Category: uncategorised

  • Employee motivation and recognition

    As we learned in this module, it is important for employers to understand what motivates employees. Use the textbook reading, interactive video, and supplemental resources below to answer the following questions. You may also do further research on the topic or answer the questions based on your own experiences in the workplace. What are some factors that influence how companies should recognize and motivate employees? What are the three primary types of recognition? Supplemental Resources Video: Why You Need to Show Employee Appreciation and 3 Ways to do it (6 mins 38 secs) Video: 5 Creative Employee Recognition Ideas (2 mins 12 secs) Article: Employee Motivation
  • fraud and abuse

    Fraud & Abuse Project-Research, written summary, in text citations (MLA) and works cited page

    1. Research and find one Fraud case for Medical Billing that was decided with a sentence. (One in the Northeast) Find the court case (look at state court websites, Public Court Records), Health Insurance or Medicaid articles on the same case, (one with pre-court and the other with the findings (sentence) of the same court case)
    2. Use 2 to 3 sources, of an article and court docket of that same one fraud case) Research the name of the defendant to find this information.
    3. Summarize in your own words, writing a 3 page report double spaced and list citations in the body of your writing, Works Cited page
  • Short essay

    Hey can you help me write short essay in my own words please simple, no plagiarism, turnitinready this professor is very strict. the first paragraph can only be 2 sentences. my say In this essay I will discuss…. and next sentence More specifically, I included my professor short essay he only wants it one page long Heres the article and reference R.B. BRANDT 3 THE MORALITY AND RATIONALITY OF SUICIDE From the point of view of contemporary philosophy, suicide raises the following distinct questions: whether a person who commits suicide (assuming that there is suicide if and only if there is intentional termina- tion of one’s own life) is morally blameworthy, reprehensible, sinful in all circumstances, whether suicide is objectively right or wrong, and in what circumstances it is right or wrong, from a moral point of view; and whether, or in which circumstances, suicide is the best or the rational thing to do from the point of view of the agent’s personal welfare. The moral blameworthiness of suicide In former times the question of whether suicide is sinful was of great in- terest because the answer to it was considered relevant to how the agent would spend eternity. At present the practical issue is not as great, al- though a normal funeral service may be denied a person judged to have committed suicide sinfully. The chief practical issue now seems to be that persons may disapprove of a decedent for having committed suicide, and his friends or relatives may wish to defend his memory against moral charges. The question of whether an act of suicide was sinful or morally blame- worthy is not apt to arise unless it is already believed that the agent 61 62 A HANDBOOK FOR THE STUDY OF SUICIDE morally ought not to have done it: for instance, if he really had very poor reason for doing so, and his act foreseeably had catastrophic conse- quences for his wife and children. But, even if a given suicide is morally wrong, it does not follow that it is morally reprehensible. For, while asserting that a given act of suicide was wrong, we may still think that the act was hardly morally blameworthy or sinful if, say, the agent was in a state of great emotional turmoil at the time. We might then say that, although what he did var wrongla, though a person broke the lay, he- should not be punished because he was not responsible, that is, was tem- porarily insane, did what he did inadvertently, and so on. The foregoing remarks assume that to be morally blameworthy (or sinful) on account of an act is one thing, and for the act to be wrong is another. But, if we say this, what after all does it mean to say that a per- son is morally blameworthy on account of an action? We cannot say there is agreement among philosophers on this matter, but I suggest the following account as being safe from serious objection: “X is morally blameworthy on account of an action A” may be taken to mean “X did A, and X would not have done A had not his character been in some respect below standard; and in view of this it is fitting or justified for X to have some disapproving attitudes including remorse toward himself, and for some other persons Y to have some disapproving attitudes to- ward X and to express them in behavior.” Traditional thought would in- clude God as one of the “other persons” who might have and express dis- approving attitudes. In case the foregoing definition does not seem obviously correct, it is worthwhile pointing out that it is usually thought that an agent is not blameworthy or sinful for an action unless it is a reflection on him; the definition brings this fact out and makes clear why…. If someone charges that a suicide was sinful, we may now properly ask, “What defect of character did it show?” Some writers have claimed that suicide is blameworthy because it is cowardly, and since being cowardly is generally conceded to be a defect of character, if an act of suicide is admitted to be both objectively wrong and also cowardly, the claim to blameworthiness might be warranted in terms of the above defi- nition. Of course, many people would hesitate to call taking one’s own life a cowardly act, and there will certainly be controversy about which 63 THE MORALITY AND RATIONALITY OF SUICIDE acts are cowardly and which are not. But at least we can see part of what has to be done to make a charge of blameworthiness valid. The most interesting question is the general one: which types of sui- cide in general are ones that, even if objectively wrong (in a sense to be explained below), are not sinful or blameworthy? Or, in other words; when is a suicide morally excused even if it is objectively wrong? We can at least identify some types that are morally excusable. 1. Suppose I think I am morally bound to commit suicide because I have a terminal illness and continued medical care will ruin my family financially. Suppose, however, that I am mistaken in this belief, and that suicide in such circumstances is not right. But surely I am not morally blameworthy; for I may be doing, out of a sense of duty to my family, what I would personally prefer not to do and is hard for me to do. What defect of character might my action show? Suicide from a genuine sense of duty is not blameworthy, even when the moral conviction in question is mistaken. 2. Suppose that I commit suicide when I am temporarily of unsound mind, either in the sense of the M’Naghten rule that I do not know that what I am doing is wrong, or of the Durham rule that, owing to a mental defect, I am substantially unable to do what is right. Surely, any suicide in an unsound state of mind is morally excused. 3. Suppose I commit suicide when I could not be said to be tem- porarily of unsound mind, but simply because I am not myself. For in- stance, I may be in an extremely depressed mood. Now a person may be in a very depressed mood, and commit suicide on account of being in that mood, when there is nothing the matter with his character-or, in other words, his character is not in any relevant way below standard. What are other examples of being “not myself,” of emotional states that might be responsible for a person’s committing suicide, and that might render the suicide excusable even if wrong? Being frightened; being dis- traught; being in almost any highly emotional frame of mind (anger, frustration, disappointment in love); perhaps just being terribly fatigued: So there are at least three types of suicide which can be morally ex- cused even if they are objectively wrong. The main point is this: Mr. X may commit suicide and it may be conceded that he ought not to have done so, but it is another step to show that he is sinful, or morally blame- worthy, for having done so. To make out that further point, it must be 64 A HANDBOOK FOR THE STUDY OF SUICIDE 65 THE MORALITY AND RATIONALITY OF SUICIDE shown that his act is attributable to some substandard trait of character. So, Mrs. X after the suicide can concede that her husband ought not to have done what he did, but she can also point out that it is no reflection on his character. The distinction, unfortunately, is often overlooked. St. Thomas Aquinas, who recognizes the distinction in other places, seems blind to it in his discussion of suicide. The moral reasons for and against suicide Persons who say suicide is morally wrong must be asked which of two positions they are affirming: Are they saying that every act of suicide is wrong, everything considered; or are they merely saying that there is always some moral obligation-doubtless of serious weight-not to com- mit suicide, so that very often suicide is wrong, although it is possible that there are countervailing considerations which in particular situations make it right or even a moral duty? It is quite evident that the first posi- tion is absurd; only the second has a chance of being defensible. In order to make clear what is wrong with the first view, we may be- gin with an example. Suppose an army pilot’s single-seater plane goes out of control over a heavily populated area; he has the choice of staying in the plane and bringing it down where it will do little damage but at the cost of certain death for himself, and of bailing out and letting the plane fall where it will, very possibly killing a good many civilians. Suppose he chooses to do the former, and so, by our definition, commits suicide. Does anyone want to say that his action is morally wrong? Even Im- manuel Kant, who opposed suicide in all circumstances, apparently would not wish to say that it is; he would, in fact, judge that this act is not one of suicide, for he says, “It is no suicide to risk one’s life against one’s enemies, and even to sacrifice it, in order to preserve one’s duties toward oneself.”” St. Thomas Aquinas, in his discussion of suicide, may seem to take the position that such an act would be wrong, for he says, “It is altogether unlawful to kill oneself,” admitting as an exception only the case of being under special command of God. But I believe St. Thomas would, in fact, have concluded that the act is right because the basic intention of the pilot was to save the lives of civilians, and whether an act is right or wrong is a matter of basic intention.? In general, we have to admit that there are things with some moral obligation to avoid which, on account of other morally relevant consid- erations, it is sometimes right or even morally obligatory to do. There may be some obligation to tell the truth on every occasion, but surely in many cases the consequences of telling the truth would be so dire that one is obligated to lie. The same goes for promises. There is some moral obligation to do what one has promised (with a few exceptions); but, if one can keep a trivial promise only at serious cost to another person (i.e., keep an appointment only by failing to give aid to someone injured in an accident), it is surely obligatory to break the promise. The most that the moral critic of suicide could hold, then, is that there is some moral obligation not to do what one knows will cause one’s death; but he surely cannot deny that circumstances exist in which there are obligations to do things which, in fact, will result in one’s death. If so, then in principle it would be possible to argue, for instance, that in order to meet my obligation to my family, it might be right for me to take my own life as the only way to avoid catastrophic hospital expenses in a terminal illness. Possibly the main point that critics of suicide on moral grounds would wish to make is that it is never right to take one’s own life for reasons of one’s own personal welfare, of any kind whatso- ever. Some of the arguments used to support the immorality of suicide, however, are so framed that if they were supportable at all, they would prove that suicide is never moral. One well-known type of argument against suicide may be classified as theological. St. Augustine and others urged that the Sixth Commandment (“‘Thou shalt not kill”) prohibits suicide, and that we are bound to obey a divine commandment. To this reasoning one might first reply that it is arbitrary exegesis of the Sixth Commandment to assert that it was. in- tended to prohibit suicide. The second reply is that if there is not some consideration which shows on the merits of the case that suicide is morally wrong, God had no business prohibiting it. It is true that some will object to this point, and I must refer them elsewhere for my detailed comments on the divine-will theory of morality.? Another theological argument with wide support was accepted by John Locke, who wrote: “.:. Men being all the workmanship of one om- nipotent and infinitely wise Maker; all the servants of one sovereign Mas- ter, sent into the world by His order and about His business; they are His property, whose workmanship they are made to last during His, not one another’s pleasure. … Every one . . . is bound to preserve him- self, and not to quit his station wilfully. ..”* And Kant: “We have 66 A HANDBOOK FOR THE STUDY OF SUICIDE been placed in this world under certain conditions and for specific pur- poses. But a suicide opposes the purpose of his Creator; he arrives in the other world as one who has deserted his post; he must be looked upon as a rebel against God. So long as we remember the truth that it is God’s intention to preserve life, we are bound to regulate our activities in con- formity with it. This duty is upon us until the time comes when God ex- pressly commands us to leave this life. Human beings are sentinels on earth and may not leave their posts until relieved by another beneficent hand.”” Unfortunately, however, even if we grant that it is the duty of human beings to do what God commands or intends them to do, more argument is required to show that God does not permit human beings to quit this life when their own personal welfare would be maximized by so doing. How does one draw the requisite inference about the intentions of God? The difficulties and contradictions in arguments to reach such a conclusion are discussed at length and perspicaciously by David Hume in his essay “On Suicide,” and in view of the unlikelihood that readers will need to be persuaded about these, I shall merely refer those interested to that essay. A second group of arguments may be classed as arguments from nat- ural law. St. Thomas says: “It is altogether unlawful to kill oneself, for three reasons. First, because everything naturally loves itself, the result being that everything naturally keeps itself in being, and resists corrup- tions so far as it can. Wherefore suicide is contrary to the inclination of nature, and to charity whereby every man should love himself. Hence suicide is always a mortal sin, as being contrary to the natural law and to charity.”” Here St. Thomas ignores two obvious points. First, it is not obvious why a human being is morally bound to do what he or she has some inclination to do. (St. Thomas did not criticize chastity.) Second, while it is true that most human beings do feel a strong urge to live, the human being who commits suicide obviously feels a stronger inclination to do something else. It is as natural for a human being to dislike, and to take steps to avoid, say, great pain, as it is to cling to life. A somewhat similar argument by Immanuel Kant may seem better. In a famous passage Kant writes that the maxim of a person who commits suicide is “From self-love I make it my principle to shorten my life if its continuance threatens more evil than it promises pleasure. The only fur- ther question to ask is whether this principle of self-love can become a universal law of nature. It is then seen at once that a system of nature by 67 THE MORALITY AND RATIONALITY OF SUICIDE whose law the very same feeling whose function is to stimulate the fur- therance of life should actually destroy life would contradict itself and consequently could not subsist as a system of nature. Hence this maxim cannot possibly hold as a universal law of nature and is therefore entirely opposed to the supreme principle of all duty.” What Kant finds contra- dictory is that the motive of self-love (interest in one’s own long-range welfare) should sometimes lead one to struggle to preserve one’s life, but at other times to end it. But where is the contradiction? One’s circum- stances change, and, if the argument of the following section in this chap- ter is correct, one sometimes maximizes one’s own long-range welfare by trying to stay alive, but at other times by bringing about one’s demise. A third group of arguments, a form of which goes back at least to Aristotle, has a more modern and convincing ring. These are arguments to show that, in one way or another, a suicide necessarily does harm to other persons, or to society at large. Aristotle says that the suicide treats the state unjustly? Partly following Aristotle, St. Thomas says: “Every man is part of the community, and so, as such, he belongs to the com- munity. Hence by killing himself he injures the community. “1 Blackstone held that a suicide is an offense against the king “who hath an interest in the preservation of all his subjects,” perhaps following Judge Brown in 1563, who argued that suicide cost the king a subject-“he being the head has lost one of his mystical members. “I The premise of such arguments is, as Hume pointed out, obviously mistaken in many instances. It is true that Freud would perhaps have injured society had he, instead of finish- ing his last book, committed suicide to escape the pain of throat cancer. But surely there have been many suicides whose demise was not a notice- able loss to society; an honest man could only say that in some instances society was better off without them. It need not… [Content truncated to 3000 words]

  • Did Jim and Laura Buy a Car?

    Touchstone 2: Did Jim and Laura Buy a Car?

    SCENARIO: Jim and Laura Buyer visit the local car dealership because they are interested in buying a new car. The car they currently have is aging and is starting to have mechanical problems. Jim and Laura would share the new car, and use it to go back and forth to work and school. Before going to the dealership, Jim and Laura decide that they can only afford $400.00 a month in car payments.

    Once at the car dealership, Jim and Laura meet Stan Salesman. Stan shows them several vehicles and Jim and Laura test-drive several of the cars. Jim and Laura particularly like the blue 4-door sedan. Therefore, they agree to give Stan Salesman a $100.00 deposit to hold the car for a day. Stan Salesman does not give them the receipt but guarantees that the $100.00 is refundable. No documents were signed.

    The next day, Stan Salesman calls Jim and Laura to ask them when they would like to take delivery of the car. Jim and Laura, on the way home from the dealership, decided that they were not going to buy the car because they did not want to spend that money each month. Therefore, Jim and Laura tell Stan Salesman that they have decided not to buy the car and request their $100.00 deposit back.

    Stan insists that the $100.00 was a deposit on the car and was meant to be part of the contract to buy the car. Stan is very persistent and insistent that Jim and Laura have contracted to buy the car; therefore, the $100.00 will be applied to the purchase price of the car. Jim and Laura are shocked and angry as not only do they not want to spend the money, but now feel as though they are being duped by Stan Salesman.

    Jim and Laura have an appointment to see a lawyer in a few days, but know you are a student taking a business law class and come to you for advice. They are very frazzled, and understandably upset that they may have just purchased a car. Since you have been taking business law, you have read and understand the elements of a contract and the defenses to a contract. Therefore, although you are not a lawyer, you provide some basic advice from what youve learned in your business law class.

    ASSIGNMENT: Advise Jim and Laura based on the above facts as presented and the material covered in the lessons by answering each section in the template below. In this touchstone, be sure to address the following:

    1. Identify the elements that must be present for a legal contract to exist. Define each element using examples.
    2. Determine the facts from the scenario that you will use to support your decision on whether or not a contract exists for the purchase of the automobile.
    3. Decide whether or not there was a contract for the purchase of the automobile.
    4. Include two (2) quality academic resources in this assignment. Note: Wikipedia and other websites do not qualify as quality academic resources.

    DOWNLOAD

    Helpful Links:

    A. Directions

    Step 1: Answer Questions

    Follow the directions for each part of the . Include your response and all relevant elements under the Requirement section. Prompts in the Inspiration section are not required; however, they may help you to fully think through your response.

    Part 1: Contract Definition

    Identify the elements that must be present for a legal contract to exist. Define each element using examples.

    Part 2: Case Support

    Determine the facts from the scenario that you will use to support your decision on whether or not Jim and Laura entered a contract with Stan Salesman for the purchase of the automobile.

    Part 3: Case Judgment

    Based on the facts in Part 2, decide whether or not there was a contract for the purchase of the automobile.

    Part 4: Sources & Conventions

    Include two academic references to support your judgment and review your document for standard English writing conventions.

    Step 2: Review Rubric

    Review the rubric to ensure that you understand how you will be evaluated. Contact the Sophia Learning Learner Support team with any questions.

    Step 3: Review Checklist and Requirements

    Review the checklist and requirements to ensure that your Touchstone is complete.

    Step 4: Submit

    Submit your completed Touchstone 2 Template using the blue button at the top of this page.

    Refer to the checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.

    1. Contract Definition

    Have you identified the elements of a legal contract?

    Have you defined each element?

    Have you provided an example for each element?

    Have you included reference citations as appropriate?

    2. Case Support

    Have you identified relevant facts from the scenario?

    Have you written a clear explanation of how these facts support your decision?

    Have you included reference citations as appropriate?

    3. Case Judgment

    Have you clearly stated your decision on the existence of a contract for purchase of the automobile?

    Have you defended your decision with relevant facts from Part 2 about the scenario that support your choice?

    4. Sources & Conventions

    Have you provided two high quality academic references?

    Have you explained how each source relates to and supports your judgment on the case?

    Have you reviewed the touchstone for proper academic and/or professional writing conventions?

    B. Rubric Advanced (100%)Proficient (85%)Acceptable (75%)Needs Improvement (50%)Non-Performance (0%)Contract Definition

    Define the elements of a legal contract using examples from the scenario where applicable. (25%)

    Thoroughly defined the elements of a legal contract using examples from the scenario where applicable.Satisfactorily defined the elements of a legal contract using examples from the scenario where applicable. Partially defined the elements of a legal contract using examples from the scenario where applicable.Insufficiently defined the elements of a legal contract using examples from the scenario where applicable.Did not submit or incompletely defined the elements of a legal contract using examples from the scenario where applicable. Case Support

    Identify the facts from the scenario which support your decision on whether or not a contract exists for the purchase of the automobile. (25%)

    Thoroughly identified the facts from the scenario which support your decision on whether or not a contract exists for the purchase of the automobile.Satisfactorily identified the facts from the scenario which support your decision on whether or not a contract exists for the purchase of the automobile.Partially identified the facts from the scenario which support your decision on whether or not a contract exists for the purchase of the automobile. Insufficiently identified the facts from the scenario which support your decision on whether or not a contract exists for the purchase of the automobile.Did not submit or incompletely identified the facts from the scenario which support your decision on whether or not a contract exists for the purchase of the automobile. Case Judgment

    Decide whether or not there was a contract for the purchase of the automobile. (25%)

    Thoroughly decided whether or not there was a contract for the purchase of the automobile. Satisfactorily decided whether or not there was a contract for the purchase of the automobile. Partially decided whether or not there was a contract for the purchase of the automobile. Insufficiently decided whether or not there was a contract for the purchase of the automobile. Did not submit or incompletely decided whether or not there was a contract for the purchase of the automobile.Sources

    Include two academic references to support your judgment. (15%)

    Meets number of required references; all references high quality choices.Meets number of required references; most references high quality choices.Meets the required number of references; most references poor quality choices.Does not meet the required number of references; most references poor quality choices.No references provided; or, does not meet the required number of references; all references poor quality choices.Conventions

    Follow conventions for standard written English. (10%)

    There are only a few, if any, negligible errors in grammar, punctuation, spelling, capitalization, formatting, and usage.There are occasional minor errors in grammar, punctuation, spelling, capitalization, formatting, and usage.There are some significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage.There are frequent significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage.There are consistent significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage.

    C. Requirements

    The following requirements must be met for your submission to be graded:

    • Written responses must be 750-1000 words combined for all prompts.
    • Use a readable 11- or 12-point font.
    • All writing must be appropriate for an academic context.
    • Composition must be original and written for this assignment and all writing must be appropriate for an academic context.
    • Plagiarism of any kind is strictly prohibited.
    • Submission must include your name, the name of the course, and the date.
    • Include all of the assignment components in a single (.doc and .docx) file.
  • Campus Resources

    Purpose:

    College success isnt just about academics: its about knowing where to find support when you need it. This assignment helps you identify your needs, explore UA resources, and reflect on how asking for help can make your semester smoother.

    Goals:

    By completing this assignment, you will:

    • Recognize areas where you may need support (academic, physical, mental/emotional, social).
    • Learn how to locate UA resources that match your needs.
    • Reflect on the importance of seeking help early.

    Instructions

    1. Download the Resource Planner Template, linked at the top of this page (Thriving Module 2 Resource Planner Template.docx.)
    2. Complete the Resource Planner Template:
    3. For each category (Academic Wellbeing, Physical Health, Mental & Emotional Health, Social Belonging):
    4. Identify a specific need.
    5. Use the example keywords provided to guide your web search.
    6. Record the resource name and URL.
    7. Use the embedded UA links at the top of the template to start your search.
    8. Answer Reflection Questions:
    9. Type your responses in the spaces provided at the bottom of the template.

    Tips for Success

    • Use the UA links first: theyre the fastest way to find accurate resources.
    • Be specific about your needs (e.g., help with math homework instead of school help).
    • Reflection matters: your answers show how you think about support and planning.

    Attached Files (PDF/DOCX): Thriving Module 2 Resource Planner Template (1).docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Best evidence and documentation of bit-for-bit copies of ori…

    Discuss what best evidence is. How would you document that the best evidence being used in your case is a bit-for-bit copy of the original data? Hint: The answer is NOT the chain of custody. You may have to do some additional research related to original evidence, derivative evidence, and best evidence to find the answer. Your response must follow these parameters: Minimum length is 400 words. The Works Cited page is additional! You must use at least two sources DO NOT copy and paste from ANY source If you need to emphasize a word, use italics, NOT quotes Use MLA formatting You will be graded on grammar and punctuation, as well as proper use of in-text citations and providing a works cited page Each body paragraph MUST be only one subject or topic If you are comparing Windows to Linux, Each topic must be in separate paragraphs Windows security would be one Linux security would be another Introduction and conclusion (first and last paragraph) will not be cited Introduction will explain what you are attempting to prove Conclusion will state what you have proved Paragraphs should be 4 to 6 sentences (about 75 words). Don’t exceed double-space between paragraphs. When you change topics, hit enter to begin the next topic. Use this class book:Discuss what best evidence is. How would you document that the best evidence being used in your case is a bit-for-bit copy of the original data? Hint: The answer is NOT the chain of custody. You may have to do some additional research related to original evidence, derivative evidence, and best evidence to find the answer. Your response must follow these parameters: Minimum length is 400 words. The Works Cited page is additional! You must use at least two sources DO NOT copy and paste from ANY source If you need to emphasize a word, use italics, NOT quotes Use MLA formatting You will be graded on grammar and punctuation, as well as proper use of in-text citations and providing a works cited page Each body paragraph MUST be only one subject or topic If you are comparing Windows to Linux, Each topic must be in separate paragraphs Windows security would be one Linux security would be another Introduction and conclusion (first and last paragraph) will not be cited Introduction will explain what you are attempting to prove Conclusion will state what you have proved Paragraphs should be 4 to 6 sentences (about 75 words). Don’t exceed double-space between paragraphs. When you change topics, hit enter to begin the next topic.
  • DA ART 104 ART 151

    PART 1

    Week 2 Reflection: Remixing Traditional Paintings

    Much of the art that is displayed on the walls of museums and shown in slideshows of art history lectures is from Western Europe. Academics and historians determine which creatives and what work gets included when we talk about art history. They also determine who or what gets researched thoughtfully and thoroughly, as well as who or what is positively represented in writing and discussion. Museums and galleries are respected institutions that teach us what is valuable enough to put on a wall or pedestal and appreciate. These institutions collect & display art that they believe to be the most important & significant. And, the Western world (Europe, the US, and Canada) has determined aesthetic standards and creative values for centuries. This trend has been a result of colonialism, falsified cultural superiority, etc. Often, this isnt even on purpose and is instead the result of centuries of global conditioning to value certain types of creation most.

    Some of the artists we took a look at this week placed their paintings in communication with these systems of artistic oppression by remixing or embedding works from Western art history in their own paintings. Below, Ive included a slideshow including a number of paintings that would be considered part of the traditional art historical canon. Using the pieces you saw in this week’s lectures and what you learned about artists responding to famous art historical paintings, Id like you to select one traditional artwork from below and imagine how you might reinterpret, respond to, or remix that piece as a painter. Write a 500-word-long reflection considering how you would create this fictitious painting.

    Guidelines:

    To earn full credit:

    • Share the title of the painting you’ve chosen & the name of the artist.
    • Write a response that addresses the prompt and is at least 500 words
    • Submit before the due date and time

    Due Wednesday by 11:59 pm

    Points Possible: 20

    Submitting Your Assignment:

    1. Please complete the assignment as a pdf, docx, or doc file.
    2. Click the Submit Assignment link located above.
    3. Click Choose File.
    4. Select your document.
    5. Click the Submit Assignment

    PART 2-

    DiscussionWeek 2: Discussion

    Choose one of the following options for our discussion this week. To earn the full points you must write a minimum of 100 words. Your initial post is due by Wed. at midnight and then post a comment to at least one other student’s response by Sunday at midnight.

    Choose either of these reading selections and pick a line or passage that resonates with you or reflect on how it affects someone you know. (Please copy the line or passage in your post but please note it doesn’t count towards the word count)

    Links below and video versions in the slideshow to support the readings:

    Requirements: Please place each part in a V different attachment. NO AI USE PLEASE !!!!

  • synthesis essay

    Write an affirming essay on preserving historical buildings is good for the people and the culture. use 3 of the given sources in 3 separate paragraphs.

    Attached Files (PDF/DOCX): Synthesis Test (Historic Preservation).docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Essay 2: The Power of Poetry

    There are 2 parts. the pre writing and then the essay. Please fine the instructions attached
  • Writing Assignment: “The Miracle Worker”

    Start by reading and following these instructions:

    1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

    2. Read the required learning material in the module introduction and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

    3. Consider the discussion boards and any insights you gained from them.

    4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

    Assignment:

    “The Miracle Worker”

    Being able to have our senses of vision and hearing is something many of us take for granted. As an allied health professional, you may serve those that are vision or hearing impaired. You are going to watch a movie based on the true story of a young girl named Helen Keller and her caretaker, Anne Sullivan. I hope this film gives you some additional insight into the struggles, strength and bravery that go into patient care and the incredible rewards that may be experienced. In addition, you will also have the opportunity to understand the incredible and amazing person Helen Keller and all of the obstacles she had to overcome throughout her life.

    Please watch the film “The Miracle Worker” https://youtu.be/u8TlpEd5ovA .

    Referring back to the movie “The Miracle Worker”, please answer the following questions.

    1. Compare and contrast Helen and Anne.

    2. Why do you think Anne is successful with Helen?

    3. Explain the significance of Annes flashbacks. Why do you think

    theyre in the movie? How do they affect Anne?

    4. Why do you think Anne cares so much that Helen learns?

    5. What is the theme of this film? What lessons can be learned?

    If you are unfamiliar with how to write an essay in APA format please see the module “course writing expectations”.

    Format

    This essay should be completed in Microsoft Word and be double-spaced using 12-point Times New Roman font and APA style guidelines throughout. The paper should be at least 750 words, not including the title page and references page. The references page should include any other outside resources including the film and APA style.

    When you are ready to submit your work, do the following:

    1. Upload your file in either word or google docs format.
    2. Then you submit your assignment and it goes through Turnitin, a plagiarism software, to be sure that your work is less than 25% duplicated from other sources unless otherwise noted. Take the time to correct it so the report verifying your work is less than 25% or as required by your instructor. You may edit your paper and resubmit it up to three times or per your instructors directions.
    3. Be sure to use the appropriate naming convention on your paper.