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Choose one poem from this lesson to discuss in your journal entry. Answer each of the questions below about the poem you've chosen. Write in complete sentences, and include examples from the poem where necessary. No citations are required; do not consult outside sources. 1. Who is the speaker? What do you know about him or her? 2. In this poem, what is the speaker responding to? What event, occasion or memory is discussed? 3. Choose two or three words that depict the speaker's response to the circumstance in the poem and explain what emotion or tone those words convey. 4. Find an example of a concrete detail (a specific physical place or object) and explain why the author used it in this poem. 5. How does the author mix concrete and abstract details? (Concrete details are physical; abstract details are mental or emotional) 6. Discuss briefly why you chose this poem. Do you think it speaks to you or speaks for you? Why or why not? Poems: "The Latin Deli: An Ars Poetica" by Judith Ortiz Cofer "Ballad of Birmingham" by Dudley Randall "Daystar" by Rita Dove "To a Daughter Leaving Home" .

Education

speaks to you or speaks for you? Why or why not?
Poems:
"The Latin Deli: An Ars Poetica" by Judith Ortiz Cofer
"Ballad of Birmingham" by Dudley Randall
"Daystar" by Rita Dove
"To a Daughter Leaving Home"

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1. Extra Credit Assignment: you need to get this right because I could get all points or nothing. The following two pieces both address evolution. The first article is written by Elizabeth Bumiller, and the second article is written by Lisa Fullam. One presents an argument while the other offers an explanation. Read them both carefully and write a short essay where you decide which article is an argument and which article is the explanation. 1. a clear thesis statement 2. develop main points with appropriate and convincing supporting materials where you explain your answer with references to specific passages in both articles 3. utilize appropriate and effective organization of content 4. demonstrate a clear and coherent writing style that uses effective diction and sentence skills 5. demonstrate correct mechanical skills including spelling and punctuation The professor did not specified a word number, but I guess a short essay means 1-2 pages. I have attached the two articles ( Argument and Explanation. ) 2. Final paper Please choose one. Siddhartha slowly loses touch with his inner voice while experiencing the sensual and material world. Could have Siddhartha attained enlightenment without living through “Samsara?” Was the sensual and material world an essential component to his obtaining enlightenment, or was it an unnecessary detour? Siddhartha chooses to reject Buddha’s teachings and find his own path towards enlightenment. However, does not Siddhartha follow - perhaps at a subconscious level - the Buddha’s philosophy, or does Siddhartha incorporate his own philosophy and experience to create an individual and unique path? The paper is to be five to six pages in length and must strictly follow the format presented by the MLA. Chapter 50 in your textbook gives excellent illustrations. Other than the primary text, four other outside sources are to be used in the paper. The aforementioned questions infer researching religion, psychology, philosophy, and literary criticism to support your position. Only use direct quotes from the primary text and, credible, outside sources. Please avoid summary or paraphrase. No late papers will be accepted. The paper is due 16 August 2020. As you begin drafting with your closed thesis statement in hand, I would like you to incorporate the four part introduction.We can not use the traditional five paragraph model for this argumentative research paper. Below is a bullet list to follow. Paragraph One: Introduce the author , a short bio on Hermann Hesse, no more than three to four sentences. Introduce the novel, a short summary of Siddhartha (1922), no more than two to three sentences. Explain the novels theme, what is Hermann Hesse's message with the novel, "An individual must, A person who, The path to enlightenment or self-actualization is. . . . Paragraph Two: The question at issue, copy the question you have chosen word for word, with the question mark in place ..

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ESSAY 1 Due March 6th at 11:59PM 1. The concept of "beauty" is a widely elusive and debated subject. Many philosophers and scholars claimed to have understood and tried to explain what makes something beautiful. But their explanations often differ greatly. Take on this objective yourself. How do you define beauty? Providing at least two examples to support your assertion, offer a commentary on the qualifications, features, and justifications of beauty as you see it. In other words, present a subject that you find to be beautiful, explain why you find this to be the case, and indicate how this judgment implies your larger definition of the term. 2. The intentions of the Humanities are based upon achieving a full “humanness” through virtue. Numerous philosophers and scholars have contributed their opinions on how this might be achieved. Surmise one of the ancient theories of achieving virtue that we have discussed (by Socrates, Plato or Aristotle) that you find to be legitimate, and explain why you see this as an appropriate means of becoming fully human. Also offer at least one example to support your assertion regarding this theory. 3. The Humanities has long concerned itself with questions of critical thought. Rene Descartes was a philosopher who contended that thought itself justified existence. Explain Descartes’ proposition. Indicate how and why he suggests thought to be sufficient as a proof of human existence. Also examine his assertion for legitimacy. Do you find that thought alone can prove our existence, or is some type of perceptual justification required (even from another person)? Explain. Finally examine how this contention might be viewed from a religious perspective; Descartes was devout but used philosophy rather than faith to justify his assertions. Many at the time viewed this as a sacrilege; where do you stand regarding this? 4. The archetype of the “Hero” has become very important and ever-present within the study of mythology among cultures. Comment on how this archetype functions in cultural history, and consider what the myth of the hero offers to the cultures associated with its embrace. Offer at least two examples of the hero myth that you are familiar with from Western culture, and illustrate how these myths follow similar patterns or present similar moral underpinnings. 5. The nature of childhood is a very important element in the content of Romantic poetry. In the work that we have studied by William Blake, The Little Black Boy, the outlook of a child is central to the interpretive meaning of the poem. Examine what the perspective of childhood is intended to facilitate in this poem. Why is this a necessary element of the writing, and what role does it play in influencing the response of the reader? Also illustrate through the writing, what the poem intends to suggest about the outlook of children compared to that of adults. 6. The French poet Charles Baudelaire was convicted of indecency.

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or your third Individual Project, you will be writing an essay of 1,000 words or more about two additional poems from the assigned reading list . Please select two works from the list of fifteen—excluding the one you already reflected on in Part A of the Phase 3 DB assignment—and answer the questions below. Again, be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Also, make sure you maintain your credibility by including in-text citations and a reference list correctly formatted in APA style. Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions? Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.) Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest? Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in an older dialect or contemporary English? Provide examples. Tone: What tone does each poet take (e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject matter? Themes: What are the main messages of both poems? Give reasons for your answers. Sound: Read both poems aloud. What do you notice about their rhythms, rhyme schemes and musicality? How does listening to the sound of a poem differ from merely reading it as words on a page? Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer Be able to describe the key elements of form, character, voice, symbolism, language, etc., that enable the writer to deliver a key message Can articulate the (sometimes various) main meaning or key message in a story or poem as the writer intended it, as well as describe the writer’s unique point of view Can reflect upon how a piece of literature illuminates or enriches one’ own experience Un.

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Can someone please help me out? I had posted this paper over a week ago to have done by tonight. an individual had responded, I paid a $15 down payment and they never completed it and I can not seem to find them online any more. I am in desperate need of some help. Please help me. I can not pay anything until Thursday. For your third Individual Project, you will be writing an essay of 1,000 words or more about two additional poems from the assigned reading list . Please select two works from the list of fifteen—excluding the one you already reflected on in Part A of the Phase 3 DB assignment—and answer the questions below. Again, be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Also, make sure you maintain your credibility by including in-text citations and a reference list correctly formatted in APA style. Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions? Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.) Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest? Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in an older dialect or contemporary English? Provide examples. Tone: What tone does each poet take (e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject matter? Themes: What are the main messages of both poems? Give reasons for your answers. Sound: Read both poems aloud. What do you notice about their rhythms, rhyme schemes and musicality? How does listening to the sound of a poem differ from merely reading it as words on a page? Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer .

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Here is the list of assigned poems for Phase Three: “Dog's Death" by John Updike, "The World is Too Much with Us" by William Wordsworth, “Shall I compare thee to a summer’s day?” by William Shakespeare, “The Facebook Sonnet" by Sherman Alexie, “Do Not Go Gentle into That Good Night” by Dylan Thomas, “Form" by Elaine Mitchell, “Shooting the Horse" by David Shumate, “A Red, Red Rose” by Robert Burns, "this morning (for the girls of eastern high school)” by Lucille Clifton, “Because I could not stop for Death” by Emily Dickinson, “The Road Not Taken” by Robert Frost, “Pied Beauty” by Gerard Manley Hopkins, “Harlem” by Langston Hughes, “Written in Disgust of Vulgar Superstition", “The New Colossus” by Emma Lazarus, PHASE 3 DISCUSSION BOARD What is poetry? This literary genre has been around, first as an oral tradition, since the beginning of human history. Yet there is no absolute, agreed-upon definition of poetry. The poet Salvatore Quasimodo said it is “the revelation of a feeling that the poet believes to be interior and personal which the reader recognizes as his own,” while Greek philosopher Plutarch called it “painting that speaks.” And contemporary author and poet Salman Rushdie has said, “A poet's work is to name the unnamable, to point at frauds, to take sides, start arguments, shape the world, and stop it going to sleep.” Whatever your own feelings, try to approach the Phase 3 readings with openness. You just may discover that all three writers were correct about poetry! Part A: Chosen Poem After reading the fifteen assigned poems, choose one that especially resonates with you and speaks your truth in some way. Write a paragraph elaborating on at least three reasons why you selected this particular poem. Which lines are especially memorable to you? Part B: A Poet and Didn’t Know It Try your hand at composing your own 8 to 20 line poem. Choose a topic that interests you: anything from a hobby to a place to a special person or memory. It doesn’t matter whether it is rhymed or unrhymed, but it does need to include vivid imagery and figurative language. Don’t worry about perfecting your poem; you are not expected to produce a finished product. Rather, this is an exercise in learning about the poet’s creative process. Try not to over-think it; one of the wonderful gifts of poetry is that there is no “right” or “wrong” way to write it. PHASE 3 INDIVIDUAL PROJECT For your third Individual Project, you will be writing an essay of 1,000 words or more about two additional poems from the assigned reading list . Please select two works from the list of fifteen—excluding the one you already reflected on in Part A of the Phase 3 DB assignment—and answer the questions below. Again, be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Al.

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For your third Individual Project, you will be writing an essay of 1,000 words or more about two additional poems from the assigned reading list . Please select two works from the list of fifteen—and answer the questions below. Again, be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Also, make sure you maintain your credibility by including in-text citations and a reference list correctly formatted in APA style. *****Attached is a document with the poems I chose for this assignment**** The citations can just be author, and date....but the references will have to be for the book i am currently using in my class (Literature to go, second edition, by Michael Meyer) Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions? Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.) Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest? Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in an older dialect or contemporary English? Provide examples. Tone: What tone does each poet take (e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject matter? Themes: What are the main messages of both poems? Give reasons for your answers. Sound: Read both poems aloud. What do you notice about their rhythms, rhyme schemes and musicality? How does listening to the sound of a poem differ from merely reading it as words on a page? Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer .

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Reading Task: choose two and write paper “Dog's Death" by John Updike, p. 340 "The World is Too Much with Us" by William Wordsworth, p. 491 “Shall I compare thee to a summer’s day?” by William Shakespeare, p. 492 “The Facebook Sonnet" by Sherman Alexie, p. 495 “Form" by Elaine Mitchell, p. 507 “Shooting the Horse" by David Shumate, p. 512 "this morning (for the girls of eastern high school)” by Lucille Clifton, p. 566 “Because I could not stop for Death” by Emily Dickinson, p. 568 “The Road Not Taken” by Robert Frost, p. 575 “Pied Beauty” by Gerard Manley Hopkins, p. 578 “Harlem” by Langston Hughes, p. 579 “Written in Disgust of Vulgar Superstition" by John Keats, p. 582 “The New Colossus” by Emma Lazarus, p. 582 Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions? Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.) Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest? Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in an older dialect or contemporary English? Provide examples. Tone: What tone does each poet take (e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject matter? Themes: What are the main messages of both poems? Give reasons for your answers. Sound: Read both poems aloud. What do you notice about their rhythms, rhyme schemes and musicality? How does listening to the sound of a poem differ from merely reading it as words on a page? Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer .

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For your third Individual Project, you will be writing an essay of 1,000 words or more about two additional poems from the assigned reading list . Please select two works from the list of fifteen—excluding the one you already reflected on in Part A of the Phase 3 DB assignment—and answer the questions below. Again, be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Also, make sure you maintain your credibility by including in-text citations and a reference list correctly formatted in APA style. Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions? Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.) Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest? Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in an older dialect or contemporary English? Provide examples. Tone: What tone does each poet take (e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject matter? Themes: What are the main messages of both poems? Give reasons for your answers. Sound: Read both poems aloud. What do you notice about their rhythms, rhyme schemes and musicality? How does listening to the sound of a poem differ from merely reading it as words on a page? Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer .

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ENG125: Introduction to Literature List of Literary Techniques Technique Description Allusion A reference to a recognized literary work, person, historic event, artistic achievement, etc. that enhances the meaning of a detail in a literary work. Climax The crisis or high point of tension that becomes the story’s turning point—the point at which the outcome of the conflict is determined. Conflict The struggle that shapes the plot in a story. Dramatic irony When the reader or audience knows more about the action than the character involved. Epiphany A profound and sudden personal discovery. Exposition Setting and essential background information presented at the beginning of a story or play. Falling action A reduction in intensity following the climax in a story or play, allowing the various complications to be worked out. Fate An outside source that determines human events. Figurative language Language used in a non-literal way to convey images and ideas. Figures of speech The main tools of figurative language; include similes and metaphors.. First-person point of view Occurs when the narrator is a character in the story and tells the story from his or her perspective. Flashback The description of an event that occurred prior to the action in the story. Foreshadowing A technique a writer uses to hint or suggest what the outcome of an important conflict or situation in a narrative ENG125: Introduction to Literature will be. Imagery A distinct representation of something that can be experienced and understood through the senses (sight, hearing, touch, smell, and taste), or the representation of an idea. Irony A contradiction in words or actions. There are three types of irony: verbal, situational, and dramatic. Limited omniscient point of view Occurs when a narrator has access to the thoughts and feelings of only one character in a story. Metaphor A figure of speech in which an implied comparison is made between one object and another that is different from it. Objective point of view A detached point of view, evident when an external narrator does not enter into the mind of any character in a story but takes an objective stance, often to create a dramatic effect. Omniscient point of view An all-knowing point of view, evident when an external narrator has access to the thoughts and feelings of all the characters in a story. Persona Literally, in Latin, “a mask.” Plot A connecting element in fiction; a sequence of interrelated, conflicting actions and events that typically build to a climax and bring about a resolution Point of view The perspective of the narrator who will present the action to the reader. Resolution The outcome of the action in a story or play. Rising action Conflicts and circumstances that build to a high point of tension in a story or pl ...

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Christian EthicsChristian ethics deeply align with absolutism. E.docx

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Christian Ethics BA 616 Business Ethics Definition of Christian Ethics A system of values based upon the Judeo/Christian Scriptures Principles of behavior in concordance with the behaviors of Christian teachings Standards of thought and behavior as taught by Jesus. Discussion What are some of the “ethical” attributes presented in the teachings of Jesus? What are some ethical attributes presented in the teachings of other religious persons? Quotes about Christian Ethics Quotes on Christian Ethics Recognize the value of work “And when you reap the harvest of your land, you shall not reap your field right up to its edge, nor shall you gather the gleanings after your harvest. You shall leave them for the poor and for the sojourner: I am the Lord your God.” (Leviticus 23:22). Do not give the poor the food, rather allow the poor to work for themselves Discussion What are examples of the value of work? Today, some U.S. state governors are trying to get those “able bodied” individuals to work for welfare. They are meeting great resistance politically, why do you think this is? The value of work Confirmed by Elton Mayo Fulfills social, psychological and economic needs of the individual “If a man will not work, he shall not eat” (2 Thessalonians 3:10) Christian Ethics The fruit of a people that have inwardly committed their lives to Christ and are outwardly aligning their actions with His teachings. “May the favor of the Lord our God rest on us; establish the work of our hands for us— yes, establish the work of our hands” (Psalms. 90:17). Employees with a Christian Code of Ethics Welcome accountability Happy to show their efforts A system of checks and balances Sees possible training moment Fosters collaboration with management “Those who work their land will have abundant food, but those who chase fantasies have no sense” (Proverbs 12:11) Employees with a Christian Code of Ethics Not motivated by greed Work is its own reward Measure success in a non-monetary way Seek payment for the work they do Money is second to obedience “Whatever you do, work at it with all your heart, as working for the Lord, not for human masters” (Colossians 3:23). Employees with a Christian Code of Ethics Are highly productive Are work focused Work hard throughout the day Find value in completing assigned tasks Understand that they are there to work “Diligent hands will rule, but laziness ends in forced labor” (Proverbs 12:24). Employees with a Christian Code of Ethics Have a strong work ethic Believe in a Biblical perspective of work Reliable Recognize the value of work Relate their job to their faith “All hard work brings a profit, but mere talk leads only to poverty” (Proverbs 14:23) Employees with a Christian Code of Ethics Bring a cooperative spirit to the workplace Supportive of management Strong contribu.

Christian Ethics BA 616 Business Ethics Definiti.docx

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CH/PS I think you made a really good point that Howard lacks political aspects-especially for presidency. I have no heard his speeches quite yet (since I tend to stray away from politics altogether because people are so aggressive), do you think he is a great leader-type and is he charismatic at all? Great leaders, especially for presidency, should be honest, charismatic, and not only cater to the audience's needs but to the entire country's needs without sugar coating things. Also, I am not sure what you mean by "In order to improve his leadership style, Jeff should change his model of carrying out business activities. This is because it can be copied and imitated by other companies (Mauri, 2016)".- how can it be imitted by other companies? In what way? Do you think Jeff Bezos is a bad leader? and why? CH/AR I found your comparison of Howard Schultz and Jeff Bezos interesting and compelling. When I was looking at the list of leaders to select from, it was staggering to me how many of the corporate leaders have run or are planning to run for political office. I'm not sure, given our current political environment, that running a large corporation is the right background and experience for the leader of the United States. We'll see what happens in the next year and a half! Amazon is an amazing, transformative company to watch. I work in the financial services industry and one of our leaders recently described our competition not as other financial services firms but as Amazon. Financial services firms pretty much all offer the same products and services and at a very reasonable price point. Amazon, however, has excelled in service delivery. I would imagine that at sometime in the future, Amazon will partner with a financial service firm to deliver products and services. I'll admit that I was and still am skeptical about Amazon's purchase of Whole Foods, but Bezos seems to be up for trying just about anything. In your analysis of the two leaders, you didn't mention directly the challenges faced by either the leaders or the organization. Last year, Starbucks was all over the news regarding the incident involving two African American gentlemen and how they were treated by a manger at Starbucks. I'm curious how you or others in the class through about how Schultz led the organization through that crisis. Bezos, as well, has not been immune to controversy with his recent affair and divorce becoming public. How do the personal lives and behaviors of leader impact the organizations they lead? Should it matter? SO The first leader I chose to research is Sundar Pichai, the CEO of Google. Sundar began to show in interest in technology at an early age, and eventually earned a degree in Metallurgy, and an M.B.A from the Wharton School of the University of Pennsylvania. He then began working at Google in 2004 as the head of product management and development (Shepherd). From there, he assisted in the development of many different departme.

CHPSI think you made a really good point that Howard lacks poli.docx

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Chrétien de Troyes, Lancelot, 1Chrétien de Troyes, Lancelo.docx

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Chosen brand: CHANEL Students are required to research a fashion brand of their choice and analyze its positioning strategy in the market. ● The report will assess students’ ability to collect data, in an efficient manner and use this data to scrutinise the marketing aspects of a fashion brand. ● The report will be covering the following subjects: 1. Analysis Of The Macro And Micro-environment of the brand. 2. Positioning Strategy Of The Brand: Target Customer(Pen Portrait) 3. Competitor Analysis. 4. Critical evaluation of the marketing communications strategy of the brand supporting the development of the individual report, using relevant PRIMARY and SECONDARY RESEARCH. NB: Please kindly devise a survey (Google forms) and make up some responses to it so as to then incorporate PRIMARY results into the report. Thanks see attached file word count: 2000 words .

Chosen brand CHANELStudents are required to research a fash.docx

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Chose one person to reply to: ALBORES 1. Were Manning’s actions legal under the Foreign Corrupt Practices Act, and what are the possible penalties for violating the act? The Foreign Corrupt Practices Act states (1977) “It shall be unlawful for any issuer...to offer, payment, promise to pay, or authorization of the payment of any money, or offer, gift, promise to give... “. Manning assumed the duty of an issuer because he attended dinner with the prime minister to discuss the contract. Then, Manning offered to fly the prime minister to New York, which he then promised to pay for all of the prime minister's expenses. However, according to the Foreign Corrupt Practices Act (1977) a promise or offer is acceptable if the expense was ”reasonable and bona fide expenditure, such as travel and lodging expenses, incurred by or on behalf of a foreign official… was directly related to the promotion, demonstration, or explanation of products or services”. Manning promised to fly out the prime minister because he wanted to “discuss business further” (UMUC, 2019). Further, Manning used company funds to take the prime minister to luxurious activities and restaurants because he wanted to retain the contract from the prime minister. Even though Manning did not directly give money to the prime minister, he authorized payment for the prime minster’s two-week stay, which did not involve discussing the contract. Out of the two weeks, business was only conducted for a day. In addition, Manning can be held responsible for bribing the customs officials at Neristan. According to the Foreign Corrupt Practices Act (1977), it is unlawful to influence “any act or decision of such foreign official in his official capacity... omit to do any act in violation of the lawful duty of such official”. Manning influenced the customs officials because Manning gave each custom official $100 to clear the shipment. Custom officials act on behalf of the Neristan government and sometimes require large shipments to be inspected. Manny will likely be held responsible for offering payment to the customs officials in exchange for expediting the company’s shipment. If Manning violated the Foreign Corrupt Practices Act, he could face imprisonment. Also, the company may have to pay the penalty. The penalty for violating the act is “a fine of up to $2 million per violation. Likewise, an individual may face up to five years in prison and/or a fine of $250,000 per violation of the anti-bribery provision” (Woody, 2018, p. 275). 2. Were Manning’s actions legal under the UK Bribery Act and what are the possible penalties for violating the act? Based on the UK Bribery Act (2010), an individual is guilty of bribing an official if “intention is to influence F (government official) in F's capacity as a foreign public official...intend to obtain or retain business, or an advantage in the conduct of business.”. Manning bribed the prime minister because he stated: “If, after we are done conducting busi.

Chose one person to reply to ALBORES 1. Were Manning’s acti.docx

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Choosing your literary essay topic on Disgrace by J. M. Coetzee is the first step to writing your literary analysis paper. After reading the novel, you should be able to decide in which direction you'd like to take your paper. Topics/ approaches (Focus on only one of the following, though some may overlap): Analyze one of the minor characters, such as Petrus. Example : Analyze not only the chosen characters' personality but also what role they played in advancing the overall theme of the novel. The protagonist's conflict, the hurdles to be overcome, and how he resolves it. Examples: It could be hope for change, both in South Africa and in David Lurie. OR: the disgrace David Lurie has suffered over the affair with a student and how that matches the disgrace South Africa has suffered through apartheid. The function of setting to reinforce theme and characterization. Example : post-apartheid South Africa is a setting arguably more important than anything else in the novel. Your outside sources would be a bit of history concerning apartheid.The use of literary devices to communicate theme: imagery, metaphor, symbolism, foreshadowing, irony Symbolism in the novel-- Examples: Determine if David Lurie represents the old, white authorities of South Africa, while Lucy represents the new white people of South Africa. OR: Analyze what dogs symbolize in this story. Another example: What is symbolized by the opera David Lurie is writing on Byron? Careful examination of one or more central scenes and its/their crucial role in plot development, resolution of conflict, and exposition of the theme. Example: Analyze one or more scenes in which hope that change for the better is possible through a character's remorse and subsequent action, for example, the scene in which David Lurie apologizes to the parents OR the scene in which Lucy gets raped. The possible issue to be addressed in introduction or conclusion: Characteristics that make the work typical (or atypical) of the period, the setting, or the author that produced it. For this information, you must go to a library database (you must read "How to Access Miami Dade Databases" if you don't know how) or a valid search site, such as Google Scholar (there is often a fee for this one). Do not open or close with biographical material on the author. Biographical material is important as it influences the author’s writing only and should not be a focus of your paper. Guidelines for Literary Essay Be aware that you will be writing about a novel, which in its broadest sense is any extended fictional narrative almost always in prose, in which the representation of character is often the focus. Good authors use the elements of fiction, such as plot, theme, setting etc. purposefully, with a very clear goal in mind. One of the paths to literary analysis is to discover what the author's purpose is with each of his choices. Avoid the problem th.

Choosing your literary essay topic on Disgrace by J. M. Coetzee .docx

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Choosing your Philosophical Question The Final Project is an opportunity for you to investigate one of the discussion questions to a much greater degree than in the forums. For your Final Project you will choose a philosophical question (stage 1), conduct an analysis of the claims and arguments relevant to the question by reading the primary texts of the philosopher (stage 2), and then take a position on the chosen question and offer an argument in support of your position (stage 3). For this first stage of your Final Project assignment, (a) choose a question that appears as a discussion question (listed below, with some exceptions). You may choose one that you have previously begun to answer in the discussion forums, or one that you have yet to consider, then (b) explain briefly why you are interested in exploring this philosopher, the primary text and the question further. Submit this assignment on a Word .docx. Week Four: Philosopher: Thomas Aquinas, Primary Text: Summa Theologica, Part 1, Question 2, Article 1-3 Q1. Does God really exist? Question to write on, and answer the question fully in all its parts. Be mindful of the question. You are making a claim about something and offering support for it. Try to use examples from the Primary Texts you have read and/or your own experiences in that support. DISCUSSION QUESTION CHOICE #1: Philosophy of Religion. Study Aquinas' five "ways" of demonstrating God's existence in the learning resources then engage in the study of ontology by examining your belief in God: Answer the question: Does God really exist? Use Aquinas and your own reasoning in your argument. Kreeft, Peter. A Shorter Summa: The Essential Philosophical Passages of St. Thomas Aquinas' Summa Theologica, Ignatius Press (San Francisco, 1993), chapter II. Summa Theologica, Part 1, Question 2, Articles 1-3 The Existence of God Because the chief aim of sacred doctrine is to teach the knowledge of God, not only as He is in Himself, but also as He is the beginning of things and their last end, and especially of rational creatures, as is clear from what has been already said, therefore, in our endeavor to expound this science, we shall treat: (1) Of God; (2) Of the rational creature’s advance towards God; (3) Of Christ, Who as man, is our way to God. In treating of God there will be a threefold division: For we shall consider (1) Whatever concerns the Divine Essence; (2) Whatever concerns the distinctions of Persons; (3) Whatever concerns the procession of creatures from Him Concerning the Divine Essence, we must consider: (1) Whether God exists? (2) The manner of His existence, or, rather, what is not the manner of His existence; (3) Whatever concerns His operations — namely, His knowledge, will, power. Concerning the first, there are three points of inquiry: (1) Whether the proposition “God exists” is self-evident? (2) Whether it is demonstrable? (3) Whether God exists?- FIRST ARTICLE Whether the Existence .

Choosing your Philosophical Question The Final Project is an opp.docx

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Choosing Your Research Method in a Nutshell By James Rice and Marilyn K. Simon Research Method Brief Type Action research Participatory ‐ problem identification, solution, solution review III Appreciative inquiry Helps groups identify solutions III, IV Case Study research Group observation to determine how and why a situation exists III Causal‐comparative research Identify causal relationship among variable that can't be controlled IV Content analysis Analyze text and make inferences IV Correlational research Collect data and determine level of correlation between variables I Critical Incident technique Identification of determining incident of a critical event III Delphi research Analysis of expert knowledge to forecast future events I, IV Descriptive research Study of "as is" phenomena I Design based research/ decision analysis Identify meaningful change in practices II Ethnographic Cultural observation of a group Evaluation research Study the effectiveness of an intervention or program IV Experimental research Study the effect of manipulating a variable or variables II Factor analysis Statistically assess the relationship between large numbers of variables I Grounded Theory Produce a theory that explains a process based on observation III, IV Hermeneutic research Study the meaning of subjects/texts (exegetics is text only) by concentrating on the historical meaning of the experience and its developmental and cumulative effects on the individual and society III Historical research historical data collection and analysis of person or organization IV Meta‐analysis research Seek patterns in data collected by other studies and formulate principals Narrative research Study of a single person's experiences Needs assessment Systematic process of determine the needs of a defined demographic population Phenomenography Answer questions about thinking and learning Phenomenology Make sense of lived experiences of participants regarding a specified phenomenon. III, IV Quasi‐experimental Manipulation of variables in populations without benefit of random assignment or control group. II Q‐method A mixed‐method approach to study subjectivity ‐ patterns of thought I Regression‐discontinuity design (RD) Cut‐off score assignment of participants to group (non‐random) used to study effectiveness of an intervention II Repertory grid analysis Interview process to determine how a person interprets the meaning of an experience I Retrospective record review Study of historic data collected about a prior intervention (both effected and control group) II Semiology Studies the meaning of symbols II, III Situational analysis Post‐modernist approach to grounded theory (holistic view rather than isolated variables) by studying lived experiences around a phenomenon Trend Analysis research Formulate a f.

Choosing Your Research Method in a NutshellBy James Rice and.docx

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Choose two of the systems (education, work, the military, and immigration). Explain how they fit into the domain of social work and the social justice issues social workers should be aware of in these systems. How does the education, military, workplace, or immigration system rely on social workers? What is one social justice issue found in education, the military, the workplace, or immigration that influences the practice of social work? .

Choose two of the systems (education, work, the military, and im.docx

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Choose two disorders from the categories presented this week. Create a 15- to 20-slide Microsoft® PowerPoint® presentation that includes the following: Describes the disorders and explains their differences Discusses how these disorders are influenced by the legal system Discusses how the legal system is influenced by these disorders Include a minimum of two peer-reviewed sources. Format your presentation consistent with APA guidelines. Submit your assignment. *3 slides on How is the legal system influenced by schizophrenia with speaker notes* .

Choose two disorders from the categories presented this week.C.docx

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Choose ONE of the following topics Length: 750-900 words, double spaced, 12 pt. font Identify the different forms of religious groups that are comprised in the typology outlined by the classic sociologists of religion. Explain the basic characteristics of each and provide examples. Establish a distinction between the popular misuses of the term "myth" and its meaning in the scholarly context of Religious Studies. Explain the functions of myth according to the scholar Joseph Campbell. .

Choose ONE of the following topics Length 750-900 words, .docx

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Choose one of the following topics America: A Narrative History notes Thomas Jefferson's election to the presidency set the tone of "republican simplicity". In what ways was this still true in 1850 following the "Market Revolution" and in what ways was it not? Connect the technological improvements in water transportation of the early 19th century to the territory acquired in the LA Purchase. .

Choose one of the following topicsAmerica A Narrative.docx

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Choose one of the following topics below. Comparecont.docx

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Choose one of the following topics below. Comparecon.docx

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Choose one of the states of RacialCultural Identity Development.docx

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Choose one of the following topics: Native Americans Women Environment Latin Americans Sexual liberation Read at least three different newspaper articles between 1968 and 1980 that cover important changes affecting your topic. In the University Library, use the ProQuest ® historical newspaper archive (available under General Resources > ProQuest > Advanced Search > Search Options > Source Type ), which includes the following major newspapers, among others: New York Times Washington Post Wall Street Journal Los Angeles Times Christian Science Monitor Write a 700- to 1,050-word paper in which you describe the status of the chosen group or idea and how that group or idea was affected by the changes brought about during the 1960s. Include information gleaned from the newspaper articles as well as other material. .

Choose one of the following topicsNative AmericansWomenEnvi.docx

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Choose one of the following films for review (with faculty’s approval). Put yourself in the movie by choosing one character to follow. What cultural issues would you face? What are cultural challenges? Write a short paper describing the film and your observations. Present your findings in class. • Secret Lives of Bees • Chocolate • Under the Same Moon • Maid in Manhattan • Walk in the Clouds • Get Rich or Die Trying (Gang Culture ) "I like this one" • Mu lan • Mississippi Burning • A Time to Kill - " I Also like this one " • Only Fools Rush In .

Choose one of the following films for review (with faculty’s appro.docx

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Choose and complete one of the two assignment options: Option 1: Forecasting Comparison Presentation Identify a state, local, or federal policy that impacts your organization or community. Create an 8- to 10-slide Microsoft® PowerPoint® presentation in which you complete the following: Describe how forecasting can be used to implement this policy and highlight any limitations of the usage of forecasting. Compare and contrast the different forms of forecasting used to aid decision-makers when evaluating policy outcomes. Discuss the types of information needed to ensure forecasts are accurate. Analyze the relationship between forecasting, monitoring of observed policy outcomes, and normative futures in goals and agenda setting. Include speaker notes with each slide. The presentation should also contain and at least four peer-reviewed references from the University Library. I live in Lawrence, KS if you can find a policy within this community. .

Choose and complete one of the two assignment options.docx

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