One of the more traditional assignments that students encounter in an introductory Art
History class is to analyze the stylistic qualities of an art object held in a museum
collection and compare it to a variety of pieces that share a similar subject matter.
Students will be required to select one (1) painting that can be viewed digitally (a
selection of which are provided in Blackboard) from the Lowe Art Museum on the
University of Miami campus that has a very fine collection of Renaissance to Rococo
period paintings donated by the Samuel H. Kress Foundation on permanent display in
the Kress Wing.
Once having selected the painting from the Lowe’s digital collection, pay close attention
to stylistic features (i.e., composition, color, use of light/shadow, perspective, figures,
pose, gestures, et al). Describe the object and compare/contrast it to pieces we have
studied in class, whether in the PowerPoint lectures or in the textbook. Be discerning
when selecting objects to compare. That is, try to find pieces that share more
characteristics than not. As a guide, a separate PDF that introduces students to the
fundamentals of how to think about a Visual Analysis had been uploaded into
Blackboard.
The aim of this assignment is for students to develop an eye for style and locate the
subtle differences that distinguish one art movement or period from another. As such,
organize the PowerPoint lecture in a logical, analytic fashion (i.e., chronologically).
Conclude the paper with a slide that includes remarks about the significance of the
object that became the centerpiece of the analysis — that is, how it fits into a larger art
historical framework.
An approximate guideline for how many slides to include in the body of the presentation
is twelve to fifteen (12-15). This includes slides that establish context and/or discuss
technique; slides with pictures of the objects and analysis that is organized by bullets;
comparison slides; and a slide that contains concluding remarks. At the end of the
PowerPoint project, include an “Image Index” (essentially, equivalent to “Works Cited”
or bibliography) that contains information (e.g., artist, title, date, materials, size, and
collection) about each object and/or comparison. Examples of an Image Index are
included at the end of each PowerPoint uploaded into the Blackboard units.

ScenarioEvery leader uses their traits, behaviors, and the circumstances of the situation to achieve successful outcomes. Organizational change is desirable to remain competitive, and leaders serve as change agents to ensure these changes are successful. You have been recently selected to lead an organization’s change efforts concerning the recent pandemic. During the pandemic, the organization moved to a work from home (WFH) model.It has been several months now, and the WFH model proves to be highly successful for the company. Now the pandemic is gone, and the move back to the office is possible without sacrificing employee health and safety. Executive leadership has decided to continue the WFH module for the indefinite future; however, some managers in the organization want to move back to the office versus the continued working from home model.The CEO has tasked you to promote this change for the organization and encourage other managers to get on board. You are serving as the change agent leader for this project by creating a presentation for an upcoming manager kickoff meeting for the work from the home model initiative. Remember, the goal is to create “buy-in” and support from managers on this new initiative.InstructionsCreate a presentation with speaker’s notes that:Provides a title slide (1 Slide)Provides an agenda (1 Slide)Provides an introduction to the current situation and direction from leadership on the WFH initiative (1 Slide)Discusses the most effective leadership styles needed to continue the success of the WFH model (1 slide)Examines tactics managers can use in order to be successful in influencing individual’s behaviors within the organization (1-2 slides).Describes the importance of each managers contribution (traits, behaviors, etc.) on leading the organization through the WFH initiative (1-2 slides)Provides a conclusion (1 Slide)Provides attribution for credible references used in the development of content ideas following academic guidelines in a reference slide (1 Slide)Uses examples to support the understanding of concepts in a well-created presentationContains presentation slides with only general information as a visual reference for the audience, and the speaker’s notes should include the details of each slideAs always, please keep in mind who your audience is and use correct grammar and spelling

Directions:Consider Achebe’s thoughts on “the language question” below THEN ANSWER THE 4 QUESTIONS:In his 1965 article “English and the African Writer, “1 Achebe breaks down his understanding of the great debate around African literature and authorial language selection:The real question is not whether Africans could write in English, but whether they ought to. Is it right that a man should abandon his mother tongue for someone else’s? It looks like a dreadful betrayal and produces a guilty feeling.But for me, there is no other choice. I have been given this language and I intend to use it. I hope, though, thatthere always will be men, like the late Chief Fagunwa, who will choose to write in their native tongue and ensure that our ethnic literature will flourish side by side with the national ones. For those of us who opt for English, there is much work ahead and much excitement. (348)On the appropriateness of English as a carrier of Igbo culture, Achebe further explains, “I feel that the English language will be able to carry the weight of my African experience. But it will have to be a new English, still in full communion with its ancestral home but altered to suit its new African surroundings” (349).Questions:Instructions: Answer the questions below in well-developed, thoughtful responses as a reply to this topic. What is the source of Achebe’s “guilty feeling” when writing in English? Is this feeling a further indignity of the colonial experience? Explain.What do you make of Achebe’s assertion that English is better suited to the novel, as a form, than Igbo? Can you think of some concrete feature or quality of English that supports Achebe’s position? Explain.In Decolonising the Mind, Ngugi references Achebe’s aforementioned feeling of guilt, seemingly citing Achebe’s feelings as proof that the African mind has been colonized (Ngugi 7). Is Ngugi unfairly characterizing Achebe’s statement by decontextualizing Achebe’s words? Explain.In Ngugi’s “A Statement,” he declares that he’s given up English as a vehicle for all of this writing. Years later, he admitted that academic (nonliterary) writing in Gikuyu and Kiswahili wasn’t feasible for him, so he returned to using English for his scholarly writing. How does this decision impact your understanding of Ngugi’s text? How do you feel about Ngugi’s change of heart? Explain

Instructions
We have been focusing upon how those at the top of terrorist groups perform leadership roles and influence various audiences (both within their organizations and to the world at large). For this research paper compare and contrast the leadership and communication techniques of former al Qaeda leader Osama bin Laden with those of one other terrorist leader. Select one other terrorist leader from al Qaeda or affiliated groups such as Zawahiri, Baghdadi or Awlaki to compare and contrast with bin Laden’s leadership and communication approaches.
Ayman al-Zawahiri (al Qaeda successor of Osama bin Laden) 
Gohel, S. M. (2017) Deciphering Ayman Al-Zawahiri and Al-Qaeda’s strategic and ideological imperatives. Perspectives on Terrorism, 11 (1). pp. 54-67. ISSN 2334-3745. http://eprints.lse.ac.uk/86743/1/Gohel_Deciphering%20Al-Qaeda_2018.pdf
Ayman al-Zawahiri (2020). The Counter Extremist Project. https://www.counterextremism.com/extremists/ayman-al-zawahiri
Sude, B. (2015, September). Assessing Al-Qa`ida Central’s Resilience. https://ctc.usma.edu/assessing-al-qaida-centrals-resilience/
Council on Foreign Relations. (2011, July 14). Profile: Ayman al-Zawahiri. https://www.cfr.org/backgrounder/profile-ayman-al-zawahiri
Abu Bakr al-Baghdadi (former Islamic State in Iraq and al-Sham [ISIS] leader) 
McCants, W. (2015, September 1). The Believer. http://csweb.brookings.edu/content/research/essays/2015/thebeliever.html
Abu Bakr al-Baghdadi (2020). The Counter Extremist Project. https://www.counterextremism.com/extremists/abu-bakr-al-baghdadi
Atwan, A. B. (2015). A Portrait of Caliph Ibrahim. The Cato Review. https://www.thecairoreview.com/essays/a-portrait-of-caliph-ibrahim/
Anwar al-Awlaki (former al Qaeda in the Arabian Peninsula leader, online jihadist radicalizer)
Shane, S. (2017). The Enduring Influence of Anwar al-Awlaki in the Age of the Islamic State. https://ctc.usma.edu/the-enduring-influence-of-anwar-al-awlaki-in-the-age-of-the-islamic-state/
Anwar al-Awlaki (2020). The Counter Extremist Project. https://www.counterextremism.com/extremists/anwar-al-awlaki
Zimmerman, K. (2010, March 12). Militant Islam’s Global Preacher: The Radicalizing Effect of Sheikh Anwar al Awlaki. Critical Threats.  https://www.criticalthreats.org/analysis/militant-islams-global-preacher-the-radicalizing-effect-of-sheikh-anwar-al-awlaki

I’m working on a nursing discussion question and need an explanation to help me understand better.

Discussion 1
Tom, a 26-year-old runner, came into the office today complaining of constant pain in the right ankle. While running his usual route, he accidentally stepped on a branch lying in his path, twisting his ankle inward. He denies hearing a “pop.” He was able to walk, or limp, the remaining ¼ mile back to his home, where he immediately elevated and iced the ankle for 30 minutes. He took two acetaminophen 325 mg, showered and dressed for work, and drove to his place of employment. He continued to experience significant pain in the ankle, worse when walking. His foot became swollen. Since his job in a sporting goods store requires that he be on his feet most of the day, he was unable to continue his normal workday, and made a same-day appointment to be seen. He has no chronic diseases, takes no medication, and denies recent use of NSAIDs, as aspirin and ibuprofen cause him to have gastritis. He sprained the ankle last year, but was able to manage that injury at home.
Assessment
A 26-year-old, otherwise healthy male presents limping into the examination room, holding his right shoe in his hand. He grimaces with partial weight-bearing of the affected foot. He has local ecchymosis and 1+ edema over the anterolateral ligaments of the right ankle. Capillary refill, pulses, and sensation of the foot and toes are intact. There is no lateral or anterior instability of the joint or tendons. X-ray of the ankle and foot are negative for fracture or dislocation. He has a grade I lateral ankle sprain.

What pain relieving medications would you prescribe? Defend your choice.
How would you prescribe them?
What side effects should you educate the patient about?
Does the age of the patient influence what your choice?

Discussion Question 2
What organs are damaged mostly by taking NSAIDS? What patient education would you provide to someone taking NSAIDS? What organ is damaged by taking too much aspirin? What patient education should you provide to a patient taking Aspirin? List 3 diagnosis for which you would administer NSAIDS. List 3 diagnosis for which you would administer Aspirin. What labs or diagnostic tests would you perform for a patient who has consumed too much Aspirin and NSAIDS. Your response should be at least 350 words.