds himself at an abandoned outpost. At first he maintains strict order using the methods and practices taught to him by the military, but as the film progresses, he makes friends with a nearby Native American tribe, and his perceptions of the military, the frontier, and Native Americans change dramatically.
Working Girl
(1988) Tess McGill (Melanie Griffith) works as a secretary for a large firm involved in acquiring media corporations such as radio and television. When her boss has a skiing accident, Tess gets a chance to use her own ideas and research, ideas that she has been keeping within herself for years – ideas that are arguably better, and more insightful into mass media practices, than her boss’s ideas were.
Schindler’s List
(1993). In Poland during World War II, Oskar Schindler (Liam Neeson) gradually becomes concerned for his Jewish workforce after witnessing their persecution by the Nazis. He initially was motivated by profit, but as the war progressed he began to sympathize with his Jewish workers and attempted to save them. He was credited with saving over 1000 Jews from extermination. (Based on a true story.)
Gran Torino
(2008). Walt Kowalski (Clint Eastwood), a recently widowed Korean War veteran alienated from his family and angry at the world. Walt's young neighbor, an Asian American, is pressured into stealing Walt's prized 1972 Ford Gran Torino by his cousin for his initiation into a gang. Walt thwarts the theft and subsequently develops a relationship with the boy and his family.
Describe the specific theories, assumptions, or “schools of thought” that the characters in the film have. How do their schools of thought differ?
How do the main characters change over the course of a film? How do their goals or desires change? Do they see themselves differently by the end of the film?
Which reflective theory from the course best illustrates the process the main characters go through during the film? How so?
Would you say that the main characters evolved or grew after learning something that was new, or a new approach, a new theory, or a new understanding of their place in the world?
I suggest that you refrain from reiterating the plotline. Rather, stay focused on character changes and the influences on those changes. Be sure to refer to the readings; use proper citations! This discussion will be scored based on the
Grading Rubric for Discussions
Please include the name of your film in the d.
In this assignment, you will identify and interview a family who.docxwhitneyleman54422
This assignment requires students to interview a family experiencing stress from a new life event such as a baby, job change, or divorce. Students must obtain written consent from the family, agree not to publish any identifying information, and use the information only for classroom purposes. During the interview, students will gather details about the family, the history and cause of their stress, how family members responded to life events, family dynamics, strengths, coping strategies, and goals. Students will then analyze the family using research and theory, provide recommendations for support resources, and reflect on communication skills used during the interview. The final paper will be 6-8 pages following APA format.
In this assignment, you will assess the impact of health legisla.docxwhitneyleman54422
In this assignment, you will assess the impact of health legislation on nursing practice and communicate your analysis to your peers. GovTrack.us provides a list of federal health bills that are currently in process in Congressional Committees.
CO4: Integrates clinical nursing judgment using effective communication strategies with patients, colleagues, and other healthcare providers. (PO#4)
CO7: Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO#7)
.
In this assignment, you will create a presentation. Select a topic o.docxwhitneyleman54422
In this assignment, you will create a presentation. Select a topic of your choice from any subject we have covered in this course.
TOPICS..
INTERNET
COMPUTERS
MOBILE AND GAME DEVICES
DATA AND INFORMATION
THE WEB
DIGITAL SECURITY AND PRIVACY
PROGRAMS AND APPS
COMMUNICATION AND NETWORKS
TECHNOLOGY USERS
THE INTERNET
GRAPHICS AND MEDIA APPLICATIONS
FILE, DISK AND SYSTEM MANAGEMENT TOOLS
PROCESSORS
CLOUD COMPUTING
ADAPTERS
POWER SUPPLY AND BATTERIES
WIRELESS SECURITY
Explain why you select this topic.
Explain why this topic is important.
Discuss the advantages and disadvantages of your select topic.
Include any other information you might thing is relative to your topic.
Your presentation should be a minimum of 15-20 slides in length. Include the title, references, images, graphics, and diagrams.
.
In this assignment, the student will understand the growth and devel.docxwhitneyleman54422
In this assignment, the student will understand the growth and development of executive leadership by looking at the dynamics between the president and Congress in the period from the founding to the Spanish-American War. In a 6–8- page paper, the student will focus on: 1) how presidents pursued international relations, 2) how presidents were able to project force, and 3) congressional restrictions on presidential actions. The student may write about the president of his/her choice.
.
In this assignment, I want you to locate two pieces of news detailin.docxwhitneyleman54422
In this assignment, I want you to locate two pieces of news detailing how an organization is responding to the COVID-19 crisis. You will turn this assignment into me via a Word Document attached to a separate email titled "extra credit assignment, Your Name" with your actual name in the subject line so I know to save the email for grading.
You need to analyze how businesses are handling the current COVID-19 crisis and I want to see if you can track down a press release from the organization, an email to their stakeholders, or even a screenshot of their website in which they explicitly address the actions they are taking in light of this new world we find ourselves in. However, the screenshots, hyperlinks to news stories, etc. are only one component of the assignment, your analysis is far and away from the more important component. Once you have tracked down two examples of how a business/organization is responding to the COVID-19 crisis, I want you to tell me how effective you perceive its action to be. Use any of the vocabulary or concepts that we have learned thus far in the semester to support your analysis. For example, is the business/organization using appropriate new media platforms to reach stakeholders? Is communication timely? Is the organization's tone sincere? What could have been done better? I am expecting one page, double-spaced for the length of your analysis, APA format. The images and or hyperlinks you compile will not be counted towards the length of your writing.
.
In this assignment worth 150 points, you will consider the present-d.docxwhitneyleman54422
In this assignment worth 150 points, you will consider the present-day relevance of history with a current event from a legitimate news source (your instructor will provide several options to choose from) and do the following: (1) summarize the article¿s main idea in a paragraph (5 sentences minimum), (2) write two paragraphs in which you utilize your textbook and notes to analyze how your current event selection relates to the past.
the topics are below, just choose one of the topic from list below..
Neanderthals and string
Neanderthals Left Africa Sooner Than We Think?
Discovery of Neanderthal Skeleton and Burial
Searching for Nefertiti
Discovery of Donkeys Used in Polo (Ancient China)
Ancient Maya Capital Found in Backyard
Long Lost Greek City Found
Ancient Roman Weapon
Viking Burial Discovery
Saving Timbuktu's Treasures
.
In the readings thus far, the text identified many early American in.docxwhitneyleman54422
In the readings thus far, the text identified many early American interests in the Middle East from geopolitical to missionary. Using the text and your own research, compare these early interests with contemporary American interests in the Middle East.
In particular, how has becoming 1) a global hegemon after WWII and 2) the concurrent process of ‘secularization’ transformed American foreign policy thought and behavior toward Israel and the Middle East region generally? What themes have remained constant and what appear new? Would you attribute changes more to America’s new geopolitical role after WWII, or to the increasing secularization of American society? Explain carefully. In 500 words
.
In the Roman Colony, leaders, or members of the court, were to be.docxwhitneyleman54422
In the Roman Colony, leaders, or members of the court, were to be:
•Local elites•Be freeborn•Between the ages of 22 – 55•Community resident•Moral integrity
From the members, two were chosen as unpaid chief magistrates (Judges). They would have to “buy into” that position, but the recognition was worth the financial output. This week's discussion prompter is:
Money alone influences others. Please analyze and critically discuss.
In your response, remember that all this is about leadership, the context which is set in Rome.
.
In the provided scenario there are a few different crimes being .docxwhitneyleman54422
In the provided scenario there are a few different crimes being committed and each could be argued multiple ways.
Steve could be charged with attempted murder. He was stabbing Michelle in the chest repeatedly. Due to the details of the scenario his charge could only be attempted because Michelle got up from the attack and charged Stacy. If she later died from her injuries Steve would/could be charged with murder. Even though he was “visibly drunk” he still maintained the purposely, knowing, or reckless intent to cause harm. He was coherent enough to make statements to her about how much he loved her, but still showed an extreme indifference to life and intent cause serious bodily harm. The biggest obstacle to a murder charge for Steve is his death. He cannot be charged with anything if he cannot be alive to defend himself. This takes care of the Steve factor.
Initially Stacy could be found guilty of murder. She knowingly and intentionally took the life of another (Steve). She also expresses an intent to kill when she stated, “I have had enough of you Steve”. From the scenario it is documented that she did not care for Steve and along with her statements, it can be shown that she was “just waiting for the opportunity” to kill Steve. In her favor is the fact that she attempted to stop Steve from harming another person. Her actions, while resulting in the death of another, were in the defense of a harmed person. She possibly saved the life of Michelle by using reasonable force to stop the stabbing.
Michelle could be charged with attempted murder as well. She stabbed Stacey in the chest while screaming, “how dare you”. She intended to cause death or serious physical injury. Again, if Stacey died from the wounds suffered, Michelle could/would be charged with murder. It could also be argued that Michelle had no malice aforethought. She was being stabbed and may not have known her actions were wrong. Her extreme circumstance clouded her reasonable decision making and all she was aware of is that her boyfriend, whom she loved, was just killed. This is unlikely but still a small possibility. Without more facts from the scenario it is difficult to fully play out all possibilities.
respond to this discussion question in 150 words no references please
.
STOP THE MEETING MADNESS HOW TO FREE UP TIME FOR ME.docxwhitneyleman54422
STOP
THE
MEETING
MADNESS
HOW TO FREE UP TIME FOR
MEANINGFUL WORK
BY LESLIE A. PERLOW, CONSTANCE NOONAN HADLEY, AND EUNICE EUN
SHARE THIS ARTICLE. HBR LINK MAKES IT EASY.
SEE PAGE 41 FOR INSTRUCTIONS.
FEATURE STOP THE MEETING MADNESS
62 HARVARD BUSINESS REVIEW JULY–AUGUST 2017
EL
EN
A
K
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LI
KO
VA
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ET
TY
IM
A
G
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JULY–AUGUST 2017 HARVARD BUSINESS REVIEW 63
P
Poking fun at meetings is the stuff of Dilbert car-
toons—we can all joke about how soul-sucking and
painful they are. But that pain has real consequences
for teams and organizations. In our interviews with
hundreds of executives, in fields ranging from high
tech and retail to pharmaceuticals and consulting,
many said they felt overwhelmed by their meetings—
whether formal or informal, traditional or agile, face-
to-face or electronically mediated. One said, “I cannot
get my head above water to breathe during the week.”
Another described stabbing her leg with a pencil to
stop from screaming during a particularly torturous
staff meeting. Such complaints are supported by re-
search showing that meetings have increased in length
and frequency over the past 50 years, to the point
where executives spend an average of nearly 23 hours
a week in them, up from less than 10 hours in the
1960s. And that doesn’t even include all the impromptu
gatherings that don’t make it onto the schedule.
Much has been written about this problem, but the
solutions posed are usually discrete: Establish a clear
agenda, hold your meeting standing up, delegate
someone to attend in your place, and so on. We’ve
observed in our research and consulting that real im-
provement requires systemic change, because meet-
ings affect how people collaborate and how they get
their own work done.
Yet change of such scope is rarely considered. When
we probed into why people put up with the strain that
meetings place on their time and sanity, we found
something surprising: Those who resent and dread
meetings the most also defend them as a “necessary
evil”—sometimes with great passion. Consider this
excerpt from the corporate blog of a senior executive
in the pharmaceutical industry:
I believe that our abundance of meetings at our
company is the Cultural Tax we pay for the inclusive,
learning environment that we want to foster…
and I’m ok with that. If the alternative to more
meetings is more autocratic decision-making, less
input from all levels throughout the organization,
and fewer opportunities to ensure alignment and
communication by personal interaction, then give
me more meetings any time!
To be sure, meetings are essential for enabling col-
laboration, creativity, and innovation. They often foster
relationships and ensure proper information exchange.
They provide real benefits. But why would anyone ar-
gue in defense of excessive meetings, especially when
no one likes them much?
Because executives want to be good soldiers. When
they sacrifice their own .
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with .docxwhitneyleman54422
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with Vinegar
Objectives: To visually observe what a limiting reactant is.
To measure the change in mass during a chemical reaction due to loss of a gas.
To calculate CO2 loss and compare actual loss to expected CO2 loss predicted by the balanced chemical equation.
Materials needed: Note: Plan ahead as you’ll need to let Part 1 sit for at least 24 hours.
plastic beaker graduated cylinder
electronic balance 2 eggs
1 plastic cup baking soda (5 g)
dropper vinegar (500mL)
2 identical cups or glasses (at least 500 mL)
Safety considerations: Safety goggles are highly recommended for this lab as baking soda and vinegar chemicals can be irritating to the eyes. If your skin becomes irritated from contact with these chemicals, rinse with cool water for 15 minutes.
Introduction:
The reaction between baking soda and vinegar is a fun activity for young people. Most children (and adults!) enjoy watching the foamy eruption that occurs upon mixing these two household substances. The reaction has often been used for erupting volcanoes in elementary science classes. The addition of food coloring makes it even more fun. The reaction involves an acid-base reaction that produces a gas (CO2). Acid-base reactions typically involve the transfer of a hydrogen ion (H+) from the acid (HA) to the base (B−):
HA + B− --> A− + BH (eq #1)
acid base
The base often (although not always) carries a negative charge. The acid usually (although not always) becomes negatively charged through the course of the reaction because it lost an H+. An example of a typical acid base reaction is below:
HCl(aq) + NaOH(aq) --> NaCl(aq) + H2O(l) (eq #2)
The reaction is actually taking place between the hydrogen ion (H+) and the hydroxide ion (OH−). The chloride and sodium are spectator ions. To write the reaction in the same form as eq #1:
HCl(aq) + OH- --> Cl- + H2O (l) (eq #3)
Sodium bicarbonate (NaHCO3) will dissociate in water to form sodium ion (Na+) and bicarbonate ion (HCO3−).
NaHCO3 --> Na+ + HCO3− (eq #4)
Vinegar is usually a 5% solution of acetic acid in water. The bicarbonate anion (HCO3−) can act as a base, accepting a hydrogen ion from the acetic acid (HC2H3O2) in the vinegar. The Na+ is just a spectator ion and does nothing.
HCO3− + HC2H3O2 --> H2CO3 + C2H3O2− (eq#5)
Bicarbonate acetic acid carbonic acid acetate ion
The carbonic acid that is formed (H2CO3) decomposes to form water and carbon dioxide:
H2CO3 --> H2O(l) + CO2(g) (eq#6)
carbonic acid water carbon dioxide
The latter reaction (production of carbon dioxide) accounts for the bubbles and the foaming that is observed upon mixing vinegar and baki.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
In this unit, you will experience the powerful impact communication .docxwhitneyleman54422
This document provides instructions for an assignment requiring students to download a template, follow the instructions in the template to complete an analysis of communication concepts relating to cultural diversity, and demonstrate their understanding through in-text citations and references in APA format.
In this task, you will write an analysis (suggested length of 3–5 .docxwhitneyleman54422
In this task, you will write an analysis (
suggested length of 3–5 pages
) of one work of literature. Choose
one
work from the list below:
Classical Period
• Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)
• Aeschylus, “Song of the Furies” from
The Eumenides
, ca. 458 B.C.E. (poetry)
• Sophocles,
Antigone
, ca. 442 B.C.E. (drama)
• Aristotle, Book 1 from the
Nichomachean Ethics
, ca. 35 B.C.E. (philosophical text)
• Augustus,
The Deeds of the Divine Augustus
, ca. 14 C.E. (funerary inscription)
• Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of
The Metamorphoses
, ca. 2 C.E. (poetry)
Renaissance
• Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)
• Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)
• Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from
The Notebooks
ca. 1478-1518 (art text)
• Edmund Spenser, Sonnet 30, “My Love is like to Ice” from
Amoretti
1595 (poetry)
• William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)
• Francis Bacon, “Of Studies” from
The Essays or Counsels…
1625 (essay)
• Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)
• Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment
• René Descartes, Part 4 from
Discourse on Method
, 1637 (philosophical text)
• William Congreve,
The Way of the World
, 1700 (drama-comedy)
• Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)
• Voltaire, “Micromégas” 1752 (short story, science fiction)
• Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)
• Thomas Paine, “Common Sense” 1776 (essay)
• Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)
• Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism
• Lord Byron, “She Walks in Beauty” 1813 (poetry)
• Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)
• Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)
• Alexander Dumas,
The Count of Monte Cristo
, 1844 (novel)
• Emily Brontë,
Wuthering Heights
, 1847 (novel)
• Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)
• Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)
• Friedrich Nietzsche, Book 4 from
The Joyful Wisdom
, 1882 (philosophical text)
Realism
• Charles Dickens,
A Christmas Carol
, 1843 (novella)
• Karl Marx and Friedrich Engles,
The Communist Manifesto
, 1848 (political pamphlet)
• Christina Rossetti, “Goblin Market” 1862 (poetry)
• Matthew Arnold, “Dover Beach” 1867 (poetry)
• Robert Louis Stevenson,
The Strange Case of Dr. Jekyll and Mr. Hyde
, 1886 (novella)
• Kate Chopin, “The Story of an Hour” 1894 (short story)
• Mark Twain, “The.
In this SLP you will identify where the major transportation modes a.docxwhitneyleman54422
In this SLP you will identify where the major transportation modes are used in the EESC from SLP3: rail, inland water, ocean steamer, and/or OTR.
There are five basic transportation modes: rail, inland water ways, ocean, over-the-road, and air. We will not be concerned about air transport in this SLP as it is the least used and most expensive in general supply chain transportation.
Review and read these resources on these three transportation modes: rail, inland water, and OTR. Ocean is not included in these readings since it is mainly used for importing and exporting. This will be covered in more detail in LOG502. But you are asked to identify where ocean transport is used, but not in detail.
RESOURCES - SEE SLP 3 RESOURCES IN BACKGROUND PAGE
Session Long Project
Review the EESC from SLP2. Identify in the EESC where each of the four modes of transportation are used: rail, inland water, ocean, and OTR. You can use topic headings for each mode. Identify the materials being transported from which industry to which industry. Discuss why this mode is being used and what the costs are on a per ton-mile basis.
SLP Assignment Expectations
The paper should include:
Background:
Briefly
review and discuss the targeted product, company, and industry
Diagram: Include the diagram of the EESC
Transportation Discussion: Discuss each of the four transportation modes (rail, inland water, ocean, OTR) in the EESC and where each one is used. Discuss why this mode is used and the costs of using.
Clarity and Organization: The paper should be well organized and clearly discuss the various topics and issues in depth and breadth.
Use of references and citations: at least six (6) proper references should be used correctly, cited in the text, and listed in the references using proper APA format.
Length: The paper should be three to four pages – the body of the paper excluding title page and references page.
NOTE: You can use the transportation resources. You should also do independent research and find at least two additional appropriate references, for a total of at least six.
SLP Resources
Waterways
American Society of Civil Engineers. (2014). Report card for America’s infrastructure.
Infrastructure Report Card.
Retrieved from
http://www.infrastructurereportcard.org/fact-sheet/inland-waterways
Texas Transportation Institute. (2009). A Modal Comparison Of Domestic Freight Transportation Effects On The General Public, retrieved from
http://www.nationalwaterwaysfoundation.org/study/FinalReportTTI.pdf
U.S. Army Corps of Engineers. (2014). The U.S. Waterway System, Transportation Facts & Information; Navigation Center. Retrieved from
http://www.navigationdatacenter.us/factcard/factcard12.pdf
Railroads
Bureau of Transportation Statistics (Rail), retrieved from
https://www.bts.gov/topics/rail
USDOT (2012). Freight rail: data & resources. Retrieved on 20 Sep 2016 from
https://www.fra.dot.gov/Page/P0365
American Association of Railroads. Ret.
In this module the student will present writing which focuses attent.docxwhitneyleman54422
In this module the student will present writing which focuses attention on himself or herself (personal writing). We will start into college composition by reading a series of essays that explore the rhetorical modes of narration and decscription. If you think about your own lives, you'll note the importance of the stories that surround you. Think of your family's story, your friends' stories, and your very own story. Think of the detail that constitute these stories, of how they engage your sense of taste, touch, sound, smell, and sight. This module will focus on how you can better craft your own story and share it with others.
Competencies Addressed in this Module:
Competency #1: The student will demonstrate an understanding of the writing process by:
Choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose, for a specific purpose and audience.
Developing and refining pre-writing and planning skills.ormulating the main point to reflect the subject and purpose of the writing.
Formulating the main point to reflect the subject and purpose of the writing.
Supporting the main point with specific details and arranging them logically.
Writing an effective conclusion.
Competency #3: The student will demonstrate the ability to proofread, edit, and revise by:
Recognizing and correcting errors in clarity
Recognizing and correcting errors in unity and coherence.
Using conventional sentence structure and correcting sentence errors such as fragments, run-ons, comma splices, misplaced modifiers and faulty parallelism.
Recognizing and correcting errors in utilizing the conventions of Standard American English including:
Using standard verb forms and consistent tense.
Maintaining agreement between subject and verb, pronoun and antecedent.
Using proper case forms--consistent point of view.
Using standard spelling, punctuation, and capitalization.
Selecting vocabulary appropriate to audience, purpose, and occasion.
Aditional inf: I am a woma. I am 25 years old. I have a husband and a one year old son
.
In this module, we looked at a variety of styles in the Renaissa.docxwhitneyleman54422
In this module, we looked at a variety of styles in the Renaissance in Italy. Artists like Botticelli, Bellini, Michelangelo, and Bronzino all incorporated Renaissance characteristics into their works, and yet their works look different from each other.
To address form and content in the artistic developments and trends that took place in the Renaissance, look closely at examples from each of these artists.
Choose one painting by one of the artists listed above, and identify characteristics and techniques of the Renaissance style.
Then, address how the work departed from typical Renaissance formulas to become signature to that artist's particular style.
Finally, why did you select this artist? What draws you to their work?
.
In this experiential learning experience, you will evaluate a health.docxwhitneyleman54422
In this experiential learning experience, you will evaluate a healthcare plan using the attached worksheet. The selected plan can be your own health insurance or another plan.
Step 1
Use published information on the selected health insurance plan to complete the
assignment 5.1 worksheet
.
Step 2
Create a 7-10 slide Power Point presentation to include the following:
Introduction to the plan, including geographic boundaries
Major coverage inclusions and exclusions (Medical, Dental, Vision etc.)
Costs to consumer for insurance under the plan (include premiums, deductibles, copays, prescription costs)
Health insurance plan ratings if available. If no ratings are found for this plan, include a possible explanation for this situation.
Evaluation of the health insurance plan-include your evaluation of this plan from two standpoints:
a consumer-focused on costs, coverage, and ease of use
a public health nurse- focused on access to care for populations and improving health outcomes.
Cite all sources in APA format on a reference slide and with on-slide citations.
.
In this essay you should combine your practice responding and analyz.docxwhitneyleman54422
In this essay you should combine your practice responding and analyzing short stories with support derived from research. So far in class, we have practiced primarily formal analysis. Now I want you to practice "joining the conversation." In this essay you will write a literary analysis that incorporates the ideas of others. The trick is to accurately present ideas and interpretations gathered from your research while adding to the conversation by presenting
your own
ideas and analysis.
You will be evaluated based on how well you use external sources. I want to see that you can quote, paraphrase and summarize without plagiarizing. Remember, any unique idea must be credited, even if you put it in your own words.
Choose one of the approaches explained in the "Approaches to Literary Analysis" located at the bottom of this document. Each approach will require research, and that research should provide the context in which you present your own ideas and support your thesis. Be sure to properly document your research. Review the information, notes, and pamphlets I have distributed in class as these will help guide you.
While I am asking you to conduct outside research, do not lose sight of the primary text to which you are responding---the story! Your research should support
your
interpretations of the story. Be sure that your thesis is relevant to the story and that you quote generously from the story.
Purpose:
critical analysis, Argument, writing from sources
Length:
approx 1200 words
Documentation:
Minimum of 4 sources required (one primary source—the story or poem analyzed, and three secondary, peer reviewed journals). (Note: review the material in "finding and evaluating sources.ppt" to help you choose relevant and trustworthy sources.)
Choose from the following short stories:
The Lottery,
Shirley Jackson
A Rose for Emily,
William Faulkner
The Dead
, James Joyce
The Veldt
, Ray Bradbury
Hills Like White Elephants,
Ernest Hemingway
The Cask of Amontillado or The Tell-Tale Heart,
Edgar Allen Poe
Below are some examples.
They are just here to give you an idea of the type of approaches that will work for this essay.
1. Philosophical analysis: How do the stories by Jean Paul Sartre and Albert Camus reflect the philosophy of existentialism?
2. Socio/cultural analysis: What opinion about marriage and gender roles does Hemingway advance in "The Short Happy Life of Francis Macomber"?
3. Historical analysis:: What social dilemmas faced by African Americans in the 1960s might have inspired Toni Cade Bambara to write "The Lesson"?
4. Biographical analysis: What events in Salman Rushdie's life might have influenced the events in "At the Auction of the Ruby Slippers"?
5. Psychological analysis: How is John Cheever's "The Swimmer" a metaphor for the psychology of addiction?
Approaches to Literary analysis
Formal analysis
- This type of analysis focuses on the formal elements of the work (language.
In this Discussion, pick one film to write about and answer ques.docxwhitneyleman54422
In this Discussion, pick one film to write about and answer questions below the film descriptions. If it has been a while since you have seen these films, they are available through online sources and various rental outlets. Although I have provided links to some of the films, I cannot guarantee they are still operable. If the links do not work, try your own online sources.
Dances with Wolves
(1990). Lt. John Dunbar (Kevin Costner) is assigned to the Western frontier on his own request after an act of bravery. He finds himself at an abandoned outpost. At first he maintains strict order using the methods and practices taught to him by the military, but as the film progresses, he makes friends with a nearby Native American tribe, and his perceptions of the military, the frontier, and Native Americans change dramatically.
Working Girl
(1988) Tess McGill (Melanie Griffith) works as a secretary for a large firm involved in acquiring media corporations such as radio and television. When her boss has a skiing accident, Tess gets a chance to use her own ideas and research, ideas that she has been keeping within herself for years – ideas that are arguably better, and more insightful into mass media practices, than her boss’s ideas were.
Schindler’s List
(1993). In Poland during World War II, Oskar Schindler (Liam Neeson) gradually becomes concerned for his Jewish workforce after witnessing their persecution by the Nazis. He initially was motivated by profit, but as the war progressed he began to sympathize with his Jewish workers and attempted to save them. He was credited with saving over 1000 Jews from extermination. (Based on a true story.)
Gran Torino
(2008). Walt Kowalski (Clint Eastwood), a recently widowed Korean War veteran alienated from his family and angry at the world. Walt's young neighbor, an Asian American, is pressured into stealing Walt's prized 1972 Ford Gran Torino by his cousin for his initiation into a gang. Walt thwarts the theft and subsequently develops a relationship with the boy and his family.
Describe the specific theories, assumptions, or “schools of thought” that the characters in the film have. How do their schools of thought differ?
How do the main characters change over the course of a film? How do their goals or desires change? Do they see themselves differently by the end of the film?
Which reflective theory from the course best illustrates the process the main characters go through during the film? How so?
Would you say that the main characters evolved or grew after learning something that was new, or a new approach, a new theory, or a new understanding of their place in the world?
I suggest that you refrain from reiterating the plotline. Rather, stay focused on character changes and the influences on those changes. Be sure to refer to the readings; use proper citations! This discussion will be scored based on the
Grading Rubric for Discussions
Please include the name of your film in the d.
In this assignment, you will identify and interview a family who.docxwhitneyleman54422
This assignment requires students to interview a family experiencing stress from a new life event such as a baby, job change, or divorce. Students must obtain written consent from the family, agree not to publish any identifying information, and use the information only for classroom purposes. During the interview, students will gather details about the family, the history and cause of their stress, how family members responded to life events, family dynamics, strengths, coping strategies, and goals. Students will then analyze the family using research and theory, provide recommendations for support resources, and reflect on communication skills used during the interview. The final paper will be 6-8 pages following APA format.
In this assignment, you will assess the impact of health legisla.docxwhitneyleman54422
In this assignment, you will assess the impact of health legislation on nursing practice and communicate your analysis to your peers. GovTrack.us provides a list of federal health bills that are currently in process in Congressional Committees.
CO4: Integrates clinical nursing judgment using effective communication strategies with patients, colleagues, and other healthcare providers. (PO#4)
CO7: Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO#7)
.
In this assignment, you will create a presentation. Select a topic o.docxwhitneyleman54422
In this assignment, you will create a presentation. Select a topic of your choice from any subject we have covered in this course.
TOPICS..
INTERNET
COMPUTERS
MOBILE AND GAME DEVICES
DATA AND INFORMATION
THE WEB
DIGITAL SECURITY AND PRIVACY
PROGRAMS AND APPS
COMMUNICATION AND NETWORKS
TECHNOLOGY USERS
THE INTERNET
GRAPHICS AND MEDIA APPLICATIONS
FILE, DISK AND SYSTEM MANAGEMENT TOOLS
PROCESSORS
CLOUD COMPUTING
ADAPTERS
POWER SUPPLY AND BATTERIES
WIRELESS SECURITY
Explain why you select this topic.
Explain why this topic is important.
Discuss the advantages and disadvantages of your select topic.
Include any other information you might thing is relative to your topic.
Your presentation should be a minimum of 15-20 slides in length. Include the title, references, images, graphics, and diagrams.
.
In this assignment, the student will understand the growth and devel.docxwhitneyleman54422
In this assignment, the student will understand the growth and development of executive leadership by looking at the dynamics between the president and Congress in the period from the founding to the Spanish-American War. In a 6–8- page paper, the student will focus on: 1) how presidents pursued international relations, 2) how presidents were able to project force, and 3) congressional restrictions on presidential actions. The student may write about the president of his/her choice.
.
In this assignment, I want you to locate two pieces of news detailin.docxwhitneyleman54422
In this assignment, I want you to locate two pieces of news detailing how an organization is responding to the COVID-19 crisis. You will turn this assignment into me via a Word Document attached to a separate email titled "extra credit assignment, Your Name" with your actual name in the subject line so I know to save the email for grading.
You need to analyze how businesses are handling the current COVID-19 crisis and I want to see if you can track down a press release from the organization, an email to their stakeholders, or even a screenshot of their website in which they explicitly address the actions they are taking in light of this new world we find ourselves in. However, the screenshots, hyperlinks to news stories, etc. are only one component of the assignment, your analysis is far and away from the more important component. Once you have tracked down two examples of how a business/organization is responding to the COVID-19 crisis, I want you to tell me how effective you perceive its action to be. Use any of the vocabulary or concepts that we have learned thus far in the semester to support your analysis. For example, is the business/organization using appropriate new media platforms to reach stakeholders? Is communication timely? Is the organization's tone sincere? What could have been done better? I am expecting one page, double-spaced for the length of your analysis, APA format. The images and or hyperlinks you compile will not be counted towards the length of your writing.
.
In this assignment worth 150 points, you will consider the present-d.docxwhitneyleman54422
In this assignment worth 150 points, you will consider the present-day relevance of history with a current event from a legitimate news source (your instructor will provide several options to choose from) and do the following: (1) summarize the article¿s main idea in a paragraph (5 sentences minimum), (2) write two paragraphs in which you utilize your textbook and notes to analyze how your current event selection relates to the past.
the topics are below, just choose one of the topic from list below..
Neanderthals and string
Neanderthals Left Africa Sooner Than We Think?
Discovery of Neanderthal Skeleton and Burial
Searching for Nefertiti
Discovery of Donkeys Used in Polo (Ancient China)
Ancient Maya Capital Found in Backyard
Long Lost Greek City Found
Ancient Roman Weapon
Viking Burial Discovery
Saving Timbuktu's Treasures
.
In the readings thus far, the text identified many early American in.docxwhitneyleman54422
In the readings thus far, the text identified many early American interests in the Middle East from geopolitical to missionary. Using the text and your own research, compare these early interests with contemporary American interests in the Middle East.
In particular, how has becoming 1) a global hegemon after WWII and 2) the concurrent process of ‘secularization’ transformed American foreign policy thought and behavior toward Israel and the Middle East region generally? What themes have remained constant and what appear new? Would you attribute changes more to America’s new geopolitical role after WWII, or to the increasing secularization of American society? Explain carefully. In 500 words
.
In the Roman Colony, leaders, or members of the court, were to be.docxwhitneyleman54422
In the Roman Colony, leaders, or members of the court, were to be:
•Local elites•Be freeborn•Between the ages of 22 – 55•Community resident•Moral integrity
From the members, two were chosen as unpaid chief magistrates (Judges). They would have to “buy into” that position, but the recognition was worth the financial output. This week's discussion prompter is:
Money alone influences others. Please analyze and critically discuss.
In your response, remember that all this is about leadership, the context which is set in Rome.
.
In the provided scenario there are a few different crimes being .docxwhitneyleman54422
In the provided scenario there are a few different crimes being committed and each could be argued multiple ways.
Steve could be charged with attempted murder. He was stabbing Michelle in the chest repeatedly. Due to the details of the scenario his charge could only be attempted because Michelle got up from the attack and charged Stacy. If she later died from her injuries Steve would/could be charged with murder. Even though he was “visibly drunk” he still maintained the purposely, knowing, or reckless intent to cause harm. He was coherent enough to make statements to her about how much he loved her, but still showed an extreme indifference to life and intent cause serious bodily harm. The biggest obstacle to a murder charge for Steve is his death. He cannot be charged with anything if he cannot be alive to defend himself. This takes care of the Steve factor.
Initially Stacy could be found guilty of murder. She knowingly and intentionally took the life of another (Steve). She also expresses an intent to kill when she stated, “I have had enough of you Steve”. From the scenario it is documented that she did not care for Steve and along with her statements, it can be shown that she was “just waiting for the opportunity” to kill Steve. In her favor is the fact that she attempted to stop Steve from harming another person. Her actions, while resulting in the death of another, were in the defense of a harmed person. She possibly saved the life of Michelle by using reasonable force to stop the stabbing.
Michelle could be charged with attempted murder as well. She stabbed Stacey in the chest while screaming, “how dare you”. She intended to cause death or serious physical injury. Again, if Stacey died from the wounds suffered, Michelle could/would be charged with murder. It could also be argued that Michelle had no malice aforethought. She was being stabbed and may not have known her actions were wrong. Her extreme circumstance clouded her reasonable decision making and all she was aware of is that her boyfriend, whom she loved, was just killed. This is unlikely but still a small possibility. Without more facts from the scenario it is difficult to fully play out all possibilities.
respond to this discussion question in 150 words no references please
.
STOP THE MEETING MADNESS HOW TO FREE UP TIME FOR ME.docxwhitneyleman54422
STOP
THE
MEETING
MADNESS
HOW TO FREE UP TIME FOR
MEANINGFUL WORK
BY LESLIE A. PERLOW, CONSTANCE NOONAN HADLEY, AND EUNICE EUN
SHARE THIS ARTICLE. HBR LINK MAKES IT EASY.
SEE PAGE 41 FOR INSTRUCTIONS.
FEATURE STOP THE MEETING MADNESS
62 HARVARD BUSINESS REVIEW JULY–AUGUST 2017
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JULY–AUGUST 2017 HARVARD BUSINESS REVIEW 63
P
Poking fun at meetings is the stuff of Dilbert car-
toons—we can all joke about how soul-sucking and
painful they are. But that pain has real consequences
for teams and organizations. In our interviews with
hundreds of executives, in fields ranging from high
tech and retail to pharmaceuticals and consulting,
many said they felt overwhelmed by their meetings—
whether formal or informal, traditional or agile, face-
to-face or electronically mediated. One said, “I cannot
get my head above water to breathe during the week.”
Another described stabbing her leg with a pencil to
stop from screaming during a particularly torturous
staff meeting. Such complaints are supported by re-
search showing that meetings have increased in length
and frequency over the past 50 years, to the point
where executives spend an average of nearly 23 hours
a week in them, up from less than 10 hours in the
1960s. And that doesn’t even include all the impromptu
gatherings that don’t make it onto the schedule.
Much has been written about this problem, but the
solutions posed are usually discrete: Establish a clear
agenda, hold your meeting standing up, delegate
someone to attend in your place, and so on. We’ve
observed in our research and consulting that real im-
provement requires systemic change, because meet-
ings affect how people collaborate and how they get
their own work done.
Yet change of such scope is rarely considered. When
we probed into why people put up with the strain that
meetings place on their time and sanity, we found
something surprising: Those who resent and dread
meetings the most also defend them as a “necessary
evil”—sometimes with great passion. Consider this
excerpt from the corporate blog of a senior executive
in the pharmaceutical industry:
I believe that our abundance of meetings at our
company is the Cultural Tax we pay for the inclusive,
learning environment that we want to foster…
and I’m ok with that. If the alternative to more
meetings is more autocratic decision-making, less
input from all levels throughout the organization,
and fewer opportunities to ensure alignment and
communication by personal interaction, then give
me more meetings any time!
To be sure, meetings are essential for enabling col-
laboration, creativity, and innovation. They often foster
relationships and ensure proper information exchange.
They provide real benefits. But why would anyone ar-
gue in defense of excessive meetings, especially when
no one likes them much?
Because executives want to be good soldiers. When
they sacrifice their own .
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with .docxwhitneyleman54422
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with Vinegar
Objectives: To visually observe what a limiting reactant is.
To measure the change in mass during a chemical reaction due to loss of a gas.
To calculate CO2 loss and compare actual loss to expected CO2 loss predicted by the balanced chemical equation.
Materials needed: Note: Plan ahead as you’ll need to let Part 1 sit for at least 24 hours.
plastic beaker graduated cylinder
electronic balance 2 eggs
1 plastic cup baking soda (5 g)
dropper vinegar (500mL)
2 identical cups or glasses (at least 500 mL)
Safety considerations: Safety goggles are highly recommended for this lab as baking soda and vinegar chemicals can be irritating to the eyes. If your skin becomes irritated from contact with these chemicals, rinse with cool water for 15 minutes.
Introduction:
The reaction between baking soda and vinegar is a fun activity for young people. Most children (and adults!) enjoy watching the foamy eruption that occurs upon mixing these two household substances. The reaction has often been used for erupting volcanoes in elementary science classes. The addition of food coloring makes it even more fun. The reaction involves an acid-base reaction that produces a gas (CO2). Acid-base reactions typically involve the transfer of a hydrogen ion (H+) from the acid (HA) to the base (B−):
HA + B− --> A− + BH (eq #1)
acid base
The base often (although not always) carries a negative charge. The acid usually (although not always) becomes negatively charged through the course of the reaction because it lost an H+. An example of a typical acid base reaction is below:
HCl(aq) + NaOH(aq) --> NaCl(aq) + H2O(l) (eq #2)
The reaction is actually taking place between the hydrogen ion (H+) and the hydroxide ion (OH−). The chloride and sodium are spectator ions. To write the reaction in the same form as eq #1:
HCl(aq) + OH- --> Cl- + H2O (l) (eq #3)
Sodium bicarbonate (NaHCO3) will dissociate in water to form sodium ion (Na+) and bicarbonate ion (HCO3−).
NaHCO3 --> Na+ + HCO3− (eq #4)
Vinegar is usually a 5% solution of acetic acid in water. The bicarbonate anion (HCO3−) can act as a base, accepting a hydrogen ion from the acetic acid (HC2H3O2) in the vinegar. The Na+ is just a spectator ion and does nothing.
HCO3− + HC2H3O2 --> H2CO3 + C2H3O2− (eq#5)
Bicarbonate acetic acid carbonic acid acetate ion
The carbonic acid that is formed (H2CO3) decomposes to form water and carbon dioxide:
H2CO3 --> H2O(l) + CO2(g) (eq#6)
carbonic acid water carbon dioxide
The latter reaction (production of carbon dioxide) accounts for the bubbles and the foaming that is observed upon mixing vinegar and baki.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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
Digital Artefact 1 - Tiny Home Environmental Design
Smoke or Signals American Popular Culture and the Challenge.docx
1. Smoke or Signals? American Popular Culture and the Challenge
to Hegemonic Images of American Indians in Native American
Film
John Mihelich
Wicazo Sa Review, Volume 16, Number 2, Fall 2001, pp. 129-
137 (Article)
Published by University of Minnesota Press
DOI: 10.1353/wic.2001.0029
For additional information about this article
Access provided by
Temple University (19 Jan 2014 11:02 GMT)
http://muse.jhu.edu/journals/wic/summary/v016/16.2mihelich.ht
ml
http://muse.jhu.edu/journals/wic/summary/v016/16.2mihelich.ht
ml
American popular culture has historically been an arena where
hegemonic structures and ideas could be challenged and where
the sta-
tus quo could be questioned, often through humor and satire.
Continu-
ing this tradition in one of the most refreshing recent
contributions
to American popular culture, Smoke Signals, Sherman Alexie
challenges
2. hegemonic and stereotypical images of American Indians
through por-
traying a complex, humanizing, and contemporary image of
American
Indians. In doing so, he addresses, in an interview with
Cineaste, what he
avows is the “greatest challenge” to contemporary American
Indians—
the issue of sovereignty (West and West 1998). Sovereignty
generally
refers to autonomy and control over one’s destiny. As such, it
involves
representation and the power to create and determine how
groups, and
individuals within those groups, are represented. Since popular
culture
is, by definition, “popular” and widely consumed, it is a
powerful agent
in shaping these representative images. However, the power of
any
one image of popular culture is weakened in part because of the
sheer
magnitude of competing popular elements. Images are further
diluted
because they are often casually consumed as entertainment and
because
the contents of popular culture are so broad, varied, and
transitional.
This essay emanates from my genuine appreciation for the
efforts of
Alexie and my curiosity about the effects of popular culture and
the po-
129
S
4. E
W
Smoke or Signals?
American Popular Culture and the Challenge
to Hegemonic Images of American Indians
in Native American Film
J o h n M i h e l i c h
tential of Smoke Signals to counter hegemonic representations
of Indians.
To explore this potential, I asked a series of questions of my
students in
an introduction to sociology class and conducted an exploratory
ex-
periment with a colleague’s children. In the following, I discuss
both
the power of popular culture to shape perceptions, through
inciting
novel ideas in a film like Smoke Signals, and the transient
effects of any
one film. As such, I point to the importance of this use and
appropria-
tion of popular culture and also to the limitations of popular
culture
that necessitate actions on the part of people who shape culture
in gen-
eral, directed toward elaborating and institutionalizing the
projects
initiated by artists acting within the medium of popular culture.
I asked the students in two sociology classes to list the stereo-
5. types that they or others hold concerning American Indians. The
lists
included a dichotomous range of all-too-familiar American
Indian
stereotypes. The students listed the negative stereotypes:
“savage,” “un-
educated,” “poor,” “drunken,” “angry,” “aggressive,” “stupid,”
“inferior,” and
“lazy,” among others. The more positive stereotypes included
“proud,”
“noble,” “spiritual,” “deeply religious,” “wise,” “nature-
loving,” “tradition,”
and others. None of the stereotypes gave any indication of
perceptions
of Indians as “ordinary” Americans, although a few students
argued in
the commentary that, despite these stereotypes, many Indians
are “or-
dinary” Americans. Clearly, Indians are understood by this
predomi-
nantly white and non-Indian student population as something
“other”
than themselves—except, of course, those Indians whom they
know
personally.
These stereotypes are reinforced by the images created by popu-
lar films spanning classic westerns and contemporary films of
the Ameri-
can West. The images range from the warrior and the shamanic
rep-
resentation to the ignorant drunken depiction. The warrior
image
includes the all-too-common savage warrior, usually shown in
stereo-
typical Plains form, and the heroic and noble warrior/ hunter,
6. depicted
as stoic, in touch with nature, and peace loving but willing to
fight
when necessary. The shaman profile represents a deeply
religious and
mysterious character. These images are most often
contextualized in
some historic past with the major theme in the lives of the
Indians
being the confrontation with encroaching peoples of European
de-
scent. The warrior/ hunter, the religious leader, and the
confrontations
with whites were undoubtedly important aspects of much of the
expe-
rience of American Indians historically, and even the savage
warrior
image probably resonates to some degree with actual experience
with-
in tribes as they perceived their enemies—whether Indian or
white.
The image of drunkenness, too, has its parallels in historical
and con-
temporary Indian experience as Indians, as well as a plethora of
other
Americans, struggle with alcohol problems. However, all of
these im-
ages are reductive. The portrayals, or perhaps the lack of
alternative
130
S
U
M
8. portrayals, reduce the meta-image of American Indians in
popular cul-
ture to a finite and constrained set of experiences and
potentials.
Alexie challenges, partially through humor and satire, these
stereotypes and images as he presents the lives of the main
charac-
ters in Smoke Signals situated within a contemporary context.
The tradi-
tional warrior or shaman is not found in the film, but the image
of
drunkenness plays a prominent role because alcohol abuse is
part of the
subject matter and integral to the story line. Alexie’s
protagonists are
two young, fatherless Coeur d’Alene men from the reservation,
Victor
Joseph and Thomas Builds-the-Fire. Victor is a tough, confident
but
sullen jock, and Thomas is a “storytelling geek” (Alexie, quoted
in West
and West 1998, 29). While they are not close friends in the
beginning
of the story, the two are inseparably linked by circumstance
beyond
their tribal affiliation or the fact that they are American youth.
Victor’s
father, Arnold, saved the infant Thomas from a Fourth of July
house
fire that killed Thomas’s parents. Several years after the fire,
Arnold’s
wife, Arlene, awoke from an alcohol-induced slumber to find
9. young
Victor smashing his father’s beer supply against the tailgate of
his pick-
up truck. On that day, she determined to stop the alcohol
consump-
tion and demanded that Arnold do the same. However, the
alcohol-
tormented Arnold disappeared from the reservation both in
response
to the ultimatum of prohibition from his wife and as an escape
from the
haunting of his role in starting the fateful Fourth of July fire.
Thomas’s
attempts to cultivate a friendship are consistently rebuffed by
the cool
Victor until circumstance once again intervenes. Several years
after
Arnold’s disappearance, Victor and Arlene receive news of the
death
of Arnold and a request that one of them travel to New Mexico
to re-
cover his remains. Without enough money to make the trip,
Victor is
forced to accept financial help from Thomas under the condition
that
he take Thomas with him. Thus, with a short ride in a car
driving in re-
verse and two bus tickets, they initiate the road trip that
provides the
context for the pursuit of friendship, identity, and meaning
around
which the story of Smoke Signals revolves.
The film has many dimensions, and the characters of Victor and
Thomas and the images of American Indians they promote in the
film
10. cannot be reduced to one interpretation. One of the
contributions of
Alexie’s artistry in Smoke Signals is his ability to portray
complex charac-
ters who happen to be American Indians. In their personae and
their
struggles, Alexie simultaneously develops characters with both
specific
Indian qualities and more common American aspects. In doing
so, he
promotes a more complete human image of contemporary
American
Indians to a popular American audience. This significant
contribution
is achieved through a rather simple formula: the major
protagonists
portray contemporary American Indians in a specific world that
is at
once American and Indian.
131
S
U
M
M
E
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0
0
11. 1
W
I
C
A
Z
O
S
A
R
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V
I
E
W
First and most obviously, the film is exclusively focused on
Indian
characters embedded in an Indian cultural context. The
protagonists in
Smoke Signals are associated with the specific cultural elements
of the
contemporary Coeur d’Alene. For example, the film features the
12. Coeur
d’Alene reservation with its landscape, people, dress, hairstyles,
and
form of the English language, and incorporates elements of
traditional
music, food (fry bread), and family. The audience comes to
know a
little about the contemporary American Indian world the
characters
live in, as interpreted by Alexie, because that world is depicted.
The humanizing efforts of the film and its appeal to a
mainstream
American audience do not end with the illustration of
contemporary
American Indian life. Along with being an informative, tragic,
and hu-
morous story, Smoke Signals appeals to a mainstream audience
because it
addresses familiar human conditions. In conjunction with the
Coeur
d’Alene Indian cultural specifics lie a general American
character and
common personal dilemmas that parallel the experience of the
larger
American audience. Victor and Thomas in many ways reflect
some very
recognizable stereotypes in American culture, the jock and the
geek,
with which most Americans can relate. The protagonists
encounter
dilemmas of life including the discovery of one’s identity, the
battle
with alcohol or other addictions, the struggles of poverty, the
expe-
rience of abandonment or neglect from one’s father/parents, the
13. de-
velopment of lasting friendships, and even the exploration of a
road
trip. These experiences, whatever the cultural trappings,
resonate with
the experience of people within and outside the Indian
community.
Through the vehicle of this film and its Indian characters, the
audience
can engage their parallel personal dilemmas. Herein lies the
second
part of Alexie’s formula for image creation: he brings to life a
“familiar”
character with which the popular audience can identify. If the
audience
can identify with the characters and their dilemmas, the film
potential-
ly has a broad appeal, as Smoke Signals does, and thus can
communicate
with a large popular audience. This Alexie was determined to
do. The
simultaneous portrayal of experience unique to American
Indians, with
its specific cultural context, and experiences recognizable to a
more
widespread popular audience is one of the major strengths of
the hu-
manizing efforts of the film.
Whatever the attraction, one of the potential effects of the film
on a mainstream audience involves its confrontation with the
images
the audience previously held of American Indians. A novel
image is set
forth as the characters become very human and very American
without
14. shedding their distinction as members of a particular cultural
group—
remaining very Indian. The audience comes to know the
characters in
cultural trappings that might, at first glance, make them alien to
the
mainstream audience. The audience’s relationship to the
characters is
transformed to one of familiarity as they become real and
complex
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through the unfolding representation. If this occurs, then the
process
of bringing to life the full humanity of each character
potentially has
the power to render a fuller and more complex image of Indians
in the
eyes, or minds, of the audience that may be under the influence
of the
aforementioned more reductive images. Thus, Smoke Signals
and popu-
lar culture in general remain an effective avenue for
confrontation and
transformation in American culture.
The novelty of these American Indian images created in the film
struck a chord with the children—ranging from age eight to
16. fourteen—
whom I talked with concerning Smoke Signals. I asked the
children what
they thought about American Indians and had them draw a
picture of
an “Indian” before we watched Smoke Signals together. Before
the film,
one of the children explained, “This is weird, but, when you
first said
Indians, I kinda thought of savages, in a way, because, back in
the old
times, they didn’t live like we did, they lived in huts and had
fires and
all that other stuff, like moccasins.” Another child added, “They
were
warlike, because they came out of there and most of them in the
past
didn’t have guns, so they killed people with their bare hands.
Um, they
lived off the land, you know, they kind of harvested food and
didn’t
have processed flour and things like that.” These quotes reveal
the
static, historical, and primitive images common in Indian
stereotypes.
The children’s pictures reflected the same static quality. While
one of
the children, the oldest, drew a picture of a man in
contemporary main-
stream clothing, the others clothed their drawings in buckskins
or
colorful long dresses and beads. When asked specifically about
con-
temporary Indians, one child said, “They probably look like
regular
people but they probably have more, like, beliefs, kind of,
17. because
they grew up that way and their ancestors or whatever, they had
more
of a background.”
After this discussion we watched Smoke Signals together and I
asked them a series of questions about the film and how its
images were
similar to or different from their previous understandings of
Indians.
While they were too inexperienced and uninformed to grasp
much
of the complexity of the film, they were surprised by its
portrayal of
Indians. Their historical, static, and stereotyped images of
American
Indians were confounded by the images portrayed by Alexie.
The chil-
dren’s comments reflect the humanizing depictions presented by
Alexie
in the film. One of the children remarked, “I sort of think of
Native
Americans as like tepees and stuff like that, but I don’t think of
them as
modern-day people. I think of them as, like INDIANS, but I
think of them
now as regular people.” Another child added, “They showed
Indians
like how they know feelings; in other movies they just talk
about the
history of it, and how, they didn’t show how they had feelings.”
Along
with the humanizing aspects, the children were dismayed at the
amount
of drunkenness depicted in the film and thought it portrayed
Indians in
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a bad light. One child remarked, “They didn’t really show that
much
sober Indians except those two guys, because the mom was
drunk, the
dad, and all those people were all drunk.”
While Smoke Signals was probably not widely watched by chil-
dren, these examples demonstrate the immediate and powerful
trans-
formative effects of the images in the film. It can provide a
direct chal-
lenge to the static historical images through developing a
complex
human portrayal of contemporary Indians. However, the salient
per-
ception among the youth that the film acts negatively by
depicting
drunkenness indicates the tenuous nature of popular culture to
trans-
form hegemonic images. This perception was not limited to the
young
children I talked with. The impressions remembered from
Smoke Signals
by college students in my sociology classes sustain this tenuous
impact.
When asked to list the films they most remember seeing
20. depicting
American Indians, less than 20 percent mentioned Smoke
Signals. The
fact that nearly every student remembered seeing Dances with
Wolves
and The Last of the Mohicans indicates that those films were
more popu-
larly seen. Of those that mentioned Smoke Signals, only a few
com-
mented on the positive portrayal of Indians. The bulk of the
students
who remembered the film remembered that it depicted
contemporary
Indians, but they also characterized the film as portraying
Indians in
a negative light—with a focus on drunkenness. In class
discussion,
the students were asked if popular films, including Smoke
Signals, reflect
common stereotypes. The majority of students said that the
films did
in fact reinforce them. Only a few indicated that Smoke Signals
chal-
lenged these stereotypes or the images of Indians presented in
other
popular films.
Given the children’s and students’ negative associations with
the
film despite the well-developed alternative images created by
Alexie,
what are we to make of the impact of Smoke Signals? Why did
this au-
dience identify drunkenness as the dominant portrayal of
Indians in
Smoke Signals when the film included such a powerful anti-
21. alcohol mes-
sage? Neither of the two main characters ever touched a drop of
alco-
hol, Victor’s mother had not taken a drink since the day her
husband
left, and even Arnold quit drinking later in his life. One way to
make
sense of this contradiction is to recall the enduring power of
hegemonic
representations. This power indicates one primary reason that
the works
of artists like Alexie, who use the mediums of popular culture,
cannot
stand alone in their efforts to educate the public and transform
domi-
nant images. Popular culture, while an effective, immediate, and
widely
consumed agent, has, at times, only a fleeting effect, lasting
only the
time that passes between its consumption and the consumption
of the
next unrelated element. Popular culture is consumed as
entertainment,
not as a learning tool. That does not mean it has no potential
lasting
power in the images it portrays. But the popular culture items
exist in a
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23. larger political context. Unless that context and its
representations are
addressed by people acting outside of popular culture, the novel
im-
ages offered by artists such as Alexie could be fleeting.
The ideas and images designed by Alexie are certainly not re-
inforced by hegemonic culture. Reductive and stereotypical
images are
much more prevalent and institutionalized, and the hegemonic
cultur-
al context is not conducive to the creation, dissemination, or
reinforce-
ment of counterimages like those developed in Smoke Signals.
Aside
from the numerous depictions of American Indians in popular
films be-
sides Smoke Signals, one need only look at the controversy
surrounding
the mascot at the University of Illinois at Urbana-Champaign as
an ex-
ample of these reductive images. Many see the mascot as a
harmless
Illinois tradition. That argument is problematic in and of itself,
but, if
the mascot is seen in a larger context of maintaining
stereotypical im-
ages of Indians, its continued use is clearly exposed as an
oppressive
agent. The same holds for the use of American Indian names
and sym-
bols at forty-five other colleges and universities (Lapchick
1996; Miller
1999) and extends to activities like the “tomahawk chop”
performed by
24. spectators at Atlanta Braves baseball games.
Hegemonic images are also perpetuated in our teaching about
American Indians in the education system. While some high-
quality
courses incorporate an exploration and understanding of
contempo-
rary American Indian life, all too often the curriculum focuses
on the
same historical past as the film industry. While the
representation of
that past in the education system is perhaps of higher quality
than the
representations often seen in films, the continual representation
of
American Indians as a past, albeit diverse, population
reinforces, if my
students are any indication, stereotypical and static images.
Many of
the valuable cultural practices American Indians continue, as
well as
many of the problems they face today, have roots in history, and
edu-
cators should seek to further the understanding of those
historical cir-
cumstances and cultures. However, for Alexie’s images to enter
and be
sustained in mainstream hegemonic culture, the knowledge of
the past
must be balanced with a dynamic understanding of the
complexity of
contemporary American Indian lives. The static images of past
Ameri-
can Indians as something other than, rather than part of, the
concept
of American continue to contribute to the obstruction of images
25. like
those Alexie portrays.
Another dimension to this balance and the reformation of hege-
monic images of American Indians concerns who tells the story.
While
scholars with knowledge and actual experience among Indian
commu-
nities are a valuable component, members of Indian
communities and
tribes can and should partner in the education process. This
collabora-
tion is being developed and fostered in numerous places. For
example,
at the University of Idaho, an American Indian Studies minor
has been
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formed with the cooperation of and in partnership with local
tribes and
tribal members. Programs like this have the potential to help
reshape
hegemonic images of Indians in the realm of education and
provide
cultural support for the project that Alexie and many others
have initi-
ated through the medium of film.
27. Ownership in the American capitalist economic system is also a
major factor in promoting hegemonic culture in general and the
im-
ages of American Indians in particular. American Indians, like
other
minority populations, have limited membership in the elite
circles of
capital ownership. Aside from contributing to sustained high
poverty
rates, one consequence of this lack of ownership of capital is
that those
who have no ownership, and this includes American Indians,
have
no control over the primary purveyors of hegemonic imagery—
the
corporations that create/sell the mass media. They thus have
little con-
trol over the forms of the images constructed and sold that
portray
them in media ranging from national news coverage to popular
films
and print media.
The lack of power in the economic realm also reduces the politi-
cal power of any group in the United States since money and
politics
are intimately entwined. All non-upper-class Americans suffer
to some
degree from the exclusion from political processes due to the
heavy
political influence of the “power elite” and corporate America,
but the
exclusion has, and has had over the years, unique implications
for
American Indians, including the issue of tribal casinos. Tribal
casinos
28. are a relatively recent avenue of entry into the capitalist
economy for
Indian tribes. The complex negotiations with federal and state
govern-
ments over the right to operate casinos on the reservations and
the
degree of regulation they are subject to is an ongoing challenge
of sov-
ereignty. At issue with the casinos is the entry into the system
of capi-
talist ownership with the associated access to political power
and cor-
porate control through investments of revenue—not to mention
the
ability to address conditions of poverty and unemployment on
reser-
vations. Increased access of Indian individuals and tribes to
political
power and corporate control could potentially significantly
contribute
to reshaping hegemonic images of American Indians.
The images of American Indians presented via popular culture
through Smoke Signals have the potential to have a powerful
impact on
the American public perception of American Indians through
chal-
lenging and reshaping hegemonic representations. However, as I
have
discussed, popular culture is fleeting, Smoke Signals is a minute
portion
of that popular culture, and the hegemonic culture at large is not
con-
ducive to reinforcing Alexie’s portrayals of contemporary
American
Indians. Many people, both Indian and non-Indian, enjoyed the
29. movie
for a variety of reasons. But it is not enough to simply enjoy
this movie—
for whatever reason. Whether the movie evokes emotive
responses
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concerning personal struggles, a cathartic white liberal guilt, or
a senti-
mentalist or genuine compassion and /or admiration for
contemporary
American Indians among a white audience, there is a larger
issue at
stake. The stake is representation, and it is an issue of
sovereignty.
Those of us who enjoyed the movie, talk about the movie, and
recog-
nize part of ourselves in the movie have a responsibility to
move out-
side our indulgence in popular culture as entertainment and
recognize
the importance of popular culture to challenge hegemony—the
“sub-
versive” component to popular culture. If the emotional
evocations
lead to concrete actions and sustained attempts to promote
under-
standing, whether it be at home with children or in a larger
31. social and
political sphere, then that is a first step. However, those of us
operating
in the daily construction and maintenance of American culture
also
need to be consciously inspired and motivated by the artistic
message
and pursue the subversive project after the emotion wears off. If
we fail,
if we only indulge ourselves in popular culture emanating from
the
Coeur d’Alene reservation and then move to the next popular
culture
stimuli, Smoke Signals, along with the images it creates, will
suffer the
fate of so many other transient aspects of American popular
culture.
And Alexie’s “signals” will dissipate.
W O R K S C I T E D
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Lapchick, Richard E. “The Use of
Native American Names and Mascots
in Sports.” In Sport and Society: Equal
Opportunity or Business As Usual? ed.
Richard E. Lapchick, 75–76. Thousand
Oaks, Calif.: Sage, 1996.
Miller, Jackson B. “ ‘Indians,’ ‘Braves,’
33. and ‘Redskins’: A Performative Struggle
for Control of an Image.” Quarterly
Journal of Speech 85 (1999): 188–22.
West, Dennis, and Joan M. West.
“Sending Cinematic Smoke Signals:
An Interview with Sherman Alexie.”
Cineaste 23, no. 4 (1998): 28–32.