Summary-ResponseOverviewOver the past couple weeks, you have read about and discussed three social issues: language and power; freedom and security; and health and wealth. For this assignment, you will summarize and respond to the readings related to one of the social issues covered in weeks 2-4.ContentSelect one of the social issues covered in 2-4. The possible issues are: language and power, freedom and security, and health and wealth. Consider which issue interests you the most or about which you have a clear, strong perspective; ideally you will continue to work with this issue throughout the remainder of the course assignments.Now choose two of the readings selections related to that social issue. For each of those two readings,write a 1-2 paragraph summary of the reading selection.write a 1-2 paragraph response to the reading selection.OrganizationFirst present the 1-2 paragraph summary and the 1-2 paragraph response for your first reading selection. Then, present the 1-2 paragraph summary and the 1-2 paragraph response for your second reading selection.Be sure that your paragraphs follow the guidelines for paragraph structure. Review the sub-module on Summarizing and Responding to Readings for a sample summary-response paper.Grammar and MechanicsYour paper should be written with consideration for the conventions of academic writing, with attention to the following:punctuation: for example, use of commas, colons, and apostrophes.word-level considerations: for example, capitalization, spelling, verb tense, and usage.sentence-level considerations: for example, sentence boundaries, subject-verb agreement, and pronoun-antecedent agreement.Take time to proofread after you’ve written your essay. Think about your own writing habits you might want to change (like using “text-speak” or sentence fragments) and watch out for those. Reading your paper aloud is a good way to catch any mistakes.Sources and DocumentationYou are required to use two sources for this assignment. Your sources should be selected from the assigned course readings on your selected issue (language and power; freedom and security; health and wealth).Since your sources are from assigned course readings, you do not need to include formal citations. However, you should demonstrate basic attribution. This means you should reference the article titles and authors in your summary-response. For example:In the reading selection, “Social Class and the Hidden Curriculum of Work,” Jean Anyon discusses how American schools are set up to fully educate students from upper-class backgrounds and to give a limited education to students from lower-class backgrounds.Format and LengthYou should submit your summary-response for both readings in a single document/file. Your paper should include a header consisting of your name and the assignment name and a title that reflects your specific essay focus. (See example below.) Your paper should be typed, double-spaced and in 11 or 12-point font.Your summary and response for each of the reading selections should be a minimum of two paragraphs (about 400-500 words) in length. This means that your total document will be 4-8 paragraphs (about 800-1000 words) in length.Review the sub-module on Summarizing and Responding to Readings for a sample summary-response paper.Sample Header and Title for Assignment SubmissionsKim Lee (student’s name)Summary-Response (assignment name)Language and Power (title)Due Date and Grade PercentageThis summary-response is due by the end of Week 4 and is worth 15% of your final course grade.Connection to other Course AssignmentsThe summary-response will help you clarify your understanding of the reading selections.The summary-response will also help you to clarify and articulate your perspective on your chosen social issue.moreover, the summary-response will serve as the basis for your quote logs and for your analysis in the case study project. NEXT ASSINGMENT Case Study Project(first draft and revised draft)OverviewFor this final project you will continue with the social issue that you selected (language and power; freedom and security; health and wealth) and you will write an essay where you discuss your perspective. You will use the ideas and information from the summary-response and the quote log to write your case study. You will submit a first draft and a revised draft of this assignment.ContentDescribe a “real life” instance of your selected social issue in a professional or a personal setting.Discuss your perspective on your selected social issue, including the reasons for your viewpoint.Discuss how your core values inform or influence your perspective on your selected social issue.Demonstrate that you are really thinking about your issue—don’t settle for easy answers, don’t pretend that conflicting evidence doesn’t exist, and don’t feel that you have to take an either-or position.Discuss the complexities of your selected social issue. For example, do not just conclude that using academic language is always good, or that government surveillance is always bad, or that wealth automatically leads to health. Think about the intricacies of these issues and how they play out in everyday life.OrganizationInclude an introductory paragraph, where you clearly outline a “real-life” instance of your social issue and you give a thesis statement that indicates your perspective (see Part 2: Writing Your Introduction for an example).Include three body paragraphs where you include details, examples, and quotes from at least three of the course readings to help you develop and support your key points (see Part 3: Writing Your Body Paragraphs. for an example).Include one body paragraph where you discuss how your core values inform or influence your perspective on your selected social issue (see Part 3: Writing Your Body Paragraphs. for an example).End your essay with a concluding paragraph where you restate your thesis, summarize your key points, and leave the reader with the “so what?” ( see Part 4: Writing Your Conclusion for an example).Grammar and MechanicsYour paper should be written according to the standards for academic writing, with attention to the following:punctuation: this includes things such as use of commas, colons, and apostrophes.word-level accuracy: this includes things such as capitalization, spelling, word-tense, and usage.sentence-level accuracy: this includes things such as sentence boundaries, subject-verb agreement, and pronoun-antecedent agreement.Take time to proofread after you’ve written your essay. Think about your own writing habits you might want to change (like using “text-speak” or sentence fragments) and watch out for those. Reading your paper aloud is a good way to catch any mistakes.Sources and DocumentationYou are required to use three sources for this assignment. Your sources should be selected from the assigned course readings on your selected issue (language and power; freedom and security; health and wealth).Your paper should use APA-style documentation for in-text citations. You do not need to complete a reference page.Format and LengthYour paper should include a header consisting of your name and the assignment name and a title tailored to your topic. (See example below.)Your paper should be typed, double-spaced and in 12-point font.Your final product should be a minimum of six paragraphs (about 900-1100 words) in length. However, the quality of the content of this essay is most important. Be sure to fully answer the prompt. Sample Header and Title for Assignment SubmissionsKim Lee (student’s name)Case Study Project, first draft (assignment name)Education Doesn’t Mean Empowerment (title)Sample Case Study ProjectBe sure to review this Sample Case Study before you begin. The student sample includes notes to help with connections to key aspects of the assignment. Due Date and Grade PercentageThe first draft of this project is due by the end of Week 6. The first draft is ungraded, but you will receive valuable feedback from your instructor.The revised draft is due by the end of Week 8. The revised draft of this project is worth 30% of your final course grade.Connection to other Course Assignments This is the culminating assignment, where you will tie together all of the information and ideas from the course.All of the reading, writing, thinking, and discussing that you have done over the past several weeks have led up to this assignment. NEXT ASSIGNMENT Case Study Project(first draft and revised draft)OverviewFor this final project you will continue with the social issue that you selected (language and power; freedom and security; health and wealth) and you will write an essay where you discuss your perspective. You will use the ideas and information from the summary-response and the quote log to write your case study. You will submit a first draft and a revised draft of this assignment.ContentDescribe a “real life” instance of your selected social issue in a professional or a personal setting.Discuss your perspective on your selected social issue, including the reasons for your viewpoint.Discuss how your core values inform or influence your perspective on your selected social issue.Demonstrate that you are really thinking about your issue—don’t settle for easy answers, don’t pretend that conflicting evidence doesn’t exist, and don’t feel that you have to take an either-or position.Discuss the complexities of your selected social issue. For example, do not just conclude that using academic language is always good, or that government surveillance is always bad, or that wealth automatically leads to health. Think about the intricacies of these issues and how they play out in everyday life.OrganizationInclude an introductory paragraph, where you clearly outline a “real-life” instance of your social issue and you give a thesis statement that indicates your perspective (see Part 2: Writing Your Introduction for an example).Include three body paragraphs where you include details, examples, and quotes from at least three of the course readings to help you develop and support your key points (see Part 3: Writing Your Body Paragraphs. for an example).Include one body paragraph where you discuss how your core values inform or influence your perspective on your selected social issue (see Part 3: Writing Your Body Paragraphs. for an example).End your essay with a concluding paragraph where you restate your thesis, summarize your key points, and leave the reader with the “so what?” ( see Part 4: Writing Your Conclusion for an example).Grammar and MechanicsYour paper should be written according to the standards for academic writing, with attention to the following:punctuation: this includes things such as use of commas, colons, and apostrophes.word-level accuracy: this includes things such as capitalization, spelling, word-tense, and usage.sentence-level accuracy: this includes things such as sentence boundaries, subject-verb agreement, and pronoun-antecedent agreement.Take time to proofread after you’ve written your essay. Think about your own writing habits you might want to change (like using “text-speak” or sentence fragments) and watch out for those. Reading your paper aloud is a good way to catch any mistakes.Sources and DocumentationYou are required to use three sources for this assignment. Your sources should be selected from the assigned course readings on your selected issue (language and power; freedom and security; health and wealth).Your paper should use APA-style documentation for in-text citations. You do not need to complete a reference page.Format and LengthYour paper should include a header consisting of your name and the assignment name and a title tailored to your topic. (See example below.)Your paper should be typed, double-spaced and in 12-point font.Your final product should be a minimum of six paragraphs (about 900-1100 words) in length. However, the quality of the content of this essay is most important. Be sure to fully answer the prompt. Sample Header and Title for Assignment SubmissionsKim Lee (student’s name)Case Study Project, first draft (assignment name)Education Doesn’t Mean Empowerment (title)Sample Case Study ProjectBe sure to review this Sample Case Study before you begin. The student sample includes notes to help with connections to key aspects of the assignment. Due Date and Grade PercentageThe first draft of this project is due by the end of Week 6. The first draft is ungraded, but you will receive valuable feedback from your instructor.The revised draft is due by the end of Week 8. The revised draft of this project is worth 30% of your final course grade.Connection to other Course AssignmentsThis is the culminating assignment, where you will tie together all of the information and ideas from the course.All of the reading, writing, thinking, and discussing that you have done over the past several weeks have led up to this assignment.

PART 1: CORTEZHow does Cortes make himself and the Aztecs appear in this document and why? Be sure to summarize what Cortes says and use evidence from the document to support your answer. 300 WORDSSource: Cortés, Hernán. Hernán Cortés to Emperor Carlos V., 1522. In Hernán Cortés: Letters from Mexico. Translated and edited by Anthony Pagden, 72-74. New Haven and London: Yale University Press, 1986. The following morning, they came out of the city to greet me with many trumpets and drums, including many persons whom they regard as priests in their temples, dressed in traditional vestments and singing after their fashion, as they do in the temples. With such ceremony they led us into the city and gave us very good quarters, where all those in my company were most comfortable. There they brought us food, though not sufficient. On the road we had come across many of the signs which the natives of that province had warned us about, for we found the highroad closed and another made and some holes, though not many; and some of the streets of the city were barricaded, and there were piles of stones on all the roofs. All this made us more alert and more cautious. There I found several of Mutezuma’s messengers who came and spoke with those who were with me, but to me they said merely that they had come to discover from those others what they had agreed with me, so as to go and inform their master. So after they had spoken with them, they left; and with them went one of the most important of those who had been with me before. During the three days I remained in that city they fed us worse each day, and the lords and principal persons of the city came only rarely to see and speak with me. And being somewhat disturbed by this, my interpreter, who is an Indian woman from Putunchan, which is the great river of which I spoke to Your Majesty in the first letter, was told by another Indian woman and a native of this city that very close by many of Mutezuma’s men were gathered, and that the people of the city had sent away their women and children and all their belongings, and were about to fall on us and kill us all; and that if she wished to escape she should go with her and she would shelter here. All this she told to Gerónimo de Aguilar, an interpreter whom I acquired in Yucatán, of whom I have also written to Your Highness; and he informed me. I then seized one of the natives of this city who was passing by and took him aside secretly and questioned him; and he confirmed what the woman and the natives of Tascalteca had told me. Because of this and because of the signs I had observed, I decided to forestall an attack, and I sent for some of the chiefs of the city, saying that I wished to speak with them. I put them in a room and meanwhile warned our men to be prepared, when a harquebus was fired, to fall on the many Indians who were outside our quarters and on those who were inside. And so it was done, that after I had put the chiefs in the room, I left them bound up and rode away and had the harquebus fired, and we fought so hard that in two hours more than three thousand men were killed. So that Your Majesty should realize how well prepared they were, even before I left my quarters they had occupied all the streets and had placed all their people at the ready, although, as we took them by surprise, they were easy to disperse, especially because I had imprisoned their leaders. I ordered some towers and fortified houses from which they were attacking us to be set on fire. And so I proceeded through the city fighting for five hours or more, leaving our quarters, which were in a strong position, secure. Finally all the people were driven out of the city in many directions, for some five thousand Indians from Tascalteca and another four hundred from Cempoal were assisting me.PART 2: BILL OF RIGHTSWhat is the purpose of the Bill of Rights? Be sure to summarize what the Bill of Rights says and use evidence from the document to support your answer. 300 WORDSThe Preamble to The Bill of RightsCongress of the United Statesbegun and held at the City of New-York, onWednesday the fourth of March, one thousand seven hundred and eighty nine.THE Conventions of a number of the States, having at the time of their adopting the Constitution, expressed a desire, in order to prevent misconstruction or abuse of its powers, that further declaratory and restrictive clauses should be added: And as extending the ground of public confidence in the Government, will best ensure the beneficent ends of its institution.RESOLVED by the Senate and House of Representatives of the United States of America, in Congress assembled, two thirds of both Houses concurring, that the following Articles be proposed to the Legislatures of the several States, as amendments to the Constitution of the United States, all, or any of which Articles, when ratified by three fourths of the said Legislatures, to be valid to all intents and purposes, as part of the said Constitution; viz.ARTICLES in addition to, and Amendment of the Constitution of the United States of America, proposed by Congress, and ratified by the Legislatures of the several States, pursuant to the fifth Article of the original Constitution.Note: The following text is a transcription of the first ten amendments to the Constitution in their original form. These amendments were ratified December 15, 1791, and form what is known as the “Bill of Rights.”Amendment ICongress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.Amendment IIA well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.Amendment IIINo Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law.Amendment IVThe right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.Amendment VNo person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.Amendment VIIn all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence.Amendment VIIIn Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any Court of the United States, than according to the rules of the common law.Amendment VIIIExcessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.Amendment IXThe enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.Amendment XThe powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.PART 3: TITUBAWhy do you think the Puritans of Salem were willing to accept this testimony as truth? Be sure to summarize what Smith says and use evidence from the document to support your answer. 300 WORDS(Examination of Tituba) Page citation: http://www.hawthorneinsalem.org/page/10491/The Examination of Tituba (H) Tituba what evil spirit have you familiarity with(T) none (H) why do you hurt these children(T) I do not hurt them (H) who is it then (T) the devil for ought I know (H) did you never see the devil. (T) the devil came to me and bid me serve him (H) who have you seen (T) 4 women sometimes hurt the children (H) who were they? (T) goode Osburn and Sarah good and I doe not know who the other were Sarah good and Osburne would have me hurt the children but I would not shee furder saith there was a tale man of Boston that shee did see (H) when did you see them (T) Last night at Boston (H) what did they say to you they said hurt the children(H) and did you hurt them (T) no there is 4 women and one man they hurt the children and then lay all upon me andthey tell me if I will not hurt the children they will hurt me (H) but did you not hurt them (T) yes, but I will hurt them no more(H) are you not sorry you did hurt them. (T) yes. (H) and why then doe you hurt them(T) they say hurt children or wee will doe worse to you(H) what have you seen a man come to me and say serve me (H) what service (T) hurt the children and last night there was an appearance that said Kill the children and if I would no go on hurting the children they would do worse to me (H) what is this appearance you see (T) sometimes it is like a hog and some times like a great dog this appearance shee saith shee did see 4 times (H) what did it say to you(T) the black dog said serve me but I said I am a fraid he said if I did not he would doe worse to me (H) what did you say to it(T) I will serve you no longer then he said he would hurt me and then he lookes like a man and threatens to hurt me shee said that this man had a yellow bird that keept with him and he told me he had more pretty things that he would give me if I would serve him (H) what were these pretty things (T) he did not show me them (H) what else have you seen (T) two rats, a red rat and a black rat(H) what did they say to you (T) they said serve me (H) when did you see them (T) Last night and they said serve me but shee said I would not(H) what service (T) shee said hurt the children (H) did you not pinch Elizabeth Hubbard this morning (T) the man brought her to me and made me pinch her (H) why did you goe to thomas putnams Last night and hurt his child (T) they pull and hall me and make goe (H) and what would have you doe Kill her with a knif Left. fuller and others said at this time when the child saw these persons and was tormented by them that she did complain of a knif that they would have her cut her head off with a knife (H) how did you go (T) we ride upon stickes and are there presently(H) doe you goe through the trees or over them (T) we see no thing but are there presently (H) why did you not tell your master (T) I was a fraid they said they would cut off my head if I told(H) would not you have hurt others if you could (T) they said they would hurt others but they could not (H) what attendants hath Sarah good (T) a yellow bird and shee would have given me one (H) what meate did she give it (T) it did suck her between her fingers(H) Did not you hurt mr Currins child (T) goode good and goode Osburn told that they did hurt mr Currens child and would have had me hurt him two but I did not (H) what hath Sarah Osburn(T) yesterday shee had a thing with a head like a woman with 2 leggs and wings Abigail williams that lives with her uncle mr Parris said that shee did see this same creature and it turned into the shape of goode osburn(H) what else have you seen with g osburn (T) an other thing hairy it goes upright like a man it hath only 2 leggs(H) did you not see Sarah good upon elisebeth Hubbar last Saturday (T) I did see her set a wolfe upon her to afflict her the persons with this maid did say that shee did complain of a wolf (T) shee furder said that shee saw a cat with good at another time(H) what cloathes doth the man go in (T) he goes in black clouthes a tal man with white hair I thinke (H) how doth the woman go (T) in a white whood and a black whood with a tup knot(H) doe you see who it is that torments these children now(T) yes it is goode good she hurts them in her own shape (H) & who is it that hurts them now(T) I am blind noe I cannot see Salem VillageMarch the 1’t 1691/2 written by Ezekiell CheversSalem Village March the 1’t 1691/2 (Essex County Archives, Salem — Witchcraft Vol. 1 Page 6 ) (Tituba Case)

please write feedback for 2 peers’ comparative analysis. I will show you the example of this assignment at the end of the instruction. Please read it before working on this assignment and keep the format. In your feedback, answer the following questions in your feedback:1. What expectations do you form about the paper based on the paper’s title? If the paper doesn’t have a title or if the title doesn’t fit the paper’s theme, what suggestions do you have for a title?2. What is the paper’s thesis or main message? Do you get some indication about what the thesis will be from the introduction? 3. Are significant images, descriptions, information, or phrases from the sources used to support and illustrate the writer’s points? If not, where would it be helpful for the writer to include more direct support from the primary source, in the form of quotations or paraphrases?4. What points might the writer develop more fully? What points left you feeling confused or did you have trouble following? 5. What is the most successful aspect of this draft? 6. What final recommendations do you have for this writer?1st peer’s comparative analysis:Never Written for just Children It does not sound unusual when someone says fairy tales are for children. Fairy tales usually have stories where a good main character fights against evil, while involving magical characters, and the good character overcomes their hardship with a happy ending. “The Nightingale and the Rose” by Oscar Wilde and “The Little Match-Seller” by Hans Christian Anderson have dark themes, and both have endings in which the main characters die. The stories show that fairy tales can be depressing, yet the audience can still learn from that kind of stories. The authors’ use of conflicts that the main characters have to face, as well as false expectations, and the audiences’ sympathy works together to show that fairy tales are not just for children but also for adults who could have deeper understanding of stories.The nightingale from “The Nightingale and the Rose” got the student a red rose in turn for sacrificing its life, so that the student can learn what true love is and gets to dance with the princess. The student threw the red rose away on a road after getting rejected by the princess and never knew what it cost to get the red rose. The student said “what a silly thing Love is” (Wilde) indicating that the nightingale failed to teach the student what true love is, and the nightingale was not appreciated for what it had done. The little girl from “The Little Match-Seller” is in poverty, and she has to sell matches on the street on a freezing winter night. The text said “for she had sold no matches, and could not take home even a penny of money. Her father would certainly beat her”(Anderson) showing the little girl was in a position where no one was willing to help her even her own father. Also, she could not defend herself from a boy taking one of her shoes as written “one of the slippers she could not find, and a boy seized upon the other and ran away with it”(Anderson) indicating that she was weak and did not have energy. The conflicts each character faced can happen to many people in real life, and a lot of adults can related to them. Both stories have unexpected endings where the main characters die, and the endings make the audience question themselves if they were in these situations. In “The Nightingale and the Rose”, when the student brings the princess the red rose, the audience probably think that the princess would accept the red rose and go dance with the student because the nightingale gave its life just to get a red rose for the student. However, the princess rejected him and said “I am afraid it will not go with my dress,’ she answered; ‘and, besides, the Chamberlain’s nephew has sent me some real jewels, and everybody knows that jewels cost far more than flowers”(Wilde) indicating that the princess was blind to the feeling of the student, and instead chose a person to dance with based on what they had. The little girl from “The Little Match-Seller” saw her grandmother who passed away, and she wished her grandmother would take her to escape from reality. Most of audience would think that the little girl would try to survive in her reality after getting encouraged by seeing her grandmother, but the little girl was taken by her grandmother with relief as it mentioned “she took the little girl in her arms, and they both flew upwards in brightness and joy far above the earth, where there was neither cold nor hunger nor pain, for they were with God”(Anderson). The stories set up these false expectations based on the norm that fairy tales have happy endings, but these unexpected endings show that fairy tales do not always have happy endings, and instead have deeper meanings that adults could interpret and relate to. The unexpected consequences of the main characters make the audience empathize with the characters. It is easier for the adult audience to put themselves in these situations because they might have experienced similar situations in their actual life. “The Nightingale and the Rose” covers themes of love and sacrifice, materialism, while “The Little Match-Seller” has theme of the cruelty and poverty of reality. Today, everyone has different perspectives about love, but it is true that many people judge others based on their external side. Life is not always easy, and everyone faces hard things they do not want to face but others cannot help them. The student from “The Nightingale and the Rose” mentions true love as following, “’It is not half as useful as Logic, for it does not prove anything, and it is telling one of things that are not going to happen, and making one believe things that are not true.”(Wilde), and “The Little Match-Seller” closes the story with saying “No one imagined what beautiful things she had seen, nor into what glory she had entered with her grandmother, on New-year’s day”(Anderson). The adult audience are able to put themselves in the characters’ shoes, and think about what true love is and about why the little girl wanted to go with her grandmother. When people hear “fairy tales”, it is easy to think that the genre is for children. If the audience carefully interpret these fairy tales, “The Nightingale and the Rose” by Oscar Wilde and “The Little Match-Seller” by Hans Christian Anderson, succeeded in showing deeper meanings and themes. Both of the stories showed that fairy tales are not just for children, but also for adults by using the conflicts of the main characters, false expectations, and the audience sympathy.2nd peer’s comparative analysis::Imagery and Authors perspectiveHave you ever read two stories and think they are alike? The stories “An Uncomfortable Bed” (Guy de Maupassant), and “The Tell-Tale Heart” (Edgar Allan Poe) share the same concept of mystery but convey the idea differently. For example, in “An Uncomfortable Bed” the girl in the story is paranoid about finding something has happened to her room. The author uses imagery to describe what the women see to put the image in the reader’s head. While “The Tell-Tale Heart” the author is creating the image of the man he killed and has mental deterioration. Both stories follow the same theme but express the theme differently, the author uses imagery to describe the mental deterioration the characters go through in the story while the story is being told by the author.In the first story, the main character/ author has a group of friends and they are going on a trip to go hunting. The author knows their friends and has for a very long time, they are pranksters, and they know that. So, they are preparing for something to happen. While getting ready for bed the author describes everything, they check to make sure their friends didn’t pull some prank on them. According to “An Uncomfortable Bed” the story states “If they were spying on me, as I supposed, they must, while waiting for the success of the joke they had been preparing for me, have been laughing enormously at my terror.” (Guy de Maupassant). The author directly tells us they are going through a mental cycle. Thought the whole story the author uses imagery for the readers to create the image of what the author is going through. The story also states, “ I pulled at the curtains. They seemed to be secure. All the same, there was danger.” (Guy de Maupassant). Reading the story, we can feel the mental deterioration they are feeling. Edgar Allen Poe uses imagery and the point of view from the author to convey the same struggle.In “The Tell-Tale Hart” (Edgar Allan Poe), the story is about the author who has killed a man and is paranoid that people will find out. Throughout the story the author experiences mental deterioration by the way he describes his paranoia, the author uses imagery for the readers to create the image and the distress he is going through. According to “the Tell-Tale Hart” the article states “He had the eye of a vulture – a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold;” (Edgar Allan Poe). The readers visualize what the author is experiencing, this imagery goes on though out the story and it gives us an idea of the mental deterioration the author is having. This is the same as the previous story, both authors are experiencing a mental deterioration and are going through it in their own way. They use descriptive words and imagery to show the readers what they are trying to convey.In both stories, the story is being told from the point of view of the author. The author is both stories experience different situations but kind of have the same mental deterioration. Listening to the story from the author’s point of view helps the readers of each story understand the situation each author is experiencing. This helps the readers create the image while reading the stories. The descriptive words each author uses to create that image of a mental struggle are used though out each story the whole story. According to “An uncomfortable Bed” the story states “I was awakened with a start by the fall of a heavy body tumbling right on top of my own body, and, at the same time, I received on my face, on my neck, and on my chest a burning liquid which made me utter a howl of pain.” (Guy de Maupassant). The readers create this image and understand what the author is going through. According to “The Tell-Tale Hart” the story states “I thought the heart must burst. And now a new anxiety seized me – the sound would be heard by a neighbor!” (Edgar Allen Poe). Both stories do an amazing job of using imagery and the author’s point of view to show the reader the mental deterioration they are experiencing in the story. Both Edgar Allan Poe and Guy De Maupassant did an amazing job of creating the image of mental deterioration through imagery. Writing the story from the author’s point of view helped the readers create the image and put themselves within the story. The stories are very different from one another, yet very similar at the same time. Each author told their own story and conveyed the same ideas using imagery and using their point of view while telling the story. The reader was really able to create the image of mental deterioration while reading the stories. The example:1. What expectations do you form about the paper based on the paper’s title?Super captivating title! I hope to read about if love is worth even throughout the risks. 2. What is the paper’s thesis or main message?In both the crime and romance stories, the authors explore the idea of love versus morals through the use of outer conflicts and character growth, eventually concluding if love is actually worth the risk of pain that comes along with it. Do you get some indication about what the thesis will be from the introduction?Yes, very strong intro with a clear and concise thesis! 3. Are significant images, descriptions, information, or phrases from the sources used to support and illustrate the writer’s points?You sure did add great quotes to help support your claims and also to help the reader understand the two stories that are being compared! 4. What points might the writer develop more fully? What points left you feeling confused or did you have trouble following?To be honest you have a very beautiful rough draft! I would add maybe a few sentences extra to your conclusion just to make it full.5. What is the most successful aspect of this draft?I love how you talk through the characters growth in the stories! Not only really interesting to know as the reader, but adds so much to your claims made in your thesis! 6. What final recommendations do you have for this writer?Great paper! You should have an easy time with your final draft 🙂 Thanks for sharing!

my name is Brenna Norman and I want to become a nurse by 2025. Your introduction is due on Day 1 (Tuesday). You have until Day 7 (Monday) to respond to your peers.Discussion ParticipationIf you do not see the “Reply” button, or any responses, you may need to scroll down the page.When you are the first to contribute, you will see only the “Reply” button.Once you have added your initial post or response, choose the “Post Reply” button.If any classmates have posted, you will see their comments, along with the “Reply” button.The “Reply” button – as well as any responses – will be displayed at the bottom of the page. Post Your Introduction/General Education Outcomes [WLOs: 1, 2, 3] [CLOs: 1, 2, 3]Prior to beginning work on this discussion forum, read The Value of General Education blog post, What Is the Purpose of Taking General Classes for a College Degree?, General Education Requirements: What’s the Point?, and Integrated General Education: A Brief Look Back articles, review the What Is CRAAP? handout, and view the Integrating Research tutorial and Picking Your Topic Is Research! video.Before writing your introduction, review the five learning outcomes for this course:Apply ethical theory and moral reasoning to academic knowledge and societal concerns.Utilize principles of critical thinking in problem-solving.Communicate through investigative research and writing.Utilize information technology skills appropriate to interdisciplinary studies.Articulate the responsibility of global citizenship and multicultural understanding with regard to academic and professional pursuits.After reviewing the five learning outcomes, post an introduction in which youIdentify three out of five skills or competencies you have acquired through participation in general education courses that will help you meet your academic and career goals.Describe your three chosen skills and explain which activities, assignments, or courses helped you acquire them.Your initial post is due on Day 1. Respond to at least three of your classmates before Day 7. Use the forum to get acquainted and for ongoing discussions that are not related to class content.Sonja Bethune (she/her/hers)Jul 29, 2021 at 1:55 PMThis is your chance to ask me anything. See the following video for more details.ReplyCindy WelchHello, my name is Megan. I am a wife and a mom of three beautiful children, two girls and one little man. I currently own my own business with one of my best friends; our business specializes in children’s art workshops, exploring different art mediums, and having fun. Plus, I work full-time at a childcare center as an assistant director. I have my AA in Early Childhood Education, and I am on track to graduating in March 2022 with my BA in Early Childhood Education Administration. After finally obtaining my BA in 2022, I would have been attending college (on and off) for 20 years. When answering these questions, I had to think back, seeing as I did my general education courses 18 years ago. Still, luckily, I had to take two general education courses this last year for my university criteria, so I have some recent memory.I look forward to getting to know all of you in the next five weeks.-Utilize principles of critical thinking in problem-solving.All classes helped me gain a sense of critical thinking and problem-solving skills. I recently took a conflict resolution course that helped me understand how to analyze an issue and work through it with problem-solving skills. However, other general education courses have prepared me for this, including English, History, and even the sign language courses I took for my general education courses. I will admit in life and the workplace, critical thinking and problem solving are implemented daily, especially when issues arise and need to be thought through and analyzed to make the right decision.-Communicate through investigative research and writing.English courses I’ve taken and communication courses with public speaking have prepared me for investigative research and writing. With my general education English courses, I learned the correct way to investigate and research writing papers, retain APA format, and write an essay correctly. With my public speaking communications course, I analyzed and explored different subjects and discussed them before the class, where I gained confidence in public speaking. After taking this course, I became much more confident in my public speaking and currently speak in front of schools, community events, and other public speaking formats.Utilize information technology skills appropriate to interdisciplinary studies.Everything these days is or has some form of technology. While I don’t feel I’m the best at it, by taking the ASH101 course at the start of the University of Arizona global campus, I fully grasped how technology formats work throughout this educational experience University of Arizona Global campus. The technology aspect has changed in the last 18 years, and I find it very helpful compared to taking courses 18 years ago. Having all the information at my fingertips has been lovely in getting research done and wrote papers easier. Plus, all the help from videos and the University home page have helped me gain more knowledge in accomplishing different documents and assignments. Cindy WelchAug 1, 2021 at 2:29 PMWeek 1IntroductionHello class and Dr. Bethune, My name is Cindy Welch, and I am a 57-year-old mother and grandmother. I have been married for 36 years, have a grown son and daughter, and a 6-year-old grandson and 3-year-old granddaughter. I love to travel and hope to do that full-time in ten years when I retire. I have a trip planned to Spain in the spring of 2021 and hope this pandemic settles down once again. I have always worked hard and to counterbalance, travel to rebalance myself. I have an associate degree in nursing that I obtained in 1985. My early nursing career involved working in the ICU, the open-heart recovery unit, the emergency room, and as a trauma flight nurse. In 1991, I met my best friend, a cardiologist, and we started a cardiology practice in 1992. Move forward twenty-seven years and our successful group was acquired by Dignity Health, and I am now director of operations for the cardiovascular service line. With the practice of corporate medicine came the requirement for a higher degree. Thus, I am older than many and have a lot of experience in healthcare management. Honestly, I do not truly understand why I must even participate in the general education capstone when I already had an ADN degree. Still, my advisor simply keeps stating it is required, so here I am. Gaining key professional skills can be influenced by your education and by professional experiences. Returning to college thirty-three years from my first go-around has taught me that the foundation of knowledge gained in education is the basis of decisions made both professionally and personally. The level of expertise acquired correlates with the effort you place in your education. General education cannot provide you with a work ethic, common sense, and a drive to excel. These qualities are inherent within you, taught by your upbringing, a mentor, or desire to do your ultimate best in everything you set out to do. I see a huge shift between the generations where work-life balance is the priority, and a job is no longer a career for many but a steppingstone to the next chapter. I am not necessarily saying this is wrong, but I believe you can have a great work ethic and work-life balance. This is something I strive for every single day. The three skill sets I feel are essential in gaining as part of your general education are utilizing principles of critical thinking in problem-solving, communication through investigative research and writing, and utilizing technology skills appropriate to interdisciplinary studies. Critical thinking is a crucial skill. It has been required in every class I have taken and, more importantly, in my professional role as a director of clinic operations. To problem-solve requires you to assess the situation, identify resources available, strategize a solution, and implement a plan. Communication through research and writing was also needed in every class I have taken over the past 16 months. To compile a research question, understand the data and information pertaining to the question, and then intelligently writing the research in an academic paper is a skill that carries over to the workplace. I have always been a data junkie, but returning to college this time around provided a refresher on presenting a viable argument that is persuasive, which has come in handy on several proposals I have written lately. This skill can get a little rusty if not used frequently and is an enormously powerful tool to have in your skillset. Finally, using technology is necessary for the twenty-first century. It can take a lot of guesswork out of a problem, support your position, guide workflow processes, and saves you valuable time. For example, Grammarly is a lifesaver in writing and improving your writing skillset. Those who choose not to use this free software during their education at UAGC are missing out on valuable tools. Grammarly has demonstrated over and over how to restructure grammar errors to make my writing more concise. Electronic libraries bring the information needed to a student’s fingertips. This is so much easier than thirty years ago when a student had to find sources by hand and photocopy them at ten cents a sheet in the library. I use Microsoft Excel every day to monitor my division’s operations. I use Google docs and Google Chat to communicate with my staff and providers. Use technology to work smarter, not harder. In the words of Ruth Bader Ginsberg, “so often in life things that you regard as an impediment turn out to be great good fortune.” Education often is full of impediments, the deadlines, the requirements, the workload, and the time commitment. Over the past 16 months, I have continued to work 50-60 hours a week professionally and an additional 20 hours a week academically. It is exhausting and, right now today, depressing as I would rather rest my mind and body to prepare for my busy upcoming work week. However, the good fortune of education is that I am stronger, wiser, and have a sense of accomplishment. I will graduate with honors, with a 4.0 GPA, and demonstrated to my peers, the staff I lead, and to myself that hard work and perseverance will afford me with a skill set that benefits the patients I care for, the staff I mentor, and the family I love.Hi Class, I am Theresa Osendorf. I am in my mid 50’s and live in the Los Angeles area. I have a husband and two grown daughters that are now out on their own, so basically, I am an empty nester. Besides my family and career, I have three dogs attached to my side all day, every day, as I work full-time remote as a corporate recruiter. To be successful I typically put in about a 60 hour work week so I feel like I have my hand’s full balancing work and school but I can finally see the light at the end of the tunnel. While my role doesn’t require a degree with was a personal choice to show my kids I didn’t quit, I simply had to put them first for a few years. My husband is a police officer and works nights, so being home alone is the perfect time for me to take advantage of the quiet and focus on school. The three skill sets that I feel have been an essential part of my general education are utilizing principles of critical thinking in problem-solving, communicating through investigative research and writing, and utilizing information technology skills appropriate to interdisciplinary studies.Although I thought I used critical thinking and problem-solving in my career daily, I realize now, I wasn’t. The experience of going back to school and learning how to write a research paper correctly, creating an outline, and writing an essay with an unbiased approach really opened my eyes to what critical thinking is. Using the internet for investigative research has been another skill I have strengthed these past several months. I have a new appreciation for scholarly articles and research that uses credible references. I was challenged in this area initially but now feel more confident with finding my own research and not needing the assistance of the library tutors.Lastly, utilizing information technology skills. The use of the library has been very helpful as well as learning about Grammarly. Grammarly has truly been a lifesaver! One of my biggest fears of returning to school was that I hadn’t written more than a basic email in over 30 years. However, using Grammarly has given me the confidence I needed I now use it at work for anything I turn into a client.

Part 1 Select a company that conducts international business. Identify the company, provide a brief history of the company with a focus on global business interests, explain the current global business activities of the organization, and provide commentary on the operation. Possibilities include Infosys, Nestlé, Wal-Mart, and IKEA. See the Name/Company index in the back of the textbook or search for “Global 500 Fortune Magazine” on the Internet for ideas. Corporate websites and annual reports often contain a plethora of relevant information. Proposal Format Student name: Proposed topic: Description of the topic (3-4 sentences): Description of the relationship between your topic and the core values of community and/or personal development Proposed subtopic 1 and brief description: Proposed subtopic 2 and brief description: Proposed subtopic 3 and brief description: Proposed subtopic 4 and brief description: Proposed subtopic 5 and brief description: (Note: The various subtopics are to be labeled in the paper; this will help keep the paper organized.) Source 1 Title of article: Date of publication (if available; use n.d. if not available): Source 1 URL (must link directly to the article or show the path): Source 2 Title of article: Date of publication (if available; use n.d. if not available): Source 2 URL (must link directly to the article or show the path): Source 3 Title of article: Date of publication (if available; use n.d. if not available): Source 3 URL (must link directly to the article or show the path): Source 4 Title of article: Date of publication (if available; use n.d. if not available): Source 4 URL (must link directly to the article or show the path): Source 5 Title of article: Date of publication (if available; use n.d. if not available): Source 4 URL (must link directly to the article or show the path): Respond to the following questions: ï‚· Have you used Turnitin for previous class assignments? ï‚· Are you familiar with Saint Leo’s Academic Honesty policy? (If not, see the syllabus.) Part 2 (a) Must be between 100-200 words and use websites that are based in the United States) Mark 15:38 says, “The veil of the sanctuary was torn in two from top to bottom.” Similarly described, in Matthew 27:51, after Jesus’ death, ” And behold, the veil of the sanctuary was torn in two from top to bottom.” Both authors seem to see the importance of the veil splitting within the sanctuary; however, after the veil splitting, they have different interpretations of the events. Matthew describes how tombs opened, saints were raised from the dead, and they appeared to many within the city. Only after these dramatic events did the centurion and his men declare, “Truly, this was the Son of God! (Matthew 27:54).” Whereas Mark 15:39 says, “When the centurion who stood facing him saw how he breathed his last he said ‘Truly this man was the Son of God!'” While Both books have the centurion claiming the same statement, a significant difference in dramatics seems to draw it. I find the significant difference in events interesting and wonder how they can interpret the events so differently. Portraits of Jesus interpret the differences as “Fulfillment of Jewish hope (30).” Which is the central theme within Matthew using Ezekial 37:13 as a reference to the resurrection “I will open your graves and bring you up from them; I will bring you back to the land of Isreal.” Despite Matthew using the Old Testament as a reference to interpreting his portrayal of Jesus’ death, I find it bizarre that if those events did happen, they were not described throughout the Bible. Work Cited Imperato, Robert. Portraits of Jesus. 3rd Ed. Hamilton Books, 2020. Senior, Donald et al. The Catholic Study Bible. 3rd Ed. Oxford University Press. 2010. Part 2 (b) Must be between 100-200 words and use websites that are based in the United States) What is Jesus’ attitude towards the Mosaic Law as presented by Matthew (Mt. 5)? Why is this significant? According to Matthew 5, Jesus didn’t come to do away with law, but rather fulfill it. (Donald Senior) It is obvious that he is referring to the entire Old Testament. Yet Jesus explains in Matthew chapters 5-7 (Donald Senior), and explains parts of the law in His “Sermon on the Mount”, to abolish is not the same as to destroy. Matthew 5:17 uses the phrase “the Law of the Prophets”, this gives reason to why this passage cannot be teaching the continuing authority of the law of Moses, but rather refers to a term used by the Jews to the totality of what we know as the Old Testament. (Donald Senior) Jesus calls His people to live at a higher level than the rest of the world. His call brings many other tests along the way for tests always follow the call in order to prepare leaders for the role they are to play. Jesus demonstrated that leadership development begins with shaping the perspective of the normal humor perspective on the whole law, both moral and ceremonial.(Imperato) Works Cited Donald Senior, John J. Collins, and Mary Ann Getty. The Catholic Study Bible. Oxford University Press, n.d. Imperato, Robert. “Potraits of Jesus.” n.d. Part 3(a) Must be between 100-200 words and use websites that are based in the United States) As we talk about the SWOT analysis we can always at least explain what each letter means. S- strengths W- weakness O- opportunity T- Threats/Time Some of the benefits of the SWOT analysis can be very important for the marketing manager to analyze. It first plays as a comprehensive objective towards a goal for the company. Another benefit would be good for information and identifying factors that are present within the company. For example maybe something worked in the passed and the company could use the SWOT analysis to reference from. The ability to improve key goals and factors is another benefit that the SWOT analysis holds, improving annually is a must for companies that little things like these can help a company out tremendously. Some limitations that the SWOT analysis might hold is simple, not all solutions will be solved there might be other weakness that the SWOT analysis can catch. Sometimes all those ideas can be great but what route do you go without wasting time for profit. The SWOT analysis can hold companies back from moving forward when a lot of good ideas are presented. -might hold too many ideas to choose from -might now solve all solutions “Keep in mind that a SWOT analysis only covers issues that can definitely be considered a strength, weakness, opportunity or threat. Because of this, it’s difficult to address uncertain or two-sided factors, such as factors that could either be a strength or a weakness or both, with a SWOT analysis ” Reference: https://www.business.qld.gov.au/starting-business/planning/market-customer-research/swot-analysis/benefits-limitations Part 3 (B) Must be between 100-200 words and use websites that are based in the United States) The benefits and limitations of a SWOT analysis for Apple would be to identify the strengths, weaknesses, opportunities, and threats of the company. Strength and weaknesses are internal factors, whereas opportunities and threats are external factors. The analysis is a technique for assessing the four aspects of your business. It can also be used to make the most of what you’ve got, to your organization’s best advantage, and can help reduce the chances of failure by understanding what areas you are lacking, and help eliminate hazards that would otherwise catch you unaware. Better still, you can start to craft a strategy that distinguishes you from your competitors and become completely successful in your market. Some strengths for Apple are most valuable brand, globally iconic, top technology, sustainability made through possible through Liam, and expansion in services. Some weaknesses are high price products, limited advertisement & promotion, incompatibility with other software, and allegations of tracking. Some opportunities are lack of green technology, smart wearable technology, deliver self-driving software technology, and Kia motors to build Apple’s driverless car. Some threats are Coronavirus outbreak, bullied by counterfeits, China tariffs, lawsuits, and Mark Zuckerberg criticized monopoly of iPhone’s app store. iPhone app store “blocks innovation, blocks competition,” and “allows Apple to charge monopoly rents.” Apple charges a 30% cut for in-app purchases through its app store. The company is often criticized because a 30% cut is a significant commission for small businesses or app developers. The SWOT analysis of Apple: Edraw Max. Edrawsoft. (n.d.). Retrieved September 17, 2021, from https://www.edrawmax.com/article/swot-analysis-of-apple.html. Part 4 (a) Must be between 100-200 words and use websites that are based in the United States) How might the Internet change, if at all, totalitarian governments such as North Korea? The internet is evolving each and every day. Technology, scary as it might seem, is growing at an exponential rate. Sadly, since government is one of the last major institution or sectors to adapt. As the internet (especially social media) continues to develop and become more popular and accessible in restrictive and totalitarian countries, the people in those countries become more connected with the world. In North Korea, the government has done their best to control social media, with only the elite having close to unrestricted access to the world.(bbc.co). But, as more and more technology begins to be available for the lower and middle classes, the common people have a chance at seeing the outside world. This could lead to widespread distrust and could initiate the start of societal and governmental change. Can you think of ways that technology might change the way democracies function? Explain Since the inception of social media, the way any democracy functions has completely changed. There has been no greater tool at the disposal of governments and campaigns than social media. One of the most notorious elections in history, the 2016 presidential election was undoubtedly influenced by social media. The influence of fake news being the highlight. According to data from opensources.co, nearly 25% of online political interactions spread fake news or false facts. Besides elections, social media has brought real societal change, sometimes quicker than governments can control. At this point, most modern democracies could barely function without the internet and social media. It has been the main source of information and best way of direct communication from people to their governments and vice versa. BBC. (n.d.). BBC Monitoring – Essential Media Insight. BBC News. Retrieved September 17, 2021, from https://monitoring.bbc.co.uk/product/c200xiwn. Bovet, A., & Makse, H. A. (2019, January 2). Influence of fake news in Twitter during the 2016 US presidential election. Nature News. Retrieved September 17, 2021, from https://www.nature.com/articles/s41467-018-07761-2. Part 4 (b) Must be between 100-200 words and use websites that are based in the United States) How might the Internet change, if at all, totalitarian governments such as North Korea? The Internet is a way for the world to receive a wealth of knowledge and information all across the world. Since the average North Korean resident does not believe in the concept of internet more than 20 million individuals do not know what they are missing. In North Korea people rely on news only from the same Government propaganda of Kim Jong-Un who has been the supreme leader of North Korea since 2011 and the leader of workers’ party since 2012. Kim Jong-Un believes having internet exposes pertinent data, and it would pose a massive threats to the country. Having internet in democracies would change the way foreign residents and tourist are able to view all North Korea and the other Democracies have to offer. However, due to the strict nature of the protection of information guidelines and restrictions should be in place such as filtering and censorship to protect data. Can you think of ways that technology might change the way democracies function? Explain. Technology may change the way democracies function, because it would allow finances to flow globally, and positive exposure to the regime. For example, The Olympics was held in Beijing this year during a pandemic; therefore, the internet and being able to watch tv and broadband made it possible for millions of people to enjoy a very important moment in history. References: Williams, M. How the Internet works in North Korea retrieved (Nov 28, 2016) https://slate.com Wild, J. International Business (2020) Pearson NY Unknown – Concerns about democracy in the digital age retrieved (Feb 21, 2020) https://pewresearch.org