Speaking out against prejudice and discrimination
By Dave Finkelnburg
Expressions of support for Muslim students and Muslim community members here speak well for Pocatello. The outpouring of concern for local Muslims has been both heartfelt and sincere.
It appears, though, that many international students will not be back here next fall. That’s not just because two Middle Eastern countries announced they will no longer provide scholarship support for students from their nations attending Idaho State University. Muslims, and even individuals who appear to be Middle Eastern, have reason to fear for the welfare of themselves and their families here. The fact that Pocatello is not the anti-Muslim community media reports have claimed will not readily change that.
“What can we do to help?” has been the most common question I have heard in response to news last week that the stabbing of a Middle Eastern student at ISU may have been a hate crime. That incident was just the latest in a string of anti-Muslim acts in Pocatello recently.
Tout Middle Article Injection Point
I am distressed that such intolerance can rear its ugly head in this community I’ve called home most of my life. Here are some thoughts about what’s happening and, more important, what can be done about it.
We are a community governed by laws. Those laws take effect after some wrong has occurred. A criminal prosecution, though it may punish the perpetrator, does not repair the damage of the crime.
Even if someone is ever charged for stabbing an ISU student while calling him a “terrorist,” that charge will not heal the knife wounds. Nor will it restore the sleep lost by parents worrying about the safety of their children or even make others feel secure in their homes and daily lives.
While laws are necessary and useful, they cannot and do not, by themselves, solve the problems of prejudice and intolerance. Only people who are willing to speak out and act against discrimination and hate can have that effect.
There will, of course, be those who continue to promote intolerance. An estimated 15 to 20 percent of our friends and neighbors live in an echo chamber of discrimination. They get so much feedback from sources of intolerance that they actually believe their views are widely held. Only by speaking out is it possible to show them they are wrong.
Here’s one such example. “Dear Neighbors,” read a hand-written card delivered on Saturday to the home of foreign students near ISU. “We want you to know that we are HAPPY to have you living in our neighborhood. There are a few hateful people doing scary things in Pocatello right now, but most of us are pleased that you are here. We appreciate the diversity you bring to our small town and university and feel terrible about recent events.” The card, which originated with a middle-aged couple, was also signed, with personal notes, by others.
If you want to know what you can do, do as these fine folks have done. Speak up. Offer a kind word or ge.
Running head: CRIMINAL BEHAVOR 1
CRIMINAL BEHAVIOR 2
Criminal Behavior in Your Community
Stephanie Rincon
Argosy University
Professor Robert Thompson
Date July 18,2018
Question 1;
Answer:
The criminal behavior that interests me is forcible rape. Rape is a massive issue of today’s world. This crime is common in almost every country. It’s not specified to one place or race. Rapes are being committed on daily basis in different parts of the world and many of the cases are never reported to the police. That is why it is known to be the most underreported offence. The victims fear to report the crime because there are many stigmas attached to it. It becomes very difficult for the victim to survive in the society. It is a hard task to prove rape as it demands physical signs and evidences. Its difficult to provide enough evidences to prove rape. Rape has nothing to do with someone’s financial status, age or race.
The typical perpetrator of this crime is male gender. Rape is forcefully harassing someone to have sexual contact with him. Rape is against the will of the victim. As far as the race is concerned, this crime has nothing to do with it. The whole world is suffering from it. Each and every country has such offenders. So it literally has nothing to do with race. It totally depends on the mental and psychological behavior of the criminal. The typical age to be noticed for this crime is between teenagers to adulthood like 15-40 years old males. Almost all the criminals of such crime fall under this age. The socioeconomic status plays a vital role in building up such heinous criminals. Mostly criminals belong to families that are broken or have some issues. The desperation in every society is increasing day by day and it is resulting in increasing this crime rate. Some important factors that play a vital role in perusing the criminals to commit such monstrous crime is pure nudity on television and vulgarity shown in movies and shows.
Civil and criminal legal systems are different in many ways. In criminal legal system offence done is known as crime while in civil legal system the offence is known as tort. The criminal offence is against the whole society and the state. While civil crimes are against individuals. In criminal system state provide the lawyer to the prosecution while In civil, the prosecution hires an attorney. The penalties in both the systems differ. In criminal cases incarceration/imprisonment, fines and forfeitures, probation, community services, and sometimes restitution ...
In this unit, you will experience the powerful impact communication .docxwhitneyleman54422
In this unit, you will experience the powerful impact communication and miscommunication can have on cultural diversity.
Download the Communication: The Journey of Message Template
Follow the template instructions
Demonstrate your understanding of key concepts from the weekly content by including analysis of specific evidence in your responses within the template.
Use in-text citations and APA formatting for all source material references in your template.
Upload the completed template to this assessment.
.
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?
.
Running head: CRIMINAL BEHAVOR 1
CRIMINAL BEHAVIOR 2
Criminal Behavior in Your Community
Stephanie Rincon
Argosy University
Professor Robert Thompson
Date July 18,2018
Question 1;
Answer:
The criminal behavior that interests me is forcible rape. Rape is a massive issue of today’s world. This crime is common in almost every country. It’s not specified to one place or race. Rapes are being committed on daily basis in different parts of the world and many of the cases are never reported to the police. That is why it is known to be the most underreported offence. The victims fear to report the crime because there are many stigmas attached to it. It becomes very difficult for the victim to survive in the society. It is a hard task to prove rape as it demands physical signs and evidences. Its difficult to provide enough evidences to prove rape. Rape has nothing to do with someone’s financial status, age or race.
The typical perpetrator of this crime is male gender. Rape is forcefully harassing someone to have sexual contact with him. Rape is against the will of the victim. As far as the race is concerned, this crime has nothing to do with it. The whole world is suffering from it. Each and every country has such offenders. So it literally has nothing to do with race. It totally depends on the mental and psychological behavior of the criminal. The typical age to be noticed for this crime is between teenagers to adulthood like 15-40 years old males. Almost all the criminals of such crime fall under this age. The socioeconomic status plays a vital role in building up such heinous criminals. Mostly criminals belong to families that are broken or have some issues. The desperation in every society is increasing day by day and it is resulting in increasing this crime rate. Some important factors that play a vital role in perusing the criminals to commit such monstrous crime is pure nudity on television and vulgarity shown in movies and shows.
Civil and criminal legal systems are different in many ways. In criminal legal system offence done is known as crime while in civil legal system the offence is known as tort. The criminal offence is against the whole society and the state. While civil crimes are against individuals. In criminal system state provide the lawyer to the prosecution while In civil, the prosecution hires an attorney. The penalties in both the systems differ. In criminal cases incarceration/imprisonment, fines and forfeitures, probation, community services, and sometimes restitution ...
In this unit, you will experience the powerful impact communication .docxwhitneyleman54422
In this unit, you will experience the powerful impact communication and miscommunication can have on cultural diversity.
Download the Communication: The Journey of Message Template
Follow the template instructions
Demonstrate your understanding of key concepts from the weekly content by including analysis of specific evidence in your responses within the template.
Use in-text citations and APA formatting for all source material references in your template.
Upload the completed template to this assessment.
.
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
In this assignment, you will identify and interview a family who is currently undergoing stress. The stress may arise from a new baby, new marriage, new divorce or separation, new job, new house, having a child with special needs, etc. Explain the assignment to the family and obtain written consent for participation. Please acknowledge that this information will only be used for classroom purposes, that no information will be published or disseminated and that their names will not be used.
Part 1: Interview
Interview family members to gain information about the following:
Family information – nuclear, extended family, ages, siblings, etc.
History – how and when the stress started
Life cycle events – have members describe events and how they responded to them (i.e., beginning of school, IEP, transition times, family events, interaction with siblings)
Family dynamics between members
Strengths of family
Cultural, religious, social networks and involvement
Family needs
Coping strategies
Community resources and support
Family goals for child
Other (i.e., personal stories)
Analyze the family from this information based on current research and theory,
Provide research-based recommendations for the family – this may include continuing things that they are currently doing and may include resources/agencies/supports that they can or could be receiving. Note: These resources can be ones that you are using for your major resource file (see Module 5).
Provide a personal reflection on this experience including the communication skills needed for effective interviewing.
Part 2: Results of the Interview
Create a 6 to 8-page paper (not including title or reference pages) in a Word document for your response.
Use APA format for the title page, references page, and in-text citations.
Develop an introduction and conclusion for your paper.
.
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
U
LI
KO
VA
/G
ET
TY
IM
A
G
ES
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.
Stewart Guthrie, Faces in the Clouds Oxford UP, 1993.docxwhitneyleman54422
Stewart Guthrie, Faces in the Clouds
Oxford UP, 1993
We constantly anthropomorphize
This is probably a genetic inclination
It is the source of religious belief
in spirits, gods, God
Stewart Guthrie, Faces in the Clouds
Oxford UP, 1993
We constantly anthropomorphize
This is probably a genetic inclination
It is the source of religious belief
in spirits, gods, God
Sun god
Germ
“Animism”/ anthropomorphism.
4-6 children suspect computers are alive
because of activity on the screen;
6-8 year olds base it on the fact
that the computer responds actively;
after age 9 some children begin
to wonder whether computers
have feelings.
Sherry Turkle, The Second Self:
Computers and the Human Spirit
(NY: Simon and Schuster, 1984), 324-332
Stewart Guthrie, Faces in the Clouds
Oxford UP, 1993
We constantly anthropomorphize
This is probably a genetic inclination
It is the source of religious belief
in spirits, gods, God
Stewart Guthrie, Faces in the Clouds
Oxford UP, 1993
We constantly anthropomorphize
This is probably a genetic inclination
It is the source of religious belief
in spirits, gods, God
Yanomamö
of Brazil/Venezuela
Evolutionary
Psychology
(”sociobiology”
applied to humans)
Genes which aid their
carriers to eat, survive,
and reproduce, get
reproduced.
Stewart Guthrie, Faces in the Clouds (1993),
and Justin Barrett, Why Would Anyone Believe in God (2004)
Evolutionary Psychology
proposes a genetic basis for any near-universal human behaviors.
Stewart Guthrie observes a near-universal tendency to anthropomorphize
Why do we do this?
Freud et alii said -- for comfort: but the gods or God can be a huge threat.
Barrett & Guthrie – HADD (hyperactive agent detection device)
Those with a genetic
tendency to anthropomorphize
will suspect an “agent” is about
to pounce – and kill?
Yanomamö
of Brazil/Venezuela
Evolutionary
Psychology
(”sociobiology”
applied to humans)
Genes which make
their carriers ready
to anthropomorphize,
by suspecting that the
noise was made by enemies,
will make their carriers
more alert to danger
Yanomamö
of Brazil/Venezuela
Evolutionary
Psychology
(”sociobiology”
applied to humans)
People more alert to danger
will more often survive –
to reproduce. So the
‘anthropomorphizing’
gene gets reproduced.
Alternative explanation: overextension of
“theory of mind”
Also produces tendency to anthropomorphize
-- I.e. to imagine thoughts and intentions
even where we would say there are none.
Alternative explanation: overextension of
“theory of mind”
There are thoughts going on ‘out there’ in people
(or in “things”?) -- which can hurt or help.
Be ready to impute thought to anything which can
hurt or help you. [This also allows
you to account for events – ‘someone’
.
Steve Jobs’ Commencemenddress at Stanford on June 12, 2005.I am .docxwhitneyleman54422
Steve Jobs’ Commencemenddress at Stanford on June 12, 2005.
I am honored to be with you today at your commencement from one of the finest universities in the world. I never graduated from college. Truth be told, this is the closest I’ve ever gotten to a college graduation. Today I want to tell you three stories from my life. That’s it. No big deal. Just three stories.
The first story is about connecting the dots.
I dropped out of Reed College after the first 6 months, but then stayed around as a drop-in for another 18 months or so before I really quit. So why did I drop out?
It started before I was born. My biological mother was a young, unwed college graduate student, and she decided to put me up for adoption. She felt very strongly that I should be adopted by college graduates, so everything was all set for me to be adopted at birth by a lawyer and his wife. Except that when I popped out they decided at the last minute that they really wanted a girl. So my parents, who were on a waiting list, got a call in the middle of the night asking: “We have an unexpected baby boy; do you want him?” They said: “Of course.” My biological mother later found out that my mother had never graduated from college and that my father had never graduated from high school. She refused to sign the final adoption papers. She only relented a few months later when my parents promised that I would someday go to college.
And 17 years later I did go to college. But I naively chose a college that was almost as expensive as Stanford, and all of my working-class parents’ savings were being spent on my college tuition. After six months, I couldn’t see the value in it. I had no idea what I wanted to do with my life and no idea how college was going to help me figure it out. And here I was spending all of the money my parents had saved their entire life. So I decided to drop out and trust that it would all work out OK. It was pretty scary at the time, but looking back it was one of the best decisions I ever made. The minute I dropped out I could stop taking the required classes that didn’t interest me, and begin dropping in on the ones that looked interesting.
It wasn’t all romantic. I didn’t have a dorm room, so I slept on the floor in friends’ rooms, I returned Coke bottles for the 5¢ deposits to buy food with, and I would walk the 7 miles across town every Sunday night to get one good meal a week at the Hare Krishna temple. I loved it. And much of what I stumbled into by following my curiosity and intuition turned out to be priceless later on. Let me give you one example:
Reed College at that time offered perhaps the best calligraphy instruction in the country. Throughout the campus every poster, every label on every drawer, was beautifully hand calligraphed. Because I had dropped out and didn’t have to take the normal classes, I decided to take a calligraphy class to learn how to do this. I learned about serif and sans serif typefaces, about varying the amount of space be.
Steven is on trial for the murder of a man named Joseph. At first .docxwhitneyleman54422
Steven is on trial for the murder of a man named Joseph. At first glance, the case constitutes a crime and punishment under the law. It appears that Steven committed an unlawful act voluntarily and had the full intention of doing so. Based on this evidence alone, Steven has fulfilled the definition of committing a crime.
The criminal court system intends to provide justice to those involved in the court process. Let’s take a closer look at the events that unfolded on the night that Joseph was killed. Steven was alone inside his one-bedroom apartment in the city. It was late at night, and he was almost asleep when he heard someone break the padlock on the door and enter his apartment. The man moved directly up to Stephen’s bedroom and forced the locked door open. Joseph had broken into Steven’s home with the intent to injure and possibly kill Steven. Once he had gained entry into the room, the intruder, Joseph, first tried to strangle the unsuspecting homeowner, but when it was clear that Steven might overpower him, Joseph removed a revolver from his back pocket and shot at Steven twice. To protect himself from serious bodily harm, Steven dislodged himself from his potential killer, moved to his kitchen, and stabbed Joseph with a kitchen knife. As Steven moves through the court process, his lawyer is likely to use the fact that the act was self-defense to prove that Steven is not legally guilty for his actions and should not be found guilty of murder under the law.
Steven is on trial for the murder of a man named Joseph. At first glance, the case constitutes a crime and punishment under the law. It appears that Steven committed an unlawful act voluntarily and had the full intention of doing so. Based on this evidence alone, Steven has fulfilled the definition of committing a crime.
The criminal court system intends to provide justice to those involved in the court process. Let’s take a closer look at the events that unfolded on the night that Joseph was killed. Steven was alone inside his one-bedroom apartment in the city. It was late at night, and he was almost asleep when he heard someone break the padlock on the door and enter his apartment. The man moved directly up to Stephen’s bedroom and forced the locked door open. Joseph had broken into Steven’s home with the intent to injure and possibly kill Steven. Once he had gained entry into the room, the intruder, Joseph, first tried to strangle the unsuspecting homeowner, but when it was clear that Steven might overpower him, Joseph removed a revolver from his back pocket and shot at Steven twice. To protect himself from serious bodily harm, Steven dislodged himself from his potential killer, moved to his kitchen, and stabbed Joseph with a kitchen knife. As Steven moves through the court process, his lawyer is likely to use the fact that the act was self-defense to prove that Steven is not legally guilty for his actions and should not be found guilty of murder under the law.
For an act to be .
Stereotyping Asian Americans TheDialectic of the Model Mino.docxwhitneyleman54422
Stereotyping Asian Americans: The
Dialectic of the Model Minority and the
Yellow Peril
YUKO KAWAI
Department of English, Tokai University, Japan
The model minority stereotype is viewed as the most influential and
pervasive stereotype for Asian Americans today. In this article, the
author argues that this seemingly positive stereotype, the model
minority, is inseparable from the yellow peril, a negative stereotype,
when Asian Americans are stereotypically represented in main-
stream media texts. The model minority�yellow peril dialectic is
explicated with the concepts of racial triangulation and the ambiv-
alence of stereotypes. Racial meanings for Asian Americans cannot
be discussed without considering both local and global contexts.
The author explores historical, political, and economic contexts
of both the United States and Asia in which the two stereotypes were
produced and reproduced, and examines how the dialectic of the
model minority and the yellow peril operates in a Hollywood film,
Rising Sun.
KEYWORDS Asian, Asian American, model minority, race,
stereotype, yellow peril
The model minority is probably the most influential and prevalent stereotype
for Asian Americans today. Gotanda (1995) contended that it is difficult to
‘‘situate this racial category [Asian American] without succumbing to the
‘model minority’ stereotype’’ (p. 98). F. H. Wu (2002) claimed that he is
An earlier version of this paper was presented at the Asian and Pacific American Commu-
nication Division, the National Communication Association, Miami, FL., November 2003.
I appreciate the insightful comments of Professor Ricky Lee Allen, Krishna Kandath,
Bradford ‘J’ Hall of the University of New Mexico, and Dr. William Starosta, Howard University.
Address correspondence to Dr. Yuko Kawai, Department of English, 1117 Kitakaname,
Tokai University, Hiratsuka, Kanagawa Prefecture, 259-1291, Japan. E-mail: [email protected]
cc.u-tokai.ac.jp
The Howard Journal of Communications, 16:109�130, 2005
Copyright # Taylor & Francis Inc.
ISSN: 1064-6175 print/1096-4349 online
DOI: 10.1080/10646170590948974
109
‘‘fascinated by the imperviousness of the model minority myth against all
efforts at debunking it’’ (p. 40). Kibria (2002) also posited that ‘‘the model
minority stereotype is undoubtedly pervasive’’ (p. 131).1
The model minority stereotype has been criticized by Asian American
scholars because of its political implications (e.g., Nakayama, 1988; Osajima,
2000; F. H. Wu, 2002) and also because it does not tell a story that resonates
with the lived realities of Asian Americans (e.g., Suzuki, 1977; Takaki, 1989).
It is, however, also the case that the model minority stereotype has been eval-
uated positively by Asian Americans. Cheng and Yang (2000), for instance,
contended, ‘‘the model minority concept is not without its virtues; histori-
cally, it helped turn around the negative stereotypes of Asian Americans
and the enhanced the positive image of Asian American.
Stereotypes of Muslims and Support for the War on Terror .docxwhitneyleman54422
Stereotypes of Muslims and Support for the War on Terror
John Sides
Department of Political Science
George Washington University
[email protected]
Kimberly Gross
School of Media and Public Affairs
George Washington University
[email protected]
January 2011
Abstract
We investigate Americans’ stereotypes of both Muslims and Muslim-Americans. We find
that negative stereotypes relating to violence and trustworthiness are commonplace and that
little distinguishes Muslims from Muslim-Americans in the public’s mind. Furthermore,
these stereotypes have consequences: those with less favorable views of Muslims are more
likely to support several aspects of the War on Terror.
1
Since September 11, 2001, American politics and governance has largely focused on the “War on
Terror” and the wars in Afghanistan and Iraq. Despite many differences, these wars have a common feature:
an interaction between the United States and the Muslim world. This interaction raises two important but
overlooked questions: First, what do Americans think about Muslims living in the United States and
elsewhere? And second, do these attitudes toward Muslims shape attitudes toward the War on Terror and the
wars in Afghanistan and Iraq?1
Political issues often have a group-centric basis, whereby the group directly implicated by an issue is
central to the politics of that issue and to attitudes about that issue. The War on Terror may be such an issue,
and yet relatively little research has explored the group-centric basis of American attitudes toward the War on
Terror. In particular, few studies have examined Americans’ views of Muslims themselves and the role these
views play—even though the “enemy” in both wars has been repeatedly identified by its religious identity.
References to Islam range from sweeping generalizations—e.g., when the Reverend Franklin Graham called it
“a very evil and a very wicked religion”—to more nuanced differentiations of mainstream Muslims from
violent extremists—e.g., when President George W. Bush singled out “Islamo-Fascists.” Although it is clear,
both in reality and often in the rhetoric of American political leaders, that the War on Terror implicates a
small subset of Muslims, in the minds of some Americans this distinction may give way to a generalized
conception of the enemy that implicates Muslims more broadly. Thus, despite attempts to differentiate
extremists like al-Qaeda from Islam writ large, group-centrism may affect public opinion about the War on
Terror, with those having derogatory attitudes about Muslims more likely to support these wars.
Before we can clarify the effect of attitudes toward Muslims on support for the War on Terror, we
must first understand how Americans view Muslims themselves. Although survey data reveals unfavorable
attitudes toward Muslims, Muslim-Americans, and Islam generally, political scientists know little about the
specifics .
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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
In this assignment, you will identify and interview a family who is currently undergoing stress. The stress may arise from a new baby, new marriage, new divorce or separation, new job, new house, having a child with special needs, etc. Explain the assignment to the family and obtain written consent for participation. Please acknowledge that this information will only be used for classroom purposes, that no information will be published or disseminated and that their names will not be used.
Part 1: Interview
Interview family members to gain information about the following:
Family information – nuclear, extended family, ages, siblings, etc.
History – how and when the stress started
Life cycle events – have members describe events and how they responded to them (i.e., beginning of school, IEP, transition times, family events, interaction with siblings)
Family dynamics between members
Strengths of family
Cultural, religious, social networks and involvement
Family needs
Coping strategies
Community resources and support
Family goals for child
Other (i.e., personal stories)
Analyze the family from this information based on current research and theory,
Provide research-based recommendations for the family – this may include continuing things that they are currently doing and may include resources/agencies/supports that they can or could be receiving. Note: These resources can be ones that you are using for your major resource file (see Module 5).
Provide a personal reflection on this experience including the communication skills needed for effective interviewing.
Part 2: Results of the Interview
Create a 6 to 8-page paper (not including title or reference pages) in a Word document for your response.
Use APA format for the title page, references page, and in-text citations.
Develop an introduction and conclusion for your paper.
.
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
U
LI
KO
VA
/G
ET
TY
IM
A
G
ES
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.
Stewart Guthrie, Faces in the Clouds Oxford UP, 1993.docxwhitneyleman54422
Stewart Guthrie, Faces in the Clouds
Oxford UP, 1993
We constantly anthropomorphize
This is probably a genetic inclination
It is the source of religious belief
in spirits, gods, God
Stewart Guthrie, Faces in the Clouds
Oxford UP, 1993
We constantly anthropomorphize
This is probably a genetic inclination
It is the source of religious belief
in spirits, gods, God
Sun god
Germ
“Animism”/ anthropomorphism.
4-6 children suspect computers are alive
because of activity on the screen;
6-8 year olds base it on the fact
that the computer responds actively;
after age 9 some children begin
to wonder whether computers
have feelings.
Sherry Turkle, The Second Self:
Computers and the Human Spirit
(NY: Simon and Schuster, 1984), 324-332
Stewart Guthrie, Faces in the Clouds
Oxford UP, 1993
We constantly anthropomorphize
This is probably a genetic inclination
It is the source of religious belief
in spirits, gods, God
Stewart Guthrie, Faces in the Clouds
Oxford UP, 1993
We constantly anthropomorphize
This is probably a genetic inclination
It is the source of religious belief
in spirits, gods, God
Yanomamö
of Brazil/Venezuela
Evolutionary
Psychology
(”sociobiology”
applied to humans)
Genes which aid their
carriers to eat, survive,
and reproduce, get
reproduced.
Stewart Guthrie, Faces in the Clouds (1993),
and Justin Barrett, Why Would Anyone Believe in God (2004)
Evolutionary Psychology
proposes a genetic basis for any near-universal human behaviors.
Stewart Guthrie observes a near-universal tendency to anthropomorphize
Why do we do this?
Freud et alii said -- for comfort: but the gods or God can be a huge threat.
Barrett & Guthrie – HADD (hyperactive agent detection device)
Those with a genetic
tendency to anthropomorphize
will suspect an “agent” is about
to pounce – and kill?
Yanomamö
of Brazil/Venezuela
Evolutionary
Psychology
(”sociobiology”
applied to humans)
Genes which make
their carriers ready
to anthropomorphize,
by suspecting that the
noise was made by enemies,
will make their carriers
more alert to danger
Yanomamö
of Brazil/Venezuela
Evolutionary
Psychology
(”sociobiology”
applied to humans)
People more alert to danger
will more often survive –
to reproduce. So the
‘anthropomorphizing’
gene gets reproduced.
Alternative explanation: overextension of
“theory of mind”
Also produces tendency to anthropomorphize
-- I.e. to imagine thoughts and intentions
even where we would say there are none.
Alternative explanation: overextension of
“theory of mind”
There are thoughts going on ‘out there’ in people
(or in “things”?) -- which can hurt or help.
Be ready to impute thought to anything which can
hurt or help you. [This also allows
you to account for events – ‘someone’
.
Steve Jobs’ Commencemenddress at Stanford on June 12, 2005.I am .docxwhitneyleman54422
Steve Jobs’ Commencemenddress at Stanford on June 12, 2005.
I am honored to be with you today at your commencement from one of the finest universities in the world. I never graduated from college. Truth be told, this is the closest I’ve ever gotten to a college graduation. Today I want to tell you three stories from my life. That’s it. No big deal. Just three stories.
The first story is about connecting the dots.
I dropped out of Reed College after the first 6 months, but then stayed around as a drop-in for another 18 months or so before I really quit. So why did I drop out?
It started before I was born. My biological mother was a young, unwed college graduate student, and she decided to put me up for adoption. She felt very strongly that I should be adopted by college graduates, so everything was all set for me to be adopted at birth by a lawyer and his wife. Except that when I popped out they decided at the last minute that they really wanted a girl. So my parents, who were on a waiting list, got a call in the middle of the night asking: “We have an unexpected baby boy; do you want him?” They said: “Of course.” My biological mother later found out that my mother had never graduated from college and that my father had never graduated from high school. She refused to sign the final adoption papers. She only relented a few months later when my parents promised that I would someday go to college.
And 17 years later I did go to college. But I naively chose a college that was almost as expensive as Stanford, and all of my working-class parents’ savings were being spent on my college tuition. After six months, I couldn’t see the value in it. I had no idea what I wanted to do with my life and no idea how college was going to help me figure it out. And here I was spending all of the money my parents had saved their entire life. So I decided to drop out and trust that it would all work out OK. It was pretty scary at the time, but looking back it was one of the best decisions I ever made. The minute I dropped out I could stop taking the required classes that didn’t interest me, and begin dropping in on the ones that looked interesting.
It wasn’t all romantic. I didn’t have a dorm room, so I slept on the floor in friends’ rooms, I returned Coke bottles for the 5¢ deposits to buy food with, and I would walk the 7 miles across town every Sunday night to get one good meal a week at the Hare Krishna temple. I loved it. And much of what I stumbled into by following my curiosity and intuition turned out to be priceless later on. Let me give you one example:
Reed College at that time offered perhaps the best calligraphy instruction in the country. Throughout the campus every poster, every label on every drawer, was beautifully hand calligraphed. Because I had dropped out and didn’t have to take the normal classes, I decided to take a calligraphy class to learn how to do this. I learned about serif and sans serif typefaces, about varying the amount of space be.
Steven is on trial for the murder of a man named Joseph. At first .docxwhitneyleman54422
Steven is on trial for the murder of a man named Joseph. At first glance, the case constitutes a crime and punishment under the law. It appears that Steven committed an unlawful act voluntarily and had the full intention of doing so. Based on this evidence alone, Steven has fulfilled the definition of committing a crime.
The criminal court system intends to provide justice to those involved in the court process. Let’s take a closer look at the events that unfolded on the night that Joseph was killed. Steven was alone inside his one-bedroom apartment in the city. It was late at night, and he was almost asleep when he heard someone break the padlock on the door and enter his apartment. The man moved directly up to Stephen’s bedroom and forced the locked door open. Joseph had broken into Steven’s home with the intent to injure and possibly kill Steven. Once he had gained entry into the room, the intruder, Joseph, first tried to strangle the unsuspecting homeowner, but when it was clear that Steven might overpower him, Joseph removed a revolver from his back pocket and shot at Steven twice. To protect himself from serious bodily harm, Steven dislodged himself from his potential killer, moved to his kitchen, and stabbed Joseph with a kitchen knife. As Steven moves through the court process, his lawyer is likely to use the fact that the act was self-defense to prove that Steven is not legally guilty for his actions and should not be found guilty of murder under the law.
Steven is on trial for the murder of a man named Joseph. At first glance, the case constitutes a crime and punishment under the law. It appears that Steven committed an unlawful act voluntarily and had the full intention of doing so. Based on this evidence alone, Steven has fulfilled the definition of committing a crime.
The criminal court system intends to provide justice to those involved in the court process. Let’s take a closer look at the events that unfolded on the night that Joseph was killed. Steven was alone inside his one-bedroom apartment in the city. It was late at night, and he was almost asleep when he heard someone break the padlock on the door and enter his apartment. The man moved directly up to Stephen’s bedroom and forced the locked door open. Joseph had broken into Steven’s home with the intent to injure and possibly kill Steven. Once he had gained entry into the room, the intruder, Joseph, first tried to strangle the unsuspecting homeowner, but when it was clear that Steven might overpower him, Joseph removed a revolver from his back pocket and shot at Steven twice. To protect himself from serious bodily harm, Steven dislodged himself from his potential killer, moved to his kitchen, and stabbed Joseph with a kitchen knife. As Steven moves through the court process, his lawyer is likely to use the fact that the act was self-defense to prove that Steven is not legally guilty for his actions and should not be found guilty of murder under the law.
For an act to be .
Stereotyping Asian Americans TheDialectic of the Model Mino.docxwhitneyleman54422
Stereotyping Asian Americans: The
Dialectic of the Model Minority and the
Yellow Peril
YUKO KAWAI
Department of English, Tokai University, Japan
The model minority stereotype is viewed as the most influential and
pervasive stereotype for Asian Americans today. In this article, the
author argues that this seemingly positive stereotype, the model
minority, is inseparable from the yellow peril, a negative stereotype,
when Asian Americans are stereotypically represented in main-
stream media texts. The model minority�yellow peril dialectic is
explicated with the concepts of racial triangulation and the ambiv-
alence of stereotypes. Racial meanings for Asian Americans cannot
be discussed without considering both local and global contexts.
The author explores historical, political, and economic contexts
of both the United States and Asia in which the two stereotypes were
produced and reproduced, and examines how the dialectic of the
model minority and the yellow peril operates in a Hollywood film,
Rising Sun.
KEYWORDS Asian, Asian American, model minority, race,
stereotype, yellow peril
The model minority is probably the most influential and prevalent stereotype
for Asian Americans today. Gotanda (1995) contended that it is difficult to
‘‘situate this racial category [Asian American] without succumbing to the
‘model minority’ stereotype’’ (p. 98). F. H. Wu (2002) claimed that he is
An earlier version of this paper was presented at the Asian and Pacific American Commu-
nication Division, the National Communication Association, Miami, FL., November 2003.
I appreciate the insightful comments of Professor Ricky Lee Allen, Krishna Kandath,
Bradford ‘J’ Hall of the University of New Mexico, and Dr. William Starosta, Howard University.
Address correspondence to Dr. Yuko Kawai, Department of English, 1117 Kitakaname,
Tokai University, Hiratsuka, Kanagawa Prefecture, 259-1291, Japan. E-mail: [email protected]
cc.u-tokai.ac.jp
The Howard Journal of Communications, 16:109�130, 2005
Copyright # Taylor & Francis Inc.
ISSN: 1064-6175 print/1096-4349 online
DOI: 10.1080/10646170590948974
109
‘‘fascinated by the imperviousness of the model minority myth against all
efforts at debunking it’’ (p. 40). Kibria (2002) also posited that ‘‘the model
minority stereotype is undoubtedly pervasive’’ (p. 131).1
The model minority stereotype has been criticized by Asian American
scholars because of its political implications (e.g., Nakayama, 1988; Osajima,
2000; F. H. Wu, 2002) and also because it does not tell a story that resonates
with the lived realities of Asian Americans (e.g., Suzuki, 1977; Takaki, 1989).
It is, however, also the case that the model minority stereotype has been eval-
uated positively by Asian Americans. Cheng and Yang (2000), for instance,
contended, ‘‘the model minority concept is not without its virtues; histori-
cally, it helped turn around the negative stereotypes of Asian Americans
and the enhanced the positive image of Asian American.
Stereotypes of Muslims and Support for the War on Terror .docxwhitneyleman54422
Stereotypes of Muslims and Support for the War on Terror
John Sides
Department of Political Science
George Washington University
[email protected]
Kimberly Gross
School of Media and Public Affairs
George Washington University
[email protected]
January 2011
Abstract
We investigate Americans’ stereotypes of both Muslims and Muslim-Americans. We find
that negative stereotypes relating to violence and trustworthiness are commonplace and that
little distinguishes Muslims from Muslim-Americans in the public’s mind. Furthermore,
these stereotypes have consequences: those with less favorable views of Muslims are more
likely to support several aspects of the War on Terror.
1
Since September 11, 2001, American politics and governance has largely focused on the “War on
Terror” and the wars in Afghanistan and Iraq. Despite many differences, these wars have a common feature:
an interaction between the United States and the Muslim world. This interaction raises two important but
overlooked questions: First, what do Americans think about Muslims living in the United States and
elsewhere? And second, do these attitudes toward Muslims shape attitudes toward the War on Terror and the
wars in Afghanistan and Iraq?1
Political issues often have a group-centric basis, whereby the group directly implicated by an issue is
central to the politics of that issue and to attitudes about that issue. The War on Terror may be such an issue,
and yet relatively little research has explored the group-centric basis of American attitudes toward the War on
Terror. In particular, few studies have examined Americans’ views of Muslims themselves and the role these
views play—even though the “enemy” in both wars has been repeatedly identified by its religious identity.
References to Islam range from sweeping generalizations—e.g., when the Reverend Franklin Graham called it
“a very evil and a very wicked religion”—to more nuanced differentiations of mainstream Muslims from
violent extremists—e.g., when President George W. Bush singled out “Islamo-Fascists.” Although it is clear,
both in reality and often in the rhetoric of American political leaders, that the War on Terror implicates a
small subset of Muslims, in the minds of some Americans this distinction may give way to a generalized
conception of the enemy that implicates Muslims more broadly. Thus, despite attempts to differentiate
extremists like al-Qaeda from Islam writ large, group-centrism may affect public opinion about the War on
Terror, with those having derogatory attitudes about Muslims more likely to support these wars.
Before we can clarify the effect of attitudes toward Muslims on support for the War on Terror, we
must first understand how Americans view Muslims themselves. Although survey data reveals unfavorable
attitudes toward Muslims, Muslim-Americans, and Islam generally, political scientists know little about the
specifics .
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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Model Attribute Check Company Auto PropertyCeline George
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Home assignment II on Spectroscopy 2024 Answers.pdf
Speaking out against prejudice and discriminationBy Dave Finkeln.docx
1. Speaking out against prejudice and discrimination
By Dave Finkelnburg
Expressions of support for Muslim students and Muslim
community members here speak well for Pocatello. The
outpouring of concern for local Muslims has been both heartfelt
and sincere.
It appears, though, that many international students will not be
back here next fall. That’s not just because two Middle Eastern
countries announced they will no longer provide scholarship
support for students from their nations attending Idaho State
University. Muslims, and even individuals who appear to be
Middle Eastern, have reason to fear for the welfare of
themselves and their families here. The fact that Pocatello is not
the anti-Muslim community media reports have claimed will not
readily change that.
“What can we do to help?” has been the most common question
I have heard in response to news last week that the stabbing of a
Middle Eastern student at ISU may have been a hate crime. That
incident was just the latest in a string of anti-Muslim acts in
Pocatello recently.
Tout Middle Article Injection Point
I am distressed that such intolerance can rear its ugly head in
this community I’ve called home most of my life. Here are some
thoughts about what’s happening and, more important, what can
be done about it.
We are a community governed by laws. Those laws take effect
after some wrong has occurred. A criminal prosecution, though
it may punish the perpetrator, does not repair the damage of the
crime.
Even if someone is ever charged for stabbing an ISU student
while calling him a “terrorist,” that charge will not heal the
knife wounds. Nor will it restore the sleep lost by parents
2. worrying about the safety of their children or even make others
feel secure in their homes and daily lives.
While laws are necessary and useful, they cannot and do not, by
themselves, solve the problems of prejudice and intolerance.
Only people who are willing to speak out and act against
discrimination and hate can have that effect.
There will, of course, be those who continue to promote
intolerance. An estimated 15 to 20 percent of our friends and
neighbors live in an echo chamber of discrimination. They get
so much feedback from sources of intolerance that they actually
believe their views are widely held. Only by speaking out is it
possible to show them they are wrong.
Here’s one such example. “Dear Neighbors,” read a hand-
written card delivered on Saturday to the home of foreign
students near ISU. “We want you to know that we are HAPPY to
have you living in our neighborhood. There are a few hateful
people doing scary things in Pocatello right now, but most of us
are pleased that you are here. We appreciate the diversity you
bring to our small town and university and feel terrible about
recent events.” The card, which originated with a middle-aged
couple, was also signed, with personal notes, by others.
If you want to know what you can do, do as these fine folks
have done. Speak up. Offer a kind word or gesture. Show that
hate is not a Pocatello value.
Speaking out does make a difference. While criminal
prosecution has its place, trial in the court of public opinion is
ultimately the most persuasive form of accountability.
Dave Finkelnburg is the current president of 2Great4Hate, a
Pocatello human rights organization.
Running Head: Crimes and Penalties
1
3. Crime and penalties
3
Crime and penalties
3
Introduction
Crime is an action or omission which is represented as an
offence and is punishable by the constitution.
Crimes against person:
It is a category of crime that consist of offences that involve
causing or attempting to cause bodily harm or a threat of bodily
harm, these actions are taken without taking consent of the
victim. These crimes do not result in real harm but the victim is
just put in fear for their safety is sufficient.
Crimes against Property:
This category of crime involves robbery, vandalism, motor
vehicle theft and snatching. It does not include a threat of force
or use of force against the victim(Elliott, 2009). It involves the
crimes in which the property is destroyed or is stolen from the
victim.
White-collar crimes:
It is the category of crime that refers to the financially triggered
nonviolent crimes committed by the government and business
professionals and by the person of respectability and high social
status in the course of their Nobel occupation.
Treatment of Each Type of Crime by Council
I. A person convicted of assault may face up to six month in jail
and fine. Battery is an unlawful act of violence against another
person and result in up to six months of jail and a fine, and if it
is committed against an acting officer, the criminal may face
four year of prison with additional fine(Blumstein, Cohen, &
4. Farrington, 2003).
II. The punishment to the crime against property is simply the
return of property to the victim, along with imprison of a few
months with an additional fine. If the property is being
destroyed by the criminal like in case of burning the whole
house or building, the criminal will face heavy charges and will
be jailed.
III. The criminal penalties for white collar crimes are variable.
Most of the laws empower a financial charge, a prison sentence
or a combination of both. The criminal laws entitle maximum
penalties, which are often severe (Barlow & Kauzlarich, 2014).
Most defendants receive less than the maximum sentence.
Courts often follow sentencing guidelines, which may change
depending on the jurisdiction.
Misdemeanor vs. Felony
Misdemeanor is a lesser criminal act and is generally punished
less severely than felonies. In USA, the federal government
generally considers a crime punishable with confinement for
one year or less to be a misdemeanor. All other crimes are
considered felonies. Many states also employ this difference.
A misdemeanor is considered a crime of low gravity, and a
felony is of high gravity. A foundation of the rationale for the
degree of punishment dealt out is that the punishment should
compensate the crime. One basic measurement is the degree to
which a crime influences people or society.
How the media does depict different types of Criminals?
In modern American, stories about police, corrections and
courts are common in daily news, as well as in national news in
some conditions. National criminal justice stories mostly stress
on negative events such as unwarranted police use of force or
breakouts from prisons. Research shows that the common media
are most attentive towards the stories about policing; thus, they
5. are far more common than are stories about corrections and
courts (Blumstein, et al., 2003).
Because of close link between the media and the police, Media
organizations have settled close contacts with the police,
including police beat journalist. The police also use public links
to bring forward their best image to the media. Mostly, media
images of police are largely positive in USA, yet negative
images of police exist in the media. Such images often revolve
around stories of police corruption and brutality.
Media coverage of courts and corrections is not so common, and
most of the very important issues in corrections and courts are
neglected by the media. The media tend to use certain frames to
package criminal justice stories. The most common narratives
revolve around notions of failing criminal justice proceedings.
Ironically, these stories often direct to a call for more criminal
justice.
Theoretical Applications of Crimes
Different theories have been presented to explain why people
commit different crimes. Some of the theories are listed below
(Taylor, Walton, & Young, 2013):
A. Classical and positivist theories
B. Radical Criminology
C. Labeling theory
D. Constitutional theories
E. Genetic explanations
Learning Theories:
1. Criminal attitude is learned.
2. The learning is through cooperation with other people.
3. The main part of the learning occurs in close special groups.
4. The learning includes approach to carry out certain crimes
and also specific attitudes and motives criminal towards
6. committing crime (Barlow & Kauzlarich, 2014).
5. The learning experiences — will vary in frequency and
importance for each individual.
6. Process of learning criminal action is not different from the
learning of any other attitude.
How Do Theories Differentiate Between Criminal Behaviors?
Different theories explain different reasons to commit crimes.
Criminal are not born they are compelled to do so because of
various environmental, social, economic and family crisis.
Above mentioned theories explain different reasons behind the
criminal behavior of a person.
References:
1. Barlow, H. D., & Kauzlarich, D. (2014). Introduction to
criminology: Little, Brown Boston, MA.
2. Blumstein, A., Cohen, J., & Farrington, D. P. (2003).
Criminal career research: Its value for criminology*.
Criminology, 26(1), 1-35.
3. Elliott, D. S. (2009). SERIOUS VIOLENT OFFENDERS:
ONSET, DEVELOPMENTAL COURSE, AND
TERMINATION—THE AMERICAN SOCIETY OF
CRIMINOLOGY 1993 PRESIDENTIAL ADDRESS*.
Criminology, 32(1), 1-21.
4. Taylor, I., Walton, P., & Young, J. (2013). Critical
Criminology (Routledge Revivals): Routledge.
International Programs Office
March 2016
Academic Advising Workshop
7. Agenda
Nitin Srivastava, Academic Advisor
Maximum Attempted Hours for Registration
PEAC Classes – online classes and Idaho Falls section (for
sponsored students)
Registration Tips and Course Articulation forms (summer
semester)
Paperwork Request Procedures (for sponsored students)
DegreeWorks and Degree Plans
Shawn Bascom, SEVIS Coordinator
Impact of Probation on Immigration Status
Reduced Course Load (RCL) and Medical Withdrawal
Readmission Petition
I-901 (SEVIS) Fee
Maximum attempted hours limit for registration:
The total attempted credits (add/drop/withdraw)
allocated depending on the academic standing
The system won’t register for any course if the total number of
add/drop hours exceeds the maximum attempted hours
Students on Probation must see Nitin/Jesse before considering
withdrawing/dropping any course
Must consider this when deciding to add late 8 week classes
8. Registration Tips:
Strongly recommended to see an advisor before dropping any
class
Priority to D/F repeat the classes
Ensure that there are no time conflicts between the courses
registered
PEAC classes, online classes and Idaho Falls section -- Be
aware about the restrictions
Degree works and Degree Plan
Summer 2016 Pre-Articulation letters
Time-management:
Tutoring services
Instructor’s Office hours
Regular Attendance (Impact of getting “X” in a course)
Paperwork to be processed by us