Author: chris

Analyze Greek or Roman myth in a contemporary context:
Television
Movies
Short stories
Novels
Plays
Poems
Advertising campaigns
A work known to the author would be perfect, but something I can watch, read, or easily access a synopsis of is necessary.
Works not allowed for assignment:
Troy (2004)
O Brother, Where Art Thou? (2000)
The Percy Jackson series
Hercules (Disney, 1997)
The Hunger Games Trilogy
Requirements:
5 pages, double-spaced, 1 inch margins, 12pt Times New Roman
Thesis
Summary of myth and contemporary work
Analysis of how the myth was portrayed in modern work
Differences?
Similarities?
Conclusion
Bibliography
MLA style

1302 Paper guideline: Out of This Furnace In Out of this Furnace, Thomas Bell attempts to describe, on generational level, the immigrant experience beginning in the Gilded Age and up through the Great Depression of the 1930s. In the context of this history, Bell emphasizes several key components of the immigrant experience including the role of labor, unionization and politics as a means to better illustrate the some of the more critical influences that impacted this particular group.
In a paper that addresses this work, you should concern yourself with the following: A) Provide a general description of what occurs among the major characters.
•In the description component you are responsible for outlining a comprehensive description of the central actors and actions that make up the narrative of this work.
•The assessment of this section will be related to how well you adequately describe the entire work.
B) Analyze the larger themes, issues and questions that are important to understanding this period and group, such as: the immigrant experience, the historical context of this period, the nature of labor for this group, and the role of unions and politics for this group.
•For the analysis component, you should concentrate on answering SOME of the questions within each section as outlined on the reading guide.
•The assessment of this section will be related to how well you are able to address the major topics within each section (the immigrant experience, the historical context of this period, the nature of labor for this group, and the role of unions and politics for this group) as related to the major characters of the book.
Notes: A) For paper formatting: MLA
•While there are not a specific number of quotes you should use, be judicious as papers using a lot of quotes as a means to fulfill the page requirement will be subject to penalty.
•Avoiding the use of the first person in the paper. This is a straightforward analysis of what BELL is describing and NOT how YOU feel about Kracha, et. al. – avoid this like the plague.
C) Plagiarism Policy: Plagiarism is a serious offense and students who plagiarize will suffer harsh penalties. Examples of plagiarism include, but are not limited to, the use of someone else’s words or ideas without attribution and directly copying (or cutting and pasting) material from a book, textbook, or website without citation. Under no circumstances will excuses be accepted–when in doubt ask.

D) Citation: In order to avoid plagiarism all work that you chose to either quote or paraphrase must be cited. Citation may consist of either MLA or Chicago format.
Reading Guide: Out of This Furnace: A Novel of Immigrant Labor in America, by Thomas Bell, 1941.
•This reading guide is designed to help outline and specify certain themes and events that occur as well as the important context in which they occur.
•However, it is intended as a guide only, and not something that you will necessarily have to rely upon if you choose not to use it.
In your analysis of the novel, consider the following issues, themes, and questions:
I. The Immigrant Experience:
1.The novel covers three generations of Slovak immigrants: George Kracha (also known as Djuro and Dzedo), Mike Dobrejcak and Mary Kracha Dobrejcak, and Johnny (Dobie) Dobrejcak. How do their experiences differ with regard to work, community, views on politics and unions, attitudes regarding the steel mill, expectations, views and relationships with other ethnic/national origins groups? How did their experiences differ, and how were they similar, regarding living and working conditions?
2.Note Bell’s review of the history of the Braddock steel mill and its work force on pages 121-125.
3.Compare the life and work of the novel’s main characters with what you learned about late 19th and early 20th century immigrants from the text and from lecture.
4.Note the ethnic patterns of Braddock neighborhoods. Note how Braddock neighborhoods changed with changes in the mill labor force. Note the ethnic patterns of the mill labor hierarchy.
5.The Slovak immigrants in Bell’s book usually lived on the margins of subsistence. Why were they so poor? Why was it so difficult to “make ends meet”? Why was it so difficult to change their circumstances? To “move up” in the world? How, and why, did the circumstances of Dobie’s and Julie’s compare with those of Kracha, Dorta and Dubik, Mike and Mary?
II. Historical Context:
1.Bell’s novel is about the lives of several Slovak immigrants and their families. As he writes about their lives, hardships, relationships, joys and sorrows, he takes care to provide a larger historical context. Note, for example, Bell’s references to
•Homestead Strike, 1892
•The explosion of the “Maine” and the Spanish-American War
•1896 election
•Coxey’s Army
•The boom and bust business cycle
•Teddy Roosevelt, Taft’s election
•Andrew Carnegie and Carnegie libraries (Andrew Carnegie provided most of the funding for over 2000 libraries in the United States).
•World War I and declining immigration before and during WW I.
•Prohibition
•Labor strikes following WW I
•The great depression of the 1930s, Section 7a of National Industrial Recovery Act, Wagner Act
III. Labor:
1.How did the main characters feel about their work? About the steel company? Did this change over time, over generations?
2.Who made up the labor force? To what extent did ethnicity or immigrant status (how long in the US) affect who did what in the mills? How did the ethnic or racial composition of the labor force change over time? Note Bell’s comments about the differences between Kracha’s and Mike’s generation regarding their expectations of work and or life.
3.How steady, or predictable, was employment? What about the spells of underemployment?
4.Consider Mike’s musings with his friend Stefan Bodnar about being Slovak and about work in the mill.
5.What happened to the work schedule at the Braddock steel mill as the 1930s depression deepened?
6.What benefits did the steel mill workers have?
7.What work did the Slovak women in Braddock do? The lives and labor of the female characters, especially Elena, Dorta, and Mary, are revealed throughout the book. Can you describe a day’s work for the wife of a mill worker? Why did women “take in boarders?” What was involved in “taking in boarders”?
8.How did the absence of family planning information and safe, reliable methods of birth control affect the lives of married women in Braddock?
IV. Unionization and Politics:
1.What does Bell report about the Homestead Strike of 1892? What was the Amalgamated Association of Iron and Steel Workers?
2.Why was there no union-organizing activity at the Braddock steel mill during while Mike Dobrejcak worked there? Why didn’t Mike get involved in union organizing?
3.Why did Mike support William Jennings Bryan in the 1896 election? Why was Kracha hesitant to display a campaign poster for Bryan’s candidacy?
4.After the National Industrial Recovery Act, with section 7(A), was passed in 1933, the Braddock mill organized an Employee Representative Plan. What was this? What did Dobie and some of the other mill workers think about it? Also, the Amalgamated Association of Iron and Steel Workers began organizing in the Braddock mill. Do you understand how the ERP worked? What did the Amalgamated try to do?
5.Note the effect that the Wager Act (the National Labor Relations Act, 1935) had on prospects for union organizing.
6.What grievances did Dobie and other members of the Amalgamated have against the company by 1935?
7.What was the Steel Workers Organizing Committee and its relationship to the Congress of Industrial Organization.
8.Why does U.S. Steel finally agree to sign a contract with SWOC/CIO?

Assignment Marking Criteria for
CW1 Extended Literature Review
LEVEL 6 ASSESSMENT CRITERIA NEEDS TO BE APPLIED.
The Review links to Module Learning Outcomes:
1 Develop a critical understanding of the research process, its principles and benefits to healthcare.
2. Critically evaluate strategies for collecting and appraising literature to conduct a coherent literature review.
3. Demonstrate a questioning and analytical approach to the utilization of research findings in practice, and a sound ability to develop evidence-based recommendations for enhancing nursing care.

The extended literature review will enable students to develop advanced academic skills in critically evaluating an aspect of nursing practice and to develop strategies for implementing change through the use of evidence based practice. The aim of the literature review is to develop the analytical and evaluative skills of the student to enable them to contribute to the development of nursing practice and clinical effectiveness.

Assessment Brief
The written assessment for this module takes the form of an extended literature review. The review is ‘extended’ to include a critical account of the methods adopted in carrying out the review of the literature.
The following sections should be included in the review. The recommended words in brackets are to give a rough idea of weighting – they do not have to be strictly adhered to and will also depend on where you discuss the strength of the evidence found. But the methodology section and the discussion of themes are particularly important parts of this literature review.
Themes from the papers found: (4000 words)
This is a critical discussion of all the material analysed, demonstrating a synthesis of information from the range of sources accessed. The work needs to demonstrate the validity of the themes and how these relate to the evidence and to practice. This part of the project will need to be divided into sections. The number of sections will be determined by the findings of the review. Subheadings may be required. The assignment should read as one coherent piece of work, therefore, the sections should be logically ordered with a link given to conclude one section and to lead to the next.
The reader needs to be guided through the review with clear ‘signposts’ throughout, summarising issues and showing a good understanding of how all the issues raised in the review are related to one another. Discussing the findings of the care articles (papers) in order to evaluate, their individual and collective reliability and the where or how they differ from one another.
Implications/Recommendations for Practice (500 words)
You should include a critical discussion of the implications for nursing practice arising out of the findings of the review.

Guidelines for Marking Projects

The following set of guidelines has been devised to clarify the marking process of Level 6 Project modules.

 The first marker will be a field specific lecturer and the second marker will be identified from within the team of markers identified.

 Each project must be double blind marked: this means that each marker must mark the project using the project marking criteria alongside the Society and Health marking criteria/grids for level 6.

 Each marker should award a mark for each category and a final mark independently of one another; these sheets should be available for the moderation event.

 Both markers should arrange a meeting where they discuss their comments and marks awarded and agree a final mark and comments to be given to the student; this should then be entered electronically.

 If the markers cannot agree a third opinion should be sought; usually the module leader will appoint someone.

 The course leader should be advised as to the nature of the disagreement and will usually either act as the third marker or identify an appropriate person to do so.

 Both markers should acknowledge the final feedback sheet.

 

Unit 3 Paper: The Ethics of Artistic Representation in Radioactive
You will apply ideas or information from two scholarly or substantive sources, in critiquing Radioactive, quoting from and paraphrasing from the sources. You must include references to the assigned article “Visual Ethics” (still within the Unit 3 folder). In fact, you may rely primarilyon “Visual Ethics,” using the other sources as additional support for your position.
Make a case that the form/design of Redniss’ Radioactive follows (or does not follow) the generally held guidelines of ETHICAL artistic representation. Do her specific choices help to tell the story while maintaining a high regard for the ethics of artistic representation?
—————————————————————————————————————————————
Two obvious ways you might organize this paper:
1.) Make a list of specific pages where Redniss does a poor or excellent job of ethically using visuals to tell a part of the story. Which items from your list best “hang together,” where she has done a fine job or a bad one? Answering this question should lead to your main claim, which should make a concrete judgment about the overall quality of her ethics throughout the entire book. Devote one or more consecutive paragraphs to each of the pages that illustrate your judgment: bad job with ethics or good job with ethics. (Do not use more than one example from the in-class worksheet from Fri, March 27. Find your own!)
OR
2.) Choose ONE ethical problem or question and evaluate the book, using examples from it, exclusively in regards to this one ethical issue. Choose the problem or question from either “Visual Ethics” or from an approved scholarly or substantive source you find. You are again likely to organize around the examples from Radioactive, though not required to do so. This one is more intellectually impressive because it requires a slightly higher level of critical thinking. At least today I think so.

here is the instruction:
Assignment #3: Evidence of Learning

Identification and evidence of major learning in the course

Go back over your work in the course and provide a summary of what you view as your major learning in this course. Show evidence of what you learned by citing passages from your work( FORUM AND WIKI POST TO GROUP)

BELOW ARE MY POST TO GROUP FOR THE DIFFERENT UNITS. PLEASE SEND ME A MESSAGE IF YOU HAVE ANY QUESTIONS. PLEASE USE THE BELOW WORK AS EXAMPLES TO WRITE THIS PAPER AS YOU SHOW EVIDENCE OF MAJOR LEARNING IN THIS COURSE. REF TO THE LAST ODER NUMBER (81394200)

UNIT 3 FORUM POST TO GROUP :Paradigm(s), methodology(ies) and research methods

While doing a review of the two research reports, I found it very informative and enlightening. Through the review, I was able to appreciate the significance of research studies as it relates to the fluidity and dynamicity of the contemporary world’s social constructs. significance of research studies as it relates to the fluidity and dynamicity of the contemporary world’s social constructs. The review brought to my attention that research is a fundamental element in versatile social paradigms (Brown, 2011). It sees to it that paradigmatic shifts only advances toward better and more estimable societal dimension. Such dimensions includes economic, healthcare, social services, policies, environmental and social-interrelations developments (Amsden, Jackie & VanWynsberghe, 2005).

The two methodologies, namely; Qualitative Research methodology and Participatory Action Research (PAR) methodology, used in the two studies were considerably the best choices for each respective case. However, from my personal and contemporary point of view, I think Qualitative Research methodology appears to be the most effective and the most comfortable strategic approach for social related studies. This Research methodology constitutes tools which apparently have proven their utility efficacy, specifically to the study of psychological disciplines of humanities and the general social sciences. The methodology focuses on collecting in-depth second hand information with the aim of enhancing a better understanding of humanity and their behavioral characteristics at diversified social levels. The methods develops social-knowledge, not only from the ‘what’, ‘where’, or ‘when’ perspectives, but also through investigating and questioning reasons and process of decision making (Harrikari, Rauhala & Virokannas, 2014).

Brene Brown (2011). Ted Talk: The power of vulnerability. Available at: https://www.youtube.com/watch?feature=player_detailpage&v=iCvmsMzlF7o

Amsden, Jackie & Rob VanWynsberghe. (2005). Community Mapping as a Research Tool with Youth. Action Research. Vol. 3. pp 357-381.

Harrikari, T., Rauhala, P.-L., & Virokannas, E. (2014). Social change and social work: The changing societal conditions of social work in time and place.

UNIT 4 WIKI GROUP POST : Need Assessment

We realized that there was increased case of homelessness in most of the towns in my country. Many people were lacking decent housing. Thus we felt that the problem was serious and requiring to be addressed imminently. Otherwise, adverse consequences, including but not limited to congestion, insecurity and disease outbreaks, were bound to occur. A nonprofit organization in Victoria decided to try and offer a lasting solution to the problem. Having had lived in this area for quite a good number of years, I was chosen to spearhead the research process. I selected a group of few assistance personnel’s, who likewise to my case, had lived in the area. Selecting an aboriginal group was relevant since I believed that each of them was conversant with the regions. In so doing, cases of communication barriers and inconveniences were subjectively sorted since the group could understand language spoken by natives (Watkins, 2007).

We began by trying to understand the problem at hand. We realized that many this people were lacking decent housing while others were homeless. We tried to investigate the courses of this problem by forming a group and dividing ourselves among the areas that were hard hit by this problem. We began by determining the research methods to use. After brainstorming, we decided to mainly involve informal interviewing and also rely on secondary sources of data on population data and censuses conducted in the previous years in this country (Mintzberg, 2000).

From our interviews, we discovered that the problem was so big and needed urgent concern or else many people would face adverse effects of homelessness. In one of the local towns, were found several families who were homeless and mostly slept in the streets from their birth. Many of this were children of primary school age. We discovered that many of these homeless people had moved to the urban areas in search of jobs where most of them were illiterate and could only rely on menial jobs. Others were runaway people who while at teenage had ran away from their families and moved to look for homes in many areas (Watkins, 2007).

There was the problem of how to come to settle these people in affordable houses. From the census reports, the number of homeless people kept on increasing over the years. We concluded that the government and other non- profit organization should provide some funds to purchase land were houses would be built and could be accessed at affordable rates. For the case of children who were orphans, in our report we resolved that well to do families would be requested to provide adoption for them and also look for children orphanages that were available in the country (Rossett, 2009).

Watkins, R. (2007). Performance by Design: the Systematic Selection, Design, and Development of performance Technologies That Produce Useful Results. United Kingdom: Routledge.

Rossett, A. (2009). Training Needs Assessment. Indianapolis: Dog Ear Publishing.

Watkins, R. (2010). Handbook for Improving Performance in the Workplace. Vol. 2: Selecting and Implementing Performance Interventions. United States: Good Year

Unit 8 FORUM POST TO THE GROUP : Generating and Analyzing Qualitative Data

Interviews are is the most well-known source of information in qualitative research. The one-to-one format is most dominant; however, focus groups and group interviews are occasionally conducted. Interviews vary from the highly structured to the open ended and conversional format. For socio demographic data, like the research under study, requires the highly structured format (Wrench, 2013). The questions administered to interviewers is normally the same; however the alignment of the questions, exact wording, and the type of follow up questions may range considerably. Focus groups involve interviews on a particular subject with a small group of persons. This method is efficient because the researcher collects information about several persons in one session.

Observation entails spending significant time in the setting. Field notes are taken during observations and are entirely focused on what is observed. The notes also determine what the observed events represents hence providing help while answering research questions during data analysis (Wrench, 2013). Other data- collecting methods include self- reports of attitude and knowledge. These are among the many sources of information in qualitative approaches. The researcher can formulate scenarios in the form of descriptions of actual pictures or situations, which are acted out for participants to see. The participants can then suggest their interpretation of what is being carried out in the scenario.

Limitation of Qualitative Methods

Data collection methods for qualitative research entail direct interactions with persons. It often involves direct contact with individuals in a group setting or on a one on one basis. Additionally, qualitative data is normally gathered from a smaller sample, therefore, qualitative research methods are expensive and time consuming.

Qualitative research analyzes each case individually. It does not impose preconceived assumptions or notions, additionally, it does not attempt to generalize all participants have a specific problem (Wadsworth, 2011). Qualitative methods have the merit of in depth analysis, flexibility and the ability to observe several aspects of a social scenario. A qualitative researcher can identify the need for further probes during interviews. Additionally, by using and developing questions on the spot researchers can acquire a more in-depth understanding of the respondent’s attitudes, beliefs, and situations. A researcher could also identify changes in bodily moods, expression, and voice intonation during interview hence getting richer data (Wadsworth, 2011).

References

Wadsworth, Y. (2011). How To Go About Finding Out: Techniques B-P. Do It Yourself Social Research. Australia: Allen&Unwin.

Wrench, J. (2013). Quantitative research methods for communication: a hands-on approach. New york: Oxford University Press.

Assignment 1: Rationale for Agency Selected
Due Week 2 and worth 100 points

For this and the following assignments, which will become a major part of your portfolio, you will take on the role of a consultant for a government agency. The first role of the consultant is to familiarize yourself with the agency, its departments, and key actors. Select a local, county, state, or federal agency and a department within the agency. Usually, you can find contact information on their Websites.

After selecting an agency and department, you are expected to:
1. Provide a rationale for your selection, and research the agency and department.
2. Interview at least two (2) representatives of the agency’s department for the different sections of the paper. (If you can obtain more than two (2) different interviews, do so. The more perspectives, the better. Interviews can be conducted in person, by phone, or by an electronic method such as email.) (Note: Follow the Guidelines for Interview Assignments at Strayer University included below.)
3. Research the literature regarding issues that involve the selected agency and public administration in general.
Assume the role of a consultant who works for a consulting firm that has asked you to research this agency and file a report with the Vice President (VP) of Accounts and Client Support.

(Note: Guidelines for Interview Assignments at Strayer University:

(1) Before students engage in an interview assignment, they must adhere to these Guidelines for Interview Assignments at Strayer University:
(a) The purpose of the assignment is to train students in interview/research methods, not to develop or contribute to research that can be applied to situations beyond that studied or that is created to share with others beyond the local setting.
(b) No publication of projects containing the results of or information from the interviews is allowed, including publication in social media, blogs or the Internet generally. The interview findings may only be shared in the class.
(2) When presenting the results of their interviews to their instructor and / or classmates, students may not disclose personally identifiable information about an interviewee, unless they have received written permission from the interviewee as verified by their instructor.
(3) All interviewees must be at least 18 years old.)

Write a two to three (2-3) page paper, titled Part I: Background of and Rationale for the {Selected Agency} in which you separate the content into sections:
1. Provide background information about the agency and its department, mission, and its goals / objectives. (Title this section Introduction.)
2. Describe three to five (3-5) functions of this agency. (Title this section Functions of the Agency.)
3. Analyze two to three (2-3) current events involving the agency. (Use the e-Activities from Week 1 and Week 2.) (Title this section Current Events.)
4. Explain the rationale for selecting this agency with two to three (2-3) justifiable reasons. (Title this section Rationale.)
5. List four to five (4-5) academic sources and government Websites you expect to access in your research. (Include no more than one (1) non-government Website.)
Some Websites you may want to access are:
• U.S. Government Printing Office located at http://www.gpo.gov/
• The Federal Register located at http://www.federalregister.gov/
• U.S. Government Accountability Office located at http://www.gao.gov/
• American Society for Public Administrators located at http://www.aspanet.org/public/

When using these sites, please make sure they follow APA formatting within the text and on the Reference Page.

Your assignment must follow these formatting requirements:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The sections must have appropriate titles. The cover page and the reference page are not included in the required assignment page length. The assignment must be submitted as a Microsoft Word document.

The specific course learning outcomes associated with this assignment are:
• Examine the basic components and functions of public sector administration.
• Recommend ways to improve specific areas of public administration.
• Use technology and information resources to research issues in public administration.
• Write clearly and concisely about public administration using proper writing mechanics.

 

The following goddesses are discussed in detail in Myth & Knowing:
�Pele
�Inanna
��u C?
�Kali
�Calisto
�Diana
�Juno
�Sophia
What characteristics do these different goddesses share? How might the different theoretical approaches discussed in Myth & Knowing explain these shared characteristics?

You can get to the Myth & Knowing book by going to www.phoenix.edu and hit student login at the top of the page.
username: draysullivan87
password: Drae45678

Professor’s instruction for philosophy paper:
I
I am thinking that we should do the following: write a comparative evaluation of Mill versus Kant. I stress the word *evaluative*; the paper shouldn’t just be a compare and contrast. In so far as you raised objections to Mill in your last paper (and all of you did), how does Kant’s system answer those objections? In turn, are there objections that Mill could make to Kant? Who wins? Go back to your notes from the first day of class about how to evaluate an ethics. This paper is not asking for your opinion; it is asking you to evaluate their systems philosophically. Which is more coherent? Which is more consistent? Which system seems to have the better argument for why it is correct?
Here is an example: Mill appears to think that we can sometimes tell a lie if it fulfills his principle of the greatest good for the greatest number. By contrast, Kant thinks that lying is always wrong because we cannot universalize it. Mill’s system acquires a certain flexibility here, but it also has surprising results: we must safeguard against inducing pain in animals. (Most of you didn’t like that result, however, 2 students welcomed vegetarianism / veganism.) And yet, while Kant’s system is inflexible, his notion of justice is therefore absolute. It is *always* wrong for a Kantian to sacrifice even the life of one human being. Which system has the advantage here?

Define life safety as related to fire safety programs. Organizations provide comprehensive fire safety programs to mitigate hazards involving fire in the workplace. As a safety and health manager for your organization, how would you build and train a cross-functional fire and safety committee to train employees to respond to fire dangers? What components would you include in your program? How would you ensure commitment to employee safety through your training?

Your essay should be at least 500 words in length and include an introduction, a body, and a conclusion. You are required to use at least your textbook as source material for your response. You must also use one outside source. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

After the initial German assault in World War One operations became bogged down, trench warfare with the emphasis on defensive operations.

Analyse the role of the military cultures on the conduct of operations on the Western Front during the war and assess the offensive of the German and Entente armies of the Front during their offensive operation in 1918.