Best Writer

Analyze Angela Weld Grimke’s “The Black Finger” and “A Winter Twilight.” Explain the characterstics of Modernism. Explain the characteristics of Modernism and argue why your chosen poet should be considered a Modernist.

Discuss Modernist poetry in general: values, trends, key figures.
Discuss the Harlem Renaissance as another movement
Discuss Angela Weld Grimke’s work/reputation as a whole (Incorporate primary and secondary sources – articles about your poet or others who wrote in similar ways).

Answer the following: Have current scholars written about the poet? Was their work reviewed in Modernist journals?

Introduce dominant critical views of Angela Weld Grimke’s poetry.

If not, have scholars written about other aspects of Angela Weld Grimket’s life/work? Can connections be drawn between these?

Critics have ignored your poet’s poetry, but there are articles on their prose/their visual art/the journal that they founded. Find an article about Poet X’s novels/art/editorial practices and see if any claims can be extended to their poetry.
· Has your poet written any manifestos or essays on his/her work?
· If there is limited or no scholarship available on your specific poet, look to articles that address poets who use similar strategies.
o Critics have noted that some women and African-American Modernists appear to be more traditional but use subversive strategies. Find an article about Poet X and apply the strategies to Poet Y.
o Poet X personally reminds you of Poet Y. Look to articles praising Poet Y and use them to argue that Poet X should be better known.

Describe the organ ans history of the crimal justice system in the United States, second explain the functions of the police. court’s and corrections in the United States. lastly define the concept of crime and major theories of criminal

Democracy is an ideology that promotes peace, decentralizes power, and promotes equality and a high level of freedom; it is an instrument that works for people and protects people’s interests. Democracy statistically is a significant factor in receding conflicts and wars; the war in any shape in democratic ideology is unpopular and does not fit its peace theory principles. Moreover, the idea that mature democracies are less likely to go to war has been quite an interesting phenomenon that prompts a mainstream research agenda for International Relations Scholars and Policy Makers—knowing that in practice, historically, there has been stacked evidence that democracies will account for the majority and the bloodiest wars in history. When we talk about democratic countries, we are painting a picture of certain norms, values, and principles that, in theory, fit this carved mold of liberalism. The pursuit of individual freedom, right to private property, freedom of speech, government through a democratic election, and representation, to name a few catalysts that all democratic countries share but non-perfected all within their states, thus the American invasion of Granada and American Civil War would assert this flaw. Hitler’s invasion of Poland, consequently initiating World War II, would be another flaw stacked against democracy and would caution a relationship between democracy and violence.
Furthermore, it is essential to establish that although the probability of democracies engaging in military conflict has fallen at all times low, there is still a strong tendency toward military use between democratic and non-democratic countries even in present days. The pursuit of unification restricting violence when bargaining with foreign aggression seems loosened; a democratic leader would willingly engage in a costly war with non-democratic states, especially when and if a credible threat or an attack is posed. One should not forget the United States, a frontier in a democracy that used the most outrageous weapons in the history of wars against another country, and the American people were completely unaware of the decision of the government to use WMD in Japan.

The Democratic Peace Theory explains the absence of war between democracies, and it upholds democracy as a key peacekeeper due to the obligatory culture of democracy that governs the relationship between leaders and the people and their involvement in the decision-making when it comes to engaging in war with another country. In particular, the US political leaders historically understood that promoting worldwide democracy would instill peace in their country and congeal our country’s security and peace. For many years US leaders have advocated for worldwide peace theory; it even entered into the policy decision at some point. In 1994 in his state of the union, President Bill Clinton said that worldwide democracy is in the best interest of our country. Similarly, President George W. Bush argued that promoting democracy should be an essential part of our policy when he advocated for US involvement in the Middle East. The mindset of promoting peace seems to be a central aspect of our leaders; President Obama emphasized the connection between peace and democracy during his 2009 speech, accepting the Nobel Peace Prize.
There is a significant decline in democracies engaging in military conflict; therefore, the claim that mature democracies “almost never” go to war with one another may be more fitting in recent history. I believe that this is in large because democracy creates new culture and incentives and promotes a cultural behavior shift where citizens hold their leaders accountable. It obligates the leaders to oblige to the laws of the country. Transparency and checks and balances govern a sense of security amongst states; just because they disagree on specific issues, they do not have a fear of a sudden revolt of war. Another incentive of democracy is electoral, which promotes accountability; those in power are selected by people and work for people. Thus, engaging in war is not in their best interest as they must share the war’s outcome with the people and may lose electoral votes as a result. There is a stark contrast between autocracies here, as the leaders in these countries have sole proprietors in decision-making. Usually, they decide what interests them and the elite around them. Therefore, engaging in war seems less harmful to them as they are rarely engaged or affected directly in the war and bear no consequences to their political power. However, the other hypothesis is that leaders of democratic countries may have a greater incentive to start a war due to pure pressure from their citizens. So as not to appear weak and ineffective to their voters in handling international conflicts or if a leader of a democratic state makes a threat during a conflict, and if they do not follow through, they are afraid of losing popularity on the poll and potentially losing the re-election. In contrast, with a leader from an autocratic country, popularity among their citizens is irrelevant, and their diplomatic power is unaffected by the citizens’ like or dislike.
It boils down to the shared interest; democracies tend to have more mutual interest and collaboration, keeping each other more accountable as an alliance. Each democracy will share similar norms and values and is required to fulfill a set of universal requirements. Further, there is more at stake when democracies engage in a conflict. Usually, it will be resolved diplomatically because of their mutual economic interest that they do not want to lose. However, also democracies remember far too well the devastating outcome the military intervention would bring to them. Mature democratic states are powerful and advanced in their means and military skills. All can put quite a bloody fight; for that reason, I believe they restrain themselves from engaging in such conflict as it can have grave consequences for both parties involved and would produce catastrophic geopolitical consequences globally. So when conflict arises, they seem to diffuse the situation promptly through diplomatic compromise. Democracies do not like to threaten each other as they know neither one cannot back down. The conflict will escalate with a devastating outcome; this is partly because Democratic leaders do not want to appear weak to their constituents and the people who elected them.
The global spread of democracy, followed by solid multicontinental economic growth, develops global stability and peace.

For this assessment, you will develop an 8-14 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the safe medication administration improvement plan you developed in Assessment 2.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze the elements of a successful quality improvement initiative.
Explain the need and process to improve safety outcomes related to medication administration.
Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.
Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.
Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.
Organize content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years)
Scenario
For this assessment it is suggested you take one of two approaches:
Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan pertaining to medication administration, or
Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals pertaining to medication administration safety.
The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at an in-service session to raise awareness of your chosen safety improvement initiative focusing on medication administration and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.
Be sure that your presentation addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
List the purpose and goals of an in-service session focusing on safe medication administration for nurses.
Explain the need for and process to improve safety outcomes related to medication administration.
Explain to the audience their role and importance of making the improvement plan focusing on medication administration successful.
Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.
There are various ways to structure an in-service session; below is just one example:
Part 1: Agenda and Outcomes.
Explain to your audience what they are going to learn or do, and what they are expected to take away.
Part 2: Safety Improvement Plan.
Give an overview of the current problem focusing on medication administration, the proposed plan, and what the improvement plan is trying to address.
Explain why it is important for the organization to address the current situation.
Part 3: Audience’s Role and Importance.
Discuss how the staff audience will be expected to help implement and drive the improvement plan.
Explain why they are critical to the success of the improvement plan focusing on medication administration.
Describe how their work could benefit from embracing their role in the plan.
Part 4: New Process and Skills Practice.
Explain new processes or skills.
Develop an activity that allows the staff audience to practice and ask questions about these new processes and skills.
In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.
Part 5: Soliciting Feedback.
Describe how you would solicit feedback from the audience on the improvement plan and the in-service.
Explain how you might integrate this feedback for future improvements.

With your intended grade/age group you plan to teach in mind, create a language rich classroom station/centers.

Will you have language literacy centers? If so, describe.

What materials will have in your classroom to support language literacy development: reading, writing, spelling, listening, speaking, viewing

You may write this up as a descriptive paper or Power Point with the following information:

Age/Grade Level
Subject
Are you designing a whole classroom or center?
Materials – select creative and innovative materials (book titles, etc.)
Strategies – select 5 strategies and explain
Technologies – select 3 and explain
Physical layout design & Emotional climate explained
References

TOPIC FOR ESSAY: find an example of a company that undertook a sustainability strategy that was perceived as greenwashing. Do you agree that the company was greenwashing or was its actions sincere? – Think Canadian Industry

Write a short reflective essay and be sure to include an introduction, body and conclusion.

use the following resource to learn more about reflective practices: https://libguides.cam.ac.uk/reflectivepracticetoolkit/introduction

Spinoza paragraph: “For whether a man is urged by love or driven by a fear of threatened evil, since in both cases his action always proceeds from his own intention and decision, either there can be no such thing as sovereignty and right over subjects or else it must include all the means that contribute to men’s willingness to obey. whenever a subject acts in accordance with the commands of the sovereign power, whether he is motivated by love, or fear, or (and this is more frequently the case) a mixture of hope and fear, or by reverence—which is an emotion compounded of fear and awe—or whatever be his motive, he acts from his ruler’s right, not from his own.” Theological Political Treatise pg. 186

Answer the following questions about the paragraph: How is the paragraphy constructed, what do the different sentences do? How do they offer evidence? How do they develop conclusions from evidence? How does it function within the argument of the text in question? How does it construct a theoretical category, in other words, a statement that does not refer to an object a thing in the world, but constructs its object. What does this category make it possible to think? How does it act on other concepts (in other words, how might Spinoza or Rousseau be referring to Hobbes).

Must include citations from: Theological

ASSIGNMENT THREE: SONG ANALYSIS
Choose a song to explore and explain from a structural and a social point of view. Working from a
recorded performance, try to describe the sonic structure of what you hear, and the many possible
meanings both internal and external for the singer, poet, songwriter, listener, and you. Pay special
attention to the affect and the greater social meanings of the music. In this assignment we closely
examine the fundamental attributes and features of human music taking the form of song. (“Song” here
implies vocalism, language, message, and often other structural features that we associate with
“music”.) For the purposes of this assignment, you may consider a song to be a kind of amplified speech.
Considering how and why this speech is amplified, by whom and for what listener, is the job of the
ethnomusicologist. Along with structural information, try to be open to the meanings in the song, the
feelings it provokes, and how these resonate inside you and others. Use care in selecting the musical
material. Because of the complexity of the task, students may wish to consider short and simple songs
recorded by you or someone you know. Familiarity with the performer will help you understand the
language, a short song will simplify your timeline, and with no musical accompaniment there is no need
to account for it. Recordings made on the computer or phone are perfect. However, you can choose
something more complex, like a track from a cd or a music video. There is no requirement that you be
the person who records the AV but doing so might have some analytic advantages. In an extended
written discussion (around five pages) present your feelings, observations, analysis, and conclusions
about the song with respect to its structural features and social significance, and especially how those
two features might be related. You may also write about the transcription or recording process, and how
your listening changed over the course of your work. As a class we want a description of Your song, but
we also want to know about songs in general, so you may also compare your song to others that might
be related. Students are encouraged to look closely at the words and the musical (tonal and rhythmic)
structure, and to use neumes, transcriptions, sketches and other visual material to help describe the
structures and meanings that they find. This extra visual material might include (but is not limited to)
timelines, transcriptions of the melody and lyric, chord structure, or phrase contours and structural
information about your song: the tone set, the meter or metric feeling, the song form, transliterations
and translations from the original language, instances of conjunct and disjunct motion, of syllabic and
melismatic lyric settings, of rhetorical and euphonic features of the lyric and instances of vocables
appearing. The more time and care spent on the song description the more considered and cogent your
comments will be. A good analysis might include: A timeline (in minutes and seconds), a transcription of
all the lyrics and vocal sounds, a phrase-by-phrase mapping of the melody contours and the form of the
piece, together with indications for entrances and changes in the accompaniment. It might also include
a mapping of metric stresses in the lyrics, together with other phonetic features such as rhymes, phrase
division and grammatical logic of the lyrics. Ideally, students will be able to account for conjunct and
disjunct motion in the melody, and for lyrics that are syllabically or melissmatically set. Most
appreciated will be efforts to context your song in a larger appreciation of songs in general. With your
essay and visual material, please turn in a recorded copy of your song, or an address where it can be
heard

Childish Gambino – This is America
Please analyze this song. Thank You

This is an analysis essay in which chapters from different generations in the book are analyzied. Please do not use James chapter for analysis. Please provide evidence that is solely from the book “Homegoing” and provide page numbers with the evidence.
Prompt:
For this paper, I will ask you to examine two chapters from different generations–your choice of chapters and generations, so long as they are not the same two chapters you explored in your group presentation. What can the particular parallels and lines of continuity–or alternatively, contrasts and disjunctions–between those chapters and generations tell us about Homegoing’s core themes and concerns?

Support your argument with close analysis of the most significant continuities and/or discontinuities that emerge between your two chosen chapters of the novel. Make sure to explain why you chose those particular chapters in your introduction. What can we learn by looking at those two chapters together that might be less visible if we explored each chapter separately?

tell about science and technology of the future
2. set in the future, in space, on a different world, or in a different universe or dimension
3. relationship with the principles of science; involve partially true and partially fictitious
laws or theories of science; should not be completely unbelievable, because it then
ventures into the fantasy genre
4. creates situations different from those of both the present day and the known past—the
characters will experience something new and unique
5. include a human element, explaining what effect new discoveries, happenings and
scientific developments will have on humanity in the future