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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.

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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

Since there are no surveillance systems in place for diabetes, what measure of health or measure of disease frequency will you calculate and why?

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You are a member of a healthcare team which has been sent to a province in a third world nation whose size and population is almost close to that of Burlington, Vermont. The team has been tasked with performing a health needs assessment for the province over the course of 18 months and you, having some knowledge about epidemiology and bio-statistics, is required to estimate the burden of type 2 diabetes in this population. Since there are no surveillance systems in place for diabetes, what measure of health or measure of disease frequency will you calculate and why? Being given a budget of $100,000, briefly propose or speculate how you will obtain the needed information to calculate your measure of disease frequency or burden.

What are some theological agendas that have affected interpretation in the past? Are there any contemporary cultural issues that would affect interpretation?

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Investigate the Historical Context of the Passage.

Use the bible passage and larger context of the whole book to figure out:

Who?

Who wrote the passage? The author go beyond the name.

What was the mindset of the author/ relationship between author and God or audience/ the author’s circumstances?

Understanding who wrote it changes how we are going to read it.

Why did God choose that person?

Who was the passage written to? The Recipient

Jewish audience or Greek audience?

(needs/circumstances/characteristic)

What benefit would the audience get from the passage?

The main characters more than just the name pivotal to the story even God can be a main character of the passage (needs/circumstances/characteristics) brings perspective into the passage.

What?

What was being written about? ← According to the lecture, the what is not strictly about what was written/ being said.

what is the genre? and how does its literary context emphasize, bring the message.

When?

When was the section written?

cultural differences from then and now.

Where?

Where was the author when he was writing the passage?

Where was the author writing to?

What was the cultural climate into which the passage was written?

If necessary, consult commentaries, study bibles, or other historical references to gather further information.

Be sure to cite sources where necessary

Think about Personal Contexts

Preconceived Ideas

What are some possible preconceived ideas about the passage or the message that it communicates?

Theological Agendas.

What are some theological agendas that have affected interpretation in the past?

Cultural Issues.

Are there any contemporary cultural issues that would affect interpretation?

Provide a plan to deal with this provider’s actions based on your knowledge of the law, ethics, and the internal guidance you are said to have in your organization.

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Regardless of the provider type, when you are in an administrative position, you more likely than not will be asked to render a decision about a person’s continued relationship with your organization. This exercise will provide you with practice applying this week’s concepts to a scenario involving a provider. Here you are being asked to provide a plan to deal with this provider’s actions based on your knowledge of the law, ethics, and the internal guidance you are said to have in your organization.

Before beginning this assignment, view the following scenario:  found in materials

Now that you have reviewed the scenario and the bylaws, address these questions:

  1. What actions can be taken based on the bylaws that you currently have in place?
  2. If charges are filed by the District Attorney against the dentist but he hasn’t yet gone to trial, can action be initiated against his privileges?
  3. With the information you currently have, do you need to report the dentist to the NPDB? If so, for what reason(s)?  If not, why not, and what action would need to be taken for reporting to be appropriate?