This home work is for the story by Flannery OConnor, A Good Man I.docx
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This home work is for the story by Flannery O"Connor, A Good Man Is Hard To Find. As we study and discuss the story in class we learn about the power of a narrator, the carefully created traits of supporting characters, the power of setting and how the author uses these tools to describe the chosen theme. This two page paper asks you to focus on making a connection between a (one) literary term and the primary text. This paper is short, hence ONE very specific aspect of the text must be chosen to discuss. The term you choose must be explained in detail. The necessity, presence, and relevance of this aspect throughout the story must be shown clearly. These are the terms Plot – The structure of the action; the meaningful manipulation of the action; one aspect of the total design of the story. Action – NOT a single event (boring!), but rather a series of events having unity and significance . Narration – To narrate is to tell a story, to tell what happened. Always be mindful of who the narrator is, where we are getting the story from. Is our narrator reliable? Trustworthy? Damaged? Be mindful when reading texts chosen for this course to pay attention to when narration shifts . Theme – Not to be thought of as merely the topic of the story. It is what is made of the topic. It is the idea, the significance, the interpretation of persons and events in the total narrative. It is what we (as the reader) are to make of the human experience rendered in the story – always involving, (directly or indirectly) some comment on values in human nature and conduct. Symbol – An object, character, or incident that stands for something else, or suggests something else. The crown, the cross, or the flag are conventional symbols, but the symbols we are concerned with in these texts are not conventional. In fiction an author must make use of symbols at some level, not everything can be spelled out for us! Foreshadowing – (my favorite ‘f’ word) – The process of giving the reader a hint or clue of some event which is to follow late in the action. We (the reader) cannot make a blind leap, there must be some reasonable connection between the events – it may not be revealed as soon as we’d like, but it must be a logical connection. Characters – Characters are not real people! Be careful not to get too caught up with asking yourself whether or not you like this person, whether you’d hang out with them, or shouting at them to make better decisions. Pay attention to character traits and what they reveal about them; how they interact with other characters (and what that reveals), and what action or symbols are expressed through either characters alone of their involvement with others. Setting – The setting of a text is very relevant to all of the above; the traits of characters and how they interact with others; what kind of action can take place and when; they type of symbols that are present, and the theme, what message the author .
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Reaction Paper # 2—After reading this week’s notes Reading Fi.docx
Reaction Paper # 2—After reading this week’s notes “Reading Fiction” and “Graduation” by Maya
Angelou, complete reaction paper 2 as described below.
Discussed in the notes this week are 6 elements of fiction: Tone, Plot, Characterization, Setting, Theme
and Point of View. Choose one element (other than POV) and reflect on how Angelou uses it in her
writing. Give specific examples and quotes from the text to show how she uses the element and its
effect on the story. Be sure to quote correctly (using quotation marks and providing paragraph #s).
Remember that reaction papers should be 1-2 pages, double-spaced.
Below is a brief sample of how to discuss one of the elements with examples from the text. The example
discusses the use of point of view in the story:
Maya Angelou’s story “Graduation,” is told from first-person point of view, told through the
main character, Marguerite Johnson. Although it is not yet clear who the narrator is within the first 5
paragraphs, in paragraph 6 Angelou writes, “In the Store I was the person of the moment.” Thus, we are
introduced to the narrator of the story. The rest of the story uses pronouns such as we, me, my which
solidifies the narrator’s point of view.
Hearing the story unfold from first-person POV gives credibility to the theme of the story.
Maguerite Johnson is one of the graduates excited to be graduating, and is present at every point of the
story—from the events leading up to the day, the events during the ceremony, and her feelings about
what has occurred.
In paragraph 7, she tells us, “My class was wearing buttery-yellow piqué dresses, and Momma
launched out mine.” She goes on to describe the expert way her mother crafted her dress. It is clear
from all of her descriptions that she, her family and the community looked toward the day with great
anticipation, even though as the narrator states, “I was only twelve years old and merely graduating
from the eighth grade” (paragraph 8). She goes on to explain that many teachers in the Arkansas Negro
schools had the same diploma but were able to teach. This shows that at the time, an eighth-grade
graduation was quite an achievement which could lead to possible (anticipated) professions…
(continued)
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Fiction creates imaginary worlds by telling stories written in prose (ordinary, unrhymed
language) about realistic characters, set in physical environments, and with attention to
descriptive detail.
Works of fiction narrate, or tell stories. Narrative is not specific to fiction or to any other
literary genre. Telling stories pervades almost every aspect of our daily lives. We learn
very early on how to recognize and tell stories, and we rely heavily on narrative to
organize and make sense of our experience. Even in our sleep, we tell stories in the
form of dreams. It is impossible to imagine our lives without these narratives; in fact,
every culture uses them to order a ...
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The document outlines key elements of fiction including characters, setting, point of view, plot, theme, symbolism, and conflict. It defines characters as people or creatures that take part in the story. The plot involves an exposition, rising action, climax, falling action, and resolution centered around a key conflict. A theme is a statement about life that the author conveys. Symbolism uses repeated images that represent deeper meanings. Conflicts can be external between a character and an outside force or internal between a character's self.
Composition Project 1Project 1 Literary AnalysisTask Write a l.docx
Composition Project 1
Project 1: Literary Analysis
Task: Write a literary analysis of one of the short stories we read in this course. Briefly describe the story,
and what you think are the essential literary elements to understanding the story.
Audience and purpose: Your objective is to use evidence to support your analysis of the short story.
Your audience is your classmates and instructor as well as a larger audience who has not read the short story
before.
Research and evidence: You need only draw from the texts that you have read for this project. However,
in order to illustrate your theme, you may also use outside sources.
Steps toward success:
1) Read your short story in-depth. (This will require multiple readings of the text.)
2) Take notes and annotate the story.
3) Take advantage of the process. Carefully consider all revision comments you receive from your peers
and instructor, and make significant revisions.
4) Avoid simply summarizing the plot of the short story. Remember that this class focuses on your
analytical writing skills, not on retelling the story.
4) Checklist:
Length: 900 to 1200 words
Sources: For this project, you need only refer to the literature on which you are working. Be sure
to cite both the evidence from the text and any outside sources you use.
Include a Works Cited page using MLA style.
Literary Analysis: Using Elements of Literature
Students are asked to write literary analysis essays because this type of assignment encourages you to think about
how and why
a poem, short story, novel, or play was written.
·
To successfully analyze literature, you’ll need to remember that authors make specific choices for particular reasons. Your essay should point out the author’s choices and attempt to explain their significance.
·
Another way to look at a literary analysis is to consider a piece of literature from your own perspective. Rather than thinking about the author’s intentions, you can develop an argument based on any single term (or combination of terms) listed below.
You’ll need to use the original text as evidence to defend and explain your argument to the reader.
Character -
representation of a person, place, or thing performing traditionally human activities or functions in a work of fiction
·
Protagonist
- The character the story revolves around.
·
Antagonist
- A character or force that opposes the protagonist.
·
Minor character
- Often provides support and illuminates the protagonist.
·
Static character
- A character that remains the same.
·
Dynamic character
- A character that changes in some important way.
·
Characterization
- The choices an author makes to reveal a character’s personality, such as appearance, actions, dialogue, and motivations.
Look for: Connections, links, and clues between and about characters. Ask yourself what the function and significance of each character is. Make this determination based upon the character's history, what the reader is told (and .
M. Mellati. The Elements of Fiction
This document provides an overview of key elements of fiction, including classification of commercial and literary fiction, plot structure, characterization, point of view, theme, and conflict. It discusses commercial fiction as intended for entertainment, while literary fiction aims to broaden awareness of life. Plot is described as the order of events, including components like exposition, rising action, climax, falling action and resolution. Conflict can be between characters, character vs nature/society/self. Protagonists are the main characters, while antagonists oppose them.
story elements ppt.pptx
This document provides an overview of key elements and literary devices used in fiction stories, including: plot (exposition, rising action, climax, falling action, resolution), setting, mood, conflict, point of view, theme, character (types: static, dynamic, round, flat), characterization (direct and indirect), and sensory details. It defines each element/device and provides examples to illustrate how authors employ them when writing fiction. The document is intended as a reference for analyzing and discussing components of fictional stories.
Recommended
Reaction Paper # 2—After reading this week’s notes Reading Fi.docx
Reaction Paper # 2—After reading this week’s notes “Reading Fiction” and “Graduation” by Maya
Angelou, complete reaction paper 2 as described below.
Discussed in the notes this week are 6 elements of fiction: Tone, Plot, Characterization, Setting, Theme
and Point of View. Choose one element (other than POV) and reflect on how Angelou uses it in her
writing. Give specific examples and quotes from the text to show how she uses the element and its
effect on the story. Be sure to quote correctly (using quotation marks and providing paragraph #s).
Remember that reaction papers should be 1-2 pages, double-spaced.
Below is a brief sample of how to discuss one of the elements with examples from the text. The example
discusses the use of point of view in the story:
Maya Angelou’s story “Graduation,” is told from first-person point of view, told through the
main character, Marguerite Johnson. Although it is not yet clear who the narrator is within the first 5
paragraphs, in paragraph 6 Angelou writes, “In the Store I was the person of the moment.” Thus, we are
introduced to the narrator of the story. The rest of the story uses pronouns such as we, me, my which
solidifies the narrator’s point of view.
Hearing the story unfold from first-person POV gives credibility to the theme of the story.
Maguerite Johnson is one of the graduates excited to be graduating, and is present at every point of the
story—from the events leading up to the day, the events during the ceremony, and her feelings about
what has occurred.
In paragraph 7, she tells us, “My class was wearing buttery-yellow piqué dresses, and Momma
launched out mine.” She goes on to describe the expert way her mother crafted her dress. It is clear
from all of her descriptions that she, her family and the community looked toward the day with great
anticipation, even though as the narrator states, “I was only twelve years old and merely graduating
from the eighth grade” (paragraph 8). She goes on to explain that many teachers in the Arkansas Negro
schools had the same diploma but were able to teach. This shows that at the time, an eighth-grade
graduation was quite an achievement which could lead to possible (anticipated) professions…
(continued)
Reading Fiction
Fiction creates imaginary worlds by telling stories written in prose (ordinary, unrhymed
language) about realistic characters, set in physical environments, and with attention to
descriptive detail.
Works of fiction narrate, or tell stories. Narrative is not specific to fiction or to any other
literary genre. Telling stories pervades almost every aspect of our daily lives. We learn
very early on how to recognize and tell stories, and we rely heavily on narrative to
organize and make sense of our experience. Even in our sleep, we tell stories in the
form of dreams. It is impossible to imagine our lives without these narratives; in fact,
every culture uses them to order a ...
Elements of story telling xD
The document provides an overview of key literary elements and terms related to plot structure, characters, setting, point of view, theme, and other devices. It defines plot as the sequence of events in a story and outlines the typical plot points of exposition, rising action, climax, falling action, and resolution. It also defines characters as the people in the story and describes the differences between round and flat/static characters. Additionally, it discusses conflict, setting, point of view, theme/idea, and literary devices.
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The document discusses various literary elements and terms related to plot structure and character development in stories. It defines key terms like exposition, rising action, climax, falling action, resolution, protagonist, antagonist, round/flat characters, stock characters, setting, point of view, theme, and ideas. It provides examples and explanations of each term. The overall document serves as a reference guide for understanding the basic building blocks of plot and characters in fictional narratives.
Literary genres
The document defines and describes various elements and concepts in fiction, including setting, characters, plot, point of view, theme, and more. It discusses how setting establishes the time and place of events and how characters are represented. It also outlines different types of plots, points of view, characters, and conflicts that are commonly used in fictional works. The document provides a high-level overview of key literary devices and concepts for analyzing fiction.
HS English 2 lesson-Elements of fiction
The document outlines key elements of fiction including characters, setting, point of view, plot, theme, symbolism, and conflict. It defines characters as people or creatures that take part in the story. The plot involves an exposition, rising action, climax, falling action, and resolution centered around a key conflict. A theme is a statement about life that the author conveys. Symbolism uses repeated images that represent deeper meanings. Conflicts can be external between a character and an outside force or internal between a character's self.
Composition Project 1Project 1 Literary AnalysisTask Write a l.docx
Composition Project 1
Project 1: Literary Analysis
Task: Write a literary analysis of one of the short stories we read in this course. Briefly describe the story,
and what you think are the essential literary elements to understanding the story.
Audience and purpose: Your objective is to use evidence to support your analysis of the short story.
Your audience is your classmates and instructor as well as a larger audience who has not read the short story
before.
Research and evidence: You need only draw from the texts that you have read for this project. However,
in order to illustrate your theme, you may also use outside sources.
Steps toward success:
1) Read your short story in-depth. (This will require multiple readings of the text.)
2) Take notes and annotate the story.
3) Take advantage of the process. Carefully consider all revision comments you receive from your peers
and instructor, and make significant revisions.
4) Avoid simply summarizing the plot of the short story. Remember that this class focuses on your
analytical writing skills, not on retelling the story.
4) Checklist:
Length: 900 to 1200 words
Sources: For this project, you need only refer to the literature on which you are working. Be sure
to cite both the evidence from the text and any outside sources you use.
Include a Works Cited page using MLA style.
Literary Analysis: Using Elements of Literature
Students are asked to write literary analysis essays because this type of assignment encourages you to think about
how and why
a poem, short story, novel, or play was written.
·
To successfully analyze literature, you’ll need to remember that authors make specific choices for particular reasons. Your essay should point out the author’s choices and attempt to explain their significance.
·
Another way to look at a literary analysis is to consider a piece of literature from your own perspective. Rather than thinking about the author’s intentions, you can develop an argument based on any single term (or combination of terms) listed below.
You’ll need to use the original text as evidence to defend and explain your argument to the reader.
Character -
representation of a person, place, or thing performing traditionally human activities or functions in a work of fiction
·
Protagonist
- The character the story revolves around.
·
Antagonist
- A character or force that opposes the protagonist.
·
Minor character
- Often provides support and illuminates the protagonist.
·
Static character
- A character that remains the same.
·
Dynamic character
- A character that changes in some important way.
·
Characterization
- The choices an author makes to reveal a character’s personality, such as appearance, actions, dialogue, and motivations.
Look for: Connections, links, and clues between and about characters. Ask yourself what the function and significance of each character is. Make this determination based upon the character's history, what the reader is told (and .
M. Mellati. The Elements of Fiction
This document provides an overview of key elements of fiction, including classification of commercial and literary fiction, plot structure, characterization, point of view, theme, and conflict. It discusses commercial fiction as intended for entertainment, while literary fiction aims to broaden awareness of life. Plot is described as the order of events, including components like exposition, rising action, climax, falling action and resolution. Conflict can be between characters, character vs nature/society/self. Protagonists are the main characters, while antagonists oppose them.
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...
Elements of Fiction Analysis Character The purpose of literatu.docx
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The purpose of literature is not to simply reveal information, but to reveal something about the characters and their lives – to reveal the human condition. The protagonist is the central character, or hero, and is considered dynamic. In other words, the character grows as a person, learns a vital lesson, or becomes something else. A static character, despite credibility, does not change in the story.
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Person-against-self - an internal conflict of feelings.
Person-against-person - the typical protagonist vs. antagonist scenario. Person-against-society - the protagonist battles against the larger organizations of
society (or a system of beliefs held by society).
Person-against-nature - the protagonist is threatened by a component of nature.
The chain of events, known as the rising action, builds to a climax, the point in a story where the conflict is decided. Sometimes a writer will use the technique of foreshadowing by planting clues about the outcome or about conflict that will occur later in the story. Following the climax is a resolution, or denouement. In a closed ending, loose ends are tied up – the fate and perhaps the future of the characters is revealed. An open ending does not offer a complete resolution – the reader is left to imagine the fate of the characters.
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Setting is the locale in which you find the characters. Description of setting can establish the atmosphere, mood, or tone of the story, the emotional state the writer wants you to be in while you read the story.
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This document provides an overview of literary genres, elements of fiction, and literary terms. It defines prose and poetry, and discusses the importance of literature. The key elements of fiction covered are plot, character, point of view, setting, theme, imagery/symbolism, tone, and language. Character types include dynamic, static, round, flat, stock, protagonist, antagonist, foil and symbolic. Point of view can be first, second, or third person.
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This essay due on 2/14 and should focus on some of the topics and subjects we reviewed in the article and videos.
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What fuels the federal government’s ire regarding marijuana as a legitimate business?
The economic impact of not having marijuana businesses in a community
The reality of the “federalization loophole” and what that could mean for other areas within the decriminalizing marijuana discussion.
.
This document should be at least 12 pages long minus the cover and .docx
This document should be at least 12 pages long minus the cover and reference pages. Should be APA format with the correct in-text citation and references.
Project Outline and Requirements
Organizations Description
Content Requirements
Content Categories
Associated Regulations
Data Protection
Information Infrastructure Evaluation
Evaluation of Content Capture
Evaluation of Content Management
Evaluation of Content Storage
Evaluation of Content Delivery
Evaluation of Content Preservation
Information Infrastructure Improvements
Content Management Process Improvement
Content Management Tools Improvement
Customer Management System
Information Governance Evaluation
Data Quality
Data Management
Data Policies Management
Business Process Management
Risk Management
Information Governance Improvements
Data Quality
Data Management
Data Policies Management
Business Process Management
Risk Management
Implementation Plan
Implementation Team
Key Tasks and Assignments
Project Time Line
Key Milestones
References
At least 4 Scholarly references
.
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This essay due on 214 and should focus on some of the topics and su.docx
This essay due on 2/14 and should focus on some of the topics and subjects we reviewed in the article and videos.
Small business rights
The stigma of marijuana as commerce
What fuels the federal government’s ire regarding marijuana as a legitimate business?
The economic impact of not having marijuana businesses in a community
The reality of the “federalization loophole” and what that could mean for other areas within the decriminalizing marijuana discussion.
.
This document should be at least 12 pages long minus the cover and .docx
This document should be at least 12 pages long minus the cover and reference pages. Should be APA format with the correct in-text citation and references.
Project Outline and Requirements
Organizations Description
Content Requirements
Content Categories
Associated Regulations
Data Protection
Information Infrastructure Evaluation
Evaluation of Content Capture
Evaluation of Content Management
Evaluation of Content Storage
Evaluation of Content Delivery
Evaluation of Content Preservation
Information Infrastructure Improvements
Content Management Process Improvement
Content Management Tools Improvement
Customer Management System
Information Governance Evaluation
Data Quality
Data Management
Data Policies Management
Business Process Management
Risk Management
Information Governance Improvements
Data Quality
Data Management
Data Policies Management
Business Process Management
Risk Management
Implementation Plan
Implementation Team
Key Tasks and Assignments
Project Time Line
Key Milestones
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This document is for Coventry University students for their ow.docx
This document is for Coventry University students for their own use in completing their
assessed work for this module and should not be passed to third parties or posted on any
website. Any infringements of this rule should be reported to
[email protected]
Faculty of Engineering, Environment and Computing
M09CDE Computer Architectures and
Principles
Assignment Brief 2018/19
Module Title: Computer Architectures
and Principles
Individual Cohort (January) Module Code
M09CDE
Coursework Title
Resit Coursework
Hand out date:
21/01/2019
Lecturer
Dr Dianabasi Nkantah
Due date: 6pm 29th April
2019
Estimated Time (hrs): 30 hours
Word Limit*: 3500
Coursework type: Assignment % of Module Mark
50%
Submission arrangement online via CUMoodle: Submission link on CUMoodle
File types and method of recording: ‘.pdf’, ‘.docx’, ‘.doc’
Mark and Feedback date: 13th Mar 2019
Mark and Feedback method: Feedback file on CUMoodle
Module Learning Outcomes Assessed:
2. Evaluate alternative systems software and machine performance features in order to select
appropriate tools and deploy suitable hardware elements for a given set of technical and
operational requirements.
3. Discuss the benefits of a range of system architectures and communications infrastructure
elements for a range of applications and user requirements bearing in mind the competing
constraints of performance, cost, security and usability.
4. Identify the merits of a range of specialised architectures in providing performance and other
critical requirements for particular application areas or environments, measuring their
effectiveness in achieving these goals.
Task and Mark distribution:
SECTION A
You are required to choose two currently used microprocessors (from two different manufacturers).
Processor manufacturers include Intel, AMD, ARM, Motorola, Fujitsu, VIA Technologies, etc. Each of the
two processors chosen should be suitable for use in a different class of computers (e.g. PCs/Laptops,
Servers, and embedded systems) from the second processor. Conduct research with the aim of analysing,
as well as comparing and contrasting the design of these processors. A report of this analysis and
comparison/contrast, with recommendations, should be compiled and submitted. You are expected to
conduct research external to lectures (e.g. finding evidence to support your claims from manufacturer
websites, journal/conference articles, etc.).
Research should focus on performance, cost and energy consumption of these microprocessors.
Aspects of design to consider should include, but not limited to, instruction set architecture, internal
structure, interconnection architecture, cache organisation, error correction, memory management and
parallel processing. Your report should also provide an indication of the current trend in processor design.
This document is for Coventry University students for their own use in completing the.
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Law Hum Behav (2006) 30:183–202
DOI 10.1007/s10979-006-9027-y
O R I G I N A L A RT I C L E
Gruesome Evidence and Emotion: Anger, Blame,
and Jury Decision-Making
David A. Bright · Jane Goodman-Delahunty
Published online: 31 May 2006
C© American Psychology-Law Society/Division 41 of the American Psychological Association 2006
Abstract Judges assume that gruesome evidence can influence juror verdicts, but little is known
about the manner in which the influence is manifested. In a 2 × 3 study that varied the gruesome
content of photographic and verbal evidence, gruesome verbal evidence did not influence mock
juror emotional states, and had no impact on the conviction rate. Mock jurors who saw gruesome
photographs, compared with those who saw no photographs, reported experiencing significantly
more intense emotional responses, including greater anger at the defendant. The conviction
rate when visual evidence in the form of gruesome or neutral photographs was included was
significantly higher than the conviction rate without photographic evidence. Mean ratings of the
inculpatory weight of prosecution evidence by mock jurors presented with gruesome photographs
were significantly higher than those by mock jurors who did not view any photographs. Further
analyses revealed that mock juror anger toward the defendant mediated the influence of the
gruesome photographs in enhancing the weight of inculpatory evidence.
Keywords Gruesome evidence . Emotion . Jury decision making
In the criminal trial of Simpson (People of the State of California v. Orenthal James Simpson,
1995), the prosecutors’ closing arguments concluded with an audiotape of Nicole Simpson’s
911 calls to the police, whereas color photographs of the bloodied bodies of Nicole Simpson and
Ron Goldman were displayed on a screen. The legal systems in the United States, Australia, and
other common law countries assume that this type of gruesome evidence can exert a prejudicial
influence on culpability determinations in criminal cases. However, little is known about precise
ways in which gruesome evidence affects juror decision-making. Emotional reactions to the
grisly evidentiary details may inhibit logical and rational decision processes and impair jurors’
ability to deliver a verdict based only on the probative value of evidence in a case. Jurors who
attribute weight to gruesome evidence in determining their verdict separate and apart from the
probative value of the evidence, violate core assumptions of the criminal justice system, such as
D. A. Bright (�) · J. Goodman-Delahunty
School of Psychology, University of New So.
This discussion will allow you to examine several different prev.docx
This discussion will allow you to examine several different preventive guidelines related to vaccinations. Please read the following scenario and for your initial post; be sure to address all the questions posed by the scenario and include at least three scholarly sources within your initial post.
Patient #1
: Two five-year-old girls are on your schedule for a kindergarten physical. The foster parent of one of the children indicates she received all her immunization from birth to one year of age, but after that the child has not had any further vaccines. The second child appears to have been vaccinated per the CDC schedule.
Is there a difference in the immunization plan you will initiate today for these two patients? Why or why not?
What immunizations will you be ordering for each of these two patients today?
RUBRIC
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the convers.
This discussion topic is in two parts. Part 1 What responsibilities.docx
This discussion topic is in two parts. Part 1: What responsibilities, if any, should the foodservice manager have for providing nutritious menu options? Explain your position.
Part 2: Explain how the USDA Dietary Guidelines, Food Guide Pyramid and the Dietary Reference Intakes are helpful menu evaluation tools for nutrition compositions in various types of foodservice operations. Provide specific examples.
Apa 7
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This discussion will address the topic of death and children. Yo.docx
This discussion will address the topic of death and children. You have two options to choose from. When you post your initial post tell the reader which option you will be addressing.
Option 1: Thought about a child who is dying. Is a death of a child more tragic than the death of a middle age adult or an older adult? What if the child has a chronic condition and the adult experiences sudden death due to an accident? What actions would you take with the parents who child has died-does it matter if the child was ill or it was a sudden death? Describe you communication with the parents.
Option 2: You are caring for a
Michael 11 years-old with Benjamin Button's disease (progeria).
Michael asks you if he is dying. He has seen the changes in his body. He knows that he has some kind of rare disease that is
causing the problems, and that he comes to the hospital to
management of the symptoms. He is currently being treated for cardiac and renal disorders. He has been hospitalized often but with this hospitalization his
parents don't ever leave is room. One of them is always with him. Discuss how you would respond to Michael. What resources could you use to assist in the conversation?
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This discussion should be completed after studying The Importa.docx
This discussion should be completed after studying
The Importance and Meaning of Scholarly Communication
. Compose and post an answer to the following questions:
What are the reasons that scholarly communication is important to you, not only at Capella, but also in your field of work?
List the actual forms of scholarly communication you currently use or probably will use in your career (including your work at Capella).
Why, in your opinion, is it important to keep all communications of an academic nature at the scholarly level?
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This discussion provides an opportunity to evaluate a variety of.docx
This discussion provides an opportunity to evaluate a variety of digital and assistive technologies for supporting diverse learners. Based on the required readings from Housand & Housand (2012), McCombs (2000), and Page (2002), you know that research shows that effective technology integration can support student motivation, engagement, and interest in learning. Furthermore, research has shown that through thoughtful integration of audio, video, and other media, instruction can be differentiated, ultimately increasing a student’s motivation to learn. To explore this research, in this discussion you will analyze how technology integration can be used as a method of intervention to meet the needs of diverse learners. To prepare for this discussion, review the Week Two Instructor Guidance and the Required Resources for the week. Next, access either
The Teaching Channel (Links to an external site.)
or
Edutopia (Links to an external site.)
and conduct a search using the key words “using technology for learning motivation” or similar. Select one video that can inform your response to the discussion points below. If for some reason you are unable to support your response to this discussion using the video option, please contact your instructor for an alternative way to complete this discussion.
Initial Post:
Respond with an initial post that includes the following components:
Provide a link to the video you viewed and a succinct description of the video’s focus, such as the grade and/or ability-levels of students, the educator(s) involved, and the subject being taught (e.g., science or language arts).
In at least one paragraph, describe how the technology is being used in the video and describe what you observed in the video that informs you that students’ motivation is increased or otherwise supported due to the use of the technology.
Next, succinctly describe how the use of the technology promotes students’ engagement during the learning process.
Finally, describe the extent to which the use of technology and its motivating factors outweighs the potential challenges the educator might face in acquiring the technology and learning how to effectively implement it.
Please see attached files.
.
This discussion provides us with the importance of understanding mul.docx
This discussion provides us with the importance of understanding multi-cultural influences on funeral practices and beliefs on death and dying. Cultural beliefs and religion both provide us with a basic view of dying and guide us throughout our lives.
How religion impacts our beliefs about death and funeral practices.
How near-death or afterlife experiences are influenced by an individual’s religious background, cultural beliefs and family traditions.
Please support your discussion with
scholarly references
and respond to a minimum of two of your classmates, addressing their post in a substantive manner.
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This discussion is focused on the accusations made against Jason.docx
This discussion is focused on the accusations made against Jason, a college student, of manufacturing and distributing methamphetamine that will be further studied and examined. It is vital to recognize that social psychologists concentrate and focus on their thoughts, feelings, and behaviors guided and influenced by others (Aronson et al., 2019).
Applying a social psychology approach with Jason, analysis is done in a slightly different process involving how the individual is affected within the context of the social situation and how much comprehension Jason had on the situation (Aronson et al., 2019). The terminology traditionally used by social psychologists is the word construal, and we can define it as how individuals recognize, understand, and explain the social reality around them (Aronson et al., 2019). This form of comprehension is essential because it communicates how valuable this kind of information can be for the rest of us to understand how people essentially see the world and how this reality is influenced in the social context (Aronson et al., 2019).
Methamphetamine is primarily associated with increased energy, alertness, insomnia, and decreased appetite (Lende et al., 2009). According to the pharmacological report, methamphetamine is considered a long-acting stimulant that promotes overindulgence and lengthening its consequences from several hours to several days when taken repeatedly (Lende et al., 2009). This type of medication is very prevalent amongst college students, including those whose jobs expect them to work long hours or require them to be physically demanding (Lende et al., 2009). By taking the medication’s information in question, the likelihood that more students, including staff members of the University, are either purchasing methamphetamines or using it without a prescription. The supply and demand for medications that include methamphetamine at the public University level are very high and exceptionally prevalent. Jason is currently in medical school that demands the student to be fully alert, and the cost of staying in school without having a full-time job requires an inventive career choice. The supply and demand were available to Jason, including the popularity of methamphetamines use among the University society making it more of a socially accepted drug of choice to confirm the logic behind Jason’s choice. To be fair to Jason and the rest of the students and staff at the University, they should include everyone in mandatory drug testing for methamphetamines and receive the same punishment if found positive without a prescription.
References:
Aronson, E., Wilson, T. D., Akert, R. M., & Sommers, S. R. (Eds.) (2019).
Social Psychology
(10th ed.) Boston, MA: Pearson.
Lende, Daniel & Leonard, Terri & Sterk, Claire & Elifson, Kirk. (2009). Functional Methamphetamine Use: The Insider's Perspective. Addiction Research and Theory. 15. 465-477. doi:10.1080/16066350701284552.
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This discussion is based on the primary source documents found in Chapters 10 and 11 of the
Constructing the American Past
textbook (linked in the left hand menu), which explore the Great Depression and Second World War. The 1930s and 1940s were a difficult time in America, and these documents provide insight into the experiences of everyday Americans and how they viewed theses crises. Chapter 10 provides first-hand accounts in the form of letters to political leaders (Documents 1 and 11) as well as images, interviews, and memoirs that reveal the differing experiences of the working class, women, and African Americans. Through careful reading of these documents you begin to gain insight into how Americans viewed and sought to survive the Depression. Similarly, Chapter 11 exposes the contradictions in the United States' war efforts. The documents reflect the lofty idealism of America's conceptualization of the Second World War as "Good War" fought to preserve freedom and democracy and the limitations of that freedom for minorities on the home front. Indeed, Documents 1 and 2 present a much different picture of America than Documents 5, 6, 8, 9 and 11. In both chapters, the documents help to reveal how one's race, class, and gender impacts their daily life, particularly during a time of crisis. As you make your posts, it is important that you refer to specific documents from Chapter 10 and 11 of
Constructing the American Past
(citing document numbers and authors) to help support and explain your views. The most successful discussion posts engage with the perspectives provided by these historical authors as a foundation for critical analysis of the past.
Discussion Prompts (choose one of the following)
What effects did the Great Depression have on people's daily lives? Consider the differences in how it affected women and African Americans compared to others. What do the letters written to Franklin and Eleanor Roosevelt reveal about the Depression and how Americans viewed the crisis? Do you see evidence that it affected women or African Americans different from other groups of people? You must include specific examples from the documents as evidence to support your views.
Documents 1, 2 and 4 in Chapter 11 of
Constructing the American Past
suggest that the Second World War was fought to preserve freedom and democracy around the world, however, many Americans lacked freedom and equality at home. How do you reconcile Roosevelt and Churchill's rhetoric and the glossy images produced by Norman Rockwell that extol the Second World War as a "good war" to preserve the "Four Freedoms" with the lived reality of American minorities during the war? What arguments did Americans make to justify Japanese Internment? Do you consider the limitations of freedoms minorities experienced on the home front a necessary evil? You must include specific examples from the documents as evidence to support your views.
What do the documents in Chapter 10 an.
This discussion has two parts. To build a strong multinational.docx
This discussion has two parts.
To build a strong multinational organization, an Internet-based organization that has locations in several countries would need to develop a common understanding of values, beliefs, and culture.
How do you define diversity?
Discuss ways to develop a common definition of diversity within the organization.
.
This discussion has three parts. Leadership varies widely by c.docx
This discussion has three parts.
Leadership varies widely by culture and personality. An international organization with locations in several countries must balance the local customs and cultures with those of the primary culture of the organization’s headquarters.
Discuss what you believe would be the different organizational culture and local culture aspects that you would have to take into consideration if your company was expanding into Germany?
Would the consideration be different if the company expanded into Japan?
Give specific examples that would affect the organizational culture in both of these countries taking into consideration that the organizational headquarters is in the United States.
.
This Discussion has 3 partsLymphaticDefine lymphedema..docx
This document discusses 3 medical topics: lymphatic system disorders including lymphedema and elephantiasis, symptoms of respiratory disorders like dyspnea, orthopnea, and Kussmaul breathing, and assessing the cardiovascular system including auscultation areas and treating dependent edema in pregnancy. It provides definitions and examples of key terms and asks the reader to discuss differential diagnoses, previous experiences, auscultation locations, and suggestions to help edema in pregnancy.
This discussion has 2 partsYou are working as a financial.docx
This discussion has 2 parts:
You are working as a financial analyst at a brokerage firm and a colleague says to you “the Potts Corporation had a return on equity (ROE) of 20% last year. We should recommend the stock to our clients.” How would you respond to your colleague? (Note: Your response for this question should be no more than 100 words)
A corporation’s earnings and associated ratios, such as earnings per share, are metrics that investors and other stakeholders use when making decisions. The SEC recently began investigating corporations for manipulating earnings via rounding errors. In the early 2000s, it became clear that corporation’s rarely missed earnings estimates provided by financial analysts. Offer your opinion on the ethics underlying these practices, any possible broader implications of such behavior, and any real-life experiences you may have come across that are similar.
See Assigned Readings “Related to agency theory and the goal of financial management”
Submission Instructions:
Your initial post for each question should be approximately 100 to 200 words (unless the discussion question specifically provides a different guideline), formatted and cited in current APA style with at least one source other than the required textbook. Your initial posts are worth 8 points each.
You should respond to two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)
4 Posts by classmates are:
Post 1.
Note1: Response to Colleague
As one of the brokerage firm's financial analysts, I would respond to my colleagues by pointing out that higher ROE is considered positive for a firm, but there should be a close Examination when it increases. For instance, if the value of an item decreases more than the net income, the ROE will increase though this is not positive for a firm. The firm can respond by issuing a debt to repurchase equity, which reduces the item value of equity and increases the ROE ( Steger, 2017). However, it also increases the risk of the firms’ shares because of financial leverage.
Note 2: Opinion on Corporation’s practices
According to SEC, companies are allowed to round up the earnings of the estimates to the next whole numbers if the digit following the decimal is five and above. The figures less than four have to be reported in the lowest integers. The regulators, therefore, probed whether companies have been unlawfully rounding up the earnings. The agency theory is concerned with different stakeholders that have different ideas which do not match the company’s growth. The managers of various companies are trying to gain personal wealth by projecting the companies in a better way to increase market values.
The investment managers are also continually looking for institutional investors to increase their bonuses at the end of each year. A higher dividend per share translates to a confident forecast in .
This exercise asks you tochoose onehominidfrom b.docx
Thi
s exercise asks you to
choose one
hominid
from bellow
and
look at two
website
s
about that hominid,
then
respond to the information in
a
minimum
of two pages
.
1)
“The Hobb
it” or
Homo floresiensi
s
Read the New York Times article “
Homo f
loresiensis” (
http://www.sci
-
news.com/othersciences/anthropology/science
-
homo
-
floresiens
is
-
01226.html
) and answer the
following questions:
What a
re the debates concerning the discovery of
H. floresiensi
s
?
Where were the fossils found and why is this relevant?
What feature (i.e. body part) is particularly distinct in the skeletal structure of
H. flore
siensi
s
?
Also visit the Smithsonian website “What does it mean to be human?” and investigate
Homo
floresiensis
(
http://humanorigins.si.edu/evidence/human
-
fossils/species/homo
-
floresiensis
). Answer
the following questions:
How long ago did
Homo floresiensis
live
?
What
is island dwarfism?
How did
H. floresiensis
probably survive?
2)
Neandert
h
als
or
Homo Neandert
h
alensis
Read the
New York Times article “Nea
nderthals and the Dead.”
(
http://www.nytimes.com/2013/12/17/science/neanderthals
-
and
-
the
-
dead.html
).
How were Neandert
als behaving that indicates symbolic thought
?
Wh
at would this be
havior tell us about a Neandert
al belief system?
Also r
ead the article
“
DNA analysis reveals how humans interbred with Neanderthals”
(
h
ttp://www.wired.co.uk/news/archive/2016
-
03/18/dna
-
analysis
-
humans
-
neanderthals
-
breeding
) and
“Why Am I Neanderthal” (
https://genographic.nationalgeographic.com/neanderthal/
) and
answ
er the
following questions:
How many times
humans and Neanderthals interbred and what
is the evidence?
How does this evidence impact our understanding of human evolution?
Who else have we interbred with?
3)
Anatomically Modern Humans (AMH’s) or
Homo
sapiens
sapiens
Read the Smithsonian article “The Top Ten Daily Consequences of Having Evolved”
(
http://www.smithsonianmag.com/science
-
nature/The
-
Top
-
Ten
-
Daily
-
Consequences
-
of
-
Having
-
Evolved.html
).
What are the
consequences and how are they
/we
a product of evolution?
Go
to the Smithsonian website
http://humanorig
ins.si.edu/evidence/human
-
fossils/species/homo
-
sapiens
and explore the website.
Scroll down and click on “Evolutionary Tree” then “First
Discovered” and so on. Write
about the information you read. Include information from “How They
Survived.”
Essay
and Homework Requirements:
Minimum of 2 t
yped
pages of your writing (not including heading or prompt)
12 point font size
1 inch margins on all sides
Double
-
spaced throughout
Spell
-
checked
, grammar
-
checked
.
This discussion focuses on the films Easy Rider and Pump up the V.docx
This discussion focuses on the films "Easy Rider" and "Pump up the Volume". In about 250 words I want you to discuss whether or not you think the process of "white flight" was naturally unsustainable and that it was inevitable that people would return to cities. Or do you think that certain policy choices could have been made so that suburban living would have been preferred mode of living indefinitely? If so what do you think those choices are? Use scenes from the films to discuss your answer.
.
This discussion focuses on syntax and how it sets a genre apart. Thi.docx
This discussion focuses on syntax and how it sets a genre apart. Think of the
Jedi Master Yoda
and his syntax. Compare it to that of
Shakespeare’s Hamlet (cc)
; what are the similarities and differences between “to be or not to be” and “do or do not”?
Now find another example of syntax different from the two mentioned here. Find a video that illustrates your example. How is it different from the two examples discussed above? Is your example characteristic of a specific genre?
.
This Extracreditassignment is available for those of you.docx
This Extra
credit
assignment is available for those of you who feel that they want to benefit from additional
points
towards their final grade for the class.
I know that is is going to be difficult to visit any LTC care facilities at this time. If you you can then it would be great. Schedule a tour of a facility in your area {it could be an ALF or a
Nursing
Home
} and document your experience, what you observe during your tour and what is one attractive aspect of Long Term Care that you have learned during your tour, or even from the class.
If you are not able to complete a tour, then complete a research or look for any stories that highlights what is currently being done in the community to help Seniors battle the isolation that is forced upon them due to the COVID-19 Pandemic. Give a quick summary of what you find, and say how you think it can continue to be implemented into LTC care facilities even when the pandemic is over to help Seniors stay connected and less isolated.
2-3 paragraphs is sufficient.
.
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