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Write a five-paragraph synthesis essay, illustrating your command of the English language, your ability to synthesize numerous texts, and your mastery of appropriate in-text citations.

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Write a five-paragraph synthesis essay, illustrating your command of the English language, your ability to synthesize numerous texts, and your mastery of appropriate in-text citations. The goal is for you to demonstrate your understanding of several of the works from our reading list and your ability to recognize common themes among them.

Directions:

  • View: The synthesis essay
  • Choose a common theme running among three or four of the works from our reading list (select a topic that sparks insightful thinking).
  • Identify three sub-topics that support the development of that theme (these may become the topics for your body paragraphs).
  • Draft a thesis (you may construct an essay map or an umbrella-type thesis).
  • Identify the concept/topic for each body paragraph that supports the thematic connection among two of the texts:

o TextA&TextB

o TextA&TextC

o TextB&TextC

  • From each text, find appropriate passages, lines, or words that support the connections and then determine if the exact wording (quoting) or a paraphrase will best communicate the comparison or contrast between the texts (you will need at least one citation from each source discussed in the paragraph; thus, you will need a minimum of two in-text citations—either quotation or paraphrase per body paragraph). You do not need to cite all three texts in each body paragraph, but you must cite a minimum of two texts for each paragraph.
  • Draft tentative topic sentences and/or a sentence outline.
  • Consider the logical arrangement of the material in the paragraph (reasons, examples, names, numbers, & senses) and the essay.
  • Develop strongly worded introductory and concluding paragraphs (Introduce all the works and authors in the introduction; conclude the essay with thoughtful commentary).
  • Draft a Works Cited page (see LBH).
  • Try to incorporate more than one author within a citation (see LBH) to indicate scholarly ability to synthesize.

 

Evaluate and explain the meaning of the common law Mirror Image Rule Give a brief example of an agreement that reflects the common law Mirror Image Rule

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Create a PowerPoint (PPT) comparing the common law mirror image rule with the UCC battle of the forms and evaluating the Parsons – QFC contract for purchase of chairs.

The PPR should address the following:

Evaluate and explain the meaning of the common law Mirror Image Rule
Give a brief example of an agreement that reflects the common law Mirror Image Rule
2. Evaluate and explain the meaning of the Battle of the Forms under the UCC

3. Analyze and explain the meaning of UCC 2-207(1), 2-207(2) and 2-207 (3)

4. Analyze and explain whether, under the common law Mirror Image Rule, Parsons and QFC would have a valid, enforceable contract

5. Analyze and explain whether, under the UCC 2-207 (1), Parsons and QFC would have a valid, enforceable contract

6. Analyze and explain whether, under UCC 2-207(2), the Parsons-QFC agreement includes a warranty(ies)

Background: Liberty needs to do a presentation for a client from Parsons manufacturing company to explain whether the client has a valid case. The client will be accompanied by in-house counsel from Parsons, so Liberty wants the presentation to be comprehensive in covering all contract law technicalities but must also be easy to understand.

Liberty has asked you to create a PowerPoint to explain and summarize the information to be presented to the client at the meeting.

Facts: Parsons’ manufacturing company is in the business of building chairs. Quality Furniture Company (QFC) sent a Purchase Order to Parsons for 200 chairs at $50.00 per chair. The QFC purchase order was silent as to a warranty.

Parsons responded by sending its acknowledgement form that stated 100 chairs were to be purchased at $50.00 per chair. Preprinted on a Parsons sales form was the statement that “all chairs are warranted for 60 days as to defects and workmanship.”

Parsons sent the 200 chairs and QFC accepted them and paid in full. Thirty days later, QFC noticed that the chairs were splintering due to faulty workmanship. QFC has consulted with Liberty to determine whether it had a valid contract with Parsons,

Choose a specific client or member population, setting, and type of group to research and develop a working plan as to how you would develop and implement this group. How will you assess the needs of the group?

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Week 7 Group Final Paper (key assignment)
Students will choose a specific client population, setting, and type of group to research and then make a working plan as to how you would develop and implement this group. For this assignment, you MUST work with at least two other people. You may have up to five people in your group for this project.
Choose a specific client or member population, setting, and type of group to research and develop a working plan as to how you would develop and implement this group. For this assignment you MUST work with at least two other people. You may have up to five people in your group for this project. Choose a specific type of group for a particular client population and setting that reflects your current professional interests (so be intentional in choosing your work group to ensure there are shared interests).
Conduct a literature review of your topic using course materials and at least 4 additional reference sources. Reference your writing as per APA style, including a Reference List, at the end of the paper. Completed paper should be no more than 10 pages in length (ideally 8-10 pages when complete, excluding cover and reference pages).
How will you assess the needs of the group? How will you continue to engage in assessment as the group proceeds? How will you be able to apply what you have learned about Human Behavior and the Social Environment to the development and management of this group. What personal feelings / affective reactions do you anticipate might arise during a group such as this one? How might these evolve during the process of engaging with group members, assessing the needs of the group, supporting the intervention, and evaluating the impacts of the group? How will you manage these reactions? What kind of supervision and inter-disciplinary consultation might you seek as you engage with, assess, provide intervention to, and evaluate the outcomes of the group?
Outline and subtitles for your paper:
• Leadership Style: Describe the leadership style you will use; provide your rationale, including: the degree of involvement you as a leader would establish (active / directive vs. inactive / nondirective; structured vs. unstructured; open v. closed) provide your rational.

Write an essay that compares and contrasts a Whitman poem with a Dickinson poem. You’ll decide how the poets’ attitudes or perspectives are alike and different, based on how they use poetic devices such as rhyme and figurative language.

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Write an essay that compares and contrasts a Whitman poem with a Dickinson poem. You’ll decide how the poets’ attitudes or perspectives are alike and different, based on how they use poetic devices such as rhyme and figurative language.

Think about how you might sum up your whole analysis in a single claim. Then think about how you might support your claim with evidence — particularly quotes from the two poems. Finally, consider what commentary you can give that will help readers understand how your evidence supports your claim.

Your essay should include the following elements:

A claim that compares poetic devices in the two poems and explains how they show each poet’s outlook;

An introduction with a claim, a summary of the poems, and a prediction of the topics you’ll cover;

Body paragraphs with topic sentences, evidence from the poems, and commentary about your evidence;

A conclusion that reviews your main points and makes a final statement for readers to carry away;

Transitions that ease readers from one topic to the next and show connections between ideas.

 

Recall a recent practice experience during which you felt positively about your work. Or recall a situation that you feel was challenging. Recall your thoughts, feelings, and reactions about this situation. What subjective beliefs and attitudes were operating?

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Recall a recent practice experience during which you felt positively about your work. Or recall a situation that you feel was challenging. It could be:

· An interaction indicative of the client / family or your own insight, growth, and change

·  A thematically related issue (e.g., loss; difficulty in relationships; feelings of hopelessness; examples of self-efficacy, participation, empowerment, leadership)

·   An interaction indicative of phases of the planned change process with the client or family (e.g., briefly summarize that experience (with client information disguised)

Recall your thoughts, feelings, and reactions about this situation.

· What subjective beliefs and attitudes were operating? Did they reflect aspects of your personality, worldview, or particular life experiences? How were these issues evident in your interactions, assessments, and intervention planning?

· What specific observations of yourself do you have?

·  How is the work with the client progressing? Are there signs of progress? What effect are your interventions having? What specific observations of the client do you have?

What did you do well during this meeting? What skills, tools or interventions did you use that were successful. What did not go well during this meeting? Describe what you could have done differently. Describe how you could you have been more effective.

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Describe the group meeting and purpose and your reason for selecting this experience:

Planned topic of content for the meeting:

What topic or content was addressed?

Brief summary of the meeting

Describe the group climate / atmosphere of the meeting. What contributed to this climate?

Did you see any connections or alliances between members? Between whom? What connected them?

Were there any new problems, issues, or themes brought up in the meeting?

Describe any challenging group dynamics and your assessment of these dynamics.

What group member roles did you see played out? (e.g. silent member, dominating, clown, peacemaker, etc.)

What was accomplished and/or what results occurred during this meeting?

What did you do well during this meeting? What skills, tools or interventions did you use that were successful

What did not go well during this meeting? Describe what you could have done differently. Describe how you could you have been more effective.

What models, theories or techniques did you use in this group interaction to guide your practice and involvement with others?

In retrospect, were your responses at the meeting selected through deliberate reflection, linkage, and planning? If not, how did they arise?

Explain what cultural and/or ethical issues or dilemmas arose in the meeting, and how you responded. What might you do differently in the future?

What information, knowledge, or advice do you need regarding this group that would help you in the future? Where will you find it (e.g., in the literature, from a colleague, or from a supervisor)?

What goals, plans and professional responses are needed in future interactions for this group to be more successful or effective?

What questions will you follow up with your supervisor on regarding this case?

 

 

 

Did the war profoundly change women’s and girls’ places in their families, communities, and workplaces? How lasting were those changes?

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When it comes to the history of women in wartime Canada, the Second World War has so far attracted the most attention from scholars. Perhaps surprisingly, given the otherwise abundant scholarship on Canada’s Great War, those interested in women’s and girls’ experiences during the First World War have had a more limited historiography upon which to draw. Sarah Glassford and Amy Shaw’s edited collection, A Sisterhood of Suffering and Service, brings together twelve new and recent articles that begin to address this scarcity.

Contained within are familiar and important questions about women and war: for example, the changing dimensions of women’s work is the focus of several chapters. But the collection also introduces readers to unique and innovative approaches to gender and conflict. As a case in point, one of the volume’s more intriguing chapters features Amy Tector’s use of disability studies to explore the concern about “authoritative” women and “emasculated” men (303). Suzanne Evans’s exploration of women’s markers of grief is similarly fascinating. Tying all of these interdisciplinary articles together is Glassford and Shaw’s excellent introduction, which provides a thorough overview of the existing literature of women and the First World War and neatly weaves together the articles’ common themes.

The central question that runs throughout^ Sisterhood of Suffering and Service is that of the war’s transformative effect. Did the war profoundly change women’s and girls’ places in their families, communities, and workplaces? How lasting were those changes? If there is any sort of consensus across the volume, it is that, despite dramatic changes in women’s lives, traditional gender norms were not significantly challenged. Furthermore, even women’s new and exceptional roles operated within the confines of acceptable femininity. The authors of this volume explore the adherence to domesticity and maternalism from the perspective of university women (Terry Wilde), voluntary nurses (Linda J. Quiney), young girls (Kristine Alexander), paid workers (Kori Street), indigenous women (Alison Norman), in poetry written by women (Lynn Kennedy and Vicki S. Hallett), and through the lens of social policy (Desmond Morton).

Yet transformation is a complex question. The volume’s best chapters are those that go beyond societal prescriptions about gender roles to examine women’s individual experiences. As Margot I. Duley states in her article about the Newfoundland Women’s Patriotic Association, women’s and girls’ experiences of war were both “paradoxical and profound” (70). Diaries, memoirs, and literary works reveal that transformation may have happened on a more personal level, even within the boundaries of gender norms. The poignant stories contained in Terry Bishop Stirling’s chapter on Newfoundland nurses demonstrates this well. Several chapters also remind us that transformation took on different dimensions across class, race, age, marital status, and region. Kori Street, for example, reveals the contrast between middle- and working class women who took up wartime paid labour. For the former, war work was a temporary patriotic duty; for the latter, the war provided much needed opportunities to support their families, and they feared the loss of those opportunities at \war’s end.

Glassford and Shaw readily admit that their collection has conspicuous holes – most notably, the absence of any analysis of Quebec women or girls. Nevertheless, the volume (and the included bibliography) opens the door to the kinds of questions that need to be asked about women, girls, and gender during the First World War.

 

If “race” is a social construct, should we not identify ourselves with specific ethnic and cultural groups? Are ethnicity and culture important for how we understand our sexuality and gender identities?

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Answer each question using critical thinking and analyzing from a sociologist view point. Title each answer with the corresponding questions.

Fully acknowledging the extremely problematic language and attitudes at play in the Craigslist posts analyzed in Ward’s article about straight dudes who have sex with dudes, and understanding why Ward disavows this type of same-sex behavior from queerness, is there a way to understand what is happening here in a larger context and then to imagine it in a different context? How might we be able to understand the desires of these men in a context that was not characterized by misogyny, homophobia, racism, and toxic masculinity? If heteronormativity and compulsory heterosexuality could be removed from the social context of these posts and the desires these men feel, how do you think some of these men might identify? Would there be anything wrong for a self-identified straight man to post an add honestly looking for a particular form of male bonding that involved certain kinds of same-sex activity if such posts and desires were not so compromised by toxic masculinity?

If “race” is a social construct, should we not identify ourselves with specific ethnic and cultural groups? Are ethnicity and culture important for how we understand our sexuality and gender identities??

The very first clip I link you to in the Power Point is an animated educational video from the 2007 documentary For the Bible Tells Me So. It is a worthwhile and informative little video that addresses scientific research into the makeup of sexual orientation and the problematic role the Christian ex-gay movement plays in trying to change people’s sexual orientation. However, I would say, that while this video is not inaccurate, it is itself a bit problematic in terms of how it presents some of this information. Why do you think I say that? Given what we’ve learned in this course so far, what do you think might be a bit problematic in terms of how this video presents some of its information?

Given the argument made by Dines and Jenkins about mainstream heterosexual pornography, is all pornography by its nature exploitative or harmful? Can pornography operate differently?

Based on what you’ve learned from this week’s recorded lecture as well as our oral presentations, what do you think is the best route forward to address the problems currently associated with sex work? Should sex work be criminalized as it once was? Is the Nordic model a good substitute? What about red light districts? Or should we decriminalize or even fully legalize?

What ethical theories can be used to create a values-driven culture of integrity? What organizational programs or processes can help achieve a values-driven culture of integrity?

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Review the “Assignment Material – The Scenario 3” and respond to the following:

Theresa and Mike want to create a merged company that is defined by a culture of integrity, thus aiding employees in making ethical decisions, such as in Joe’s ethical dilemma. They will begin by understanding the methods of embedding ethical decision making and behaviors into the culture, including their responsibilities as leaders. You, the consultant, are asked to provide recommendations and guidance to help them shape the culture they intend. This discussion is about values, a culture of integrity, and the role of leaders in creating and maintaining it.

Discuss the following:
• What ethical theories can be used to create a values-driven culture of integrity?
• What organizational programs or processes can help achieve a values-driven culture of integrity?
• In this type of culture, what decision-making processes can the CEOs use to make ethical decisions? Include any insights from your professional experience.

Identify the concepts found in all four videos. Write a brief summary – What are they about? Write a critical response analyzing (not a summary) the ideas, concepts, and themes in these videos, including your reaction to them.

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Following the themes of the stranger, othering, and how these concepts are often expressed in our societies,.
Each of these speeches stand as among the most articulate and powerful ever said about othering, strangers, and the social mechanics that lead to such evils.
Instructions: 1. Watch Videos 1, 2, 3 and 4. a. Sir Ian McKellen: The Stranger’s Case from Sir Thomas More b. Charlie Chaplin: Speech from “The Great Dictator” c. Elie Wiesel: Speech “The Perils of Indifference” d. Clip from “Don’t be a Sucker” (1947)
2. Following the Critical Response Format and Guidelines a. Identify the concepts found in all four videos b. Write a brief summary – What are they about? c. Write a critical response analyzing (not a summary) the ideas, concepts, and themes in these videos, including your reaction to them. i. Your critical analysis MUST include ALL four videos. d. Write two questions you have after having analyzed these four videos. e. About 500 words
3. Write a at least two replies to the critical responses of your classmates a. Your replies should: i. Engage with either your classmate’s questions or analysis ii. Not be vague or general statements of how nice their post are iii. Be critical and engaging iv. Be about 250 words