Please offer thoughtfully developed responses to the questions posted at the end of the Szalavitz essay, under the section “Thinking about the Text” (NOT the “Writing about Issues” section) – page 574. Keep in mind all the argument components we covered in class. Any argument connections you can establish b/w this essay and our building blocks will be a huge plus.
Youdonotdo,youdonotdo
Any more, black shoe
In which I have lived like a foot For thirty years, poor and white, Barely daring to breathe or Achoo.
Daddy, I have had to kill you. You died before I had time — Marble-heavy, a bag full of God, Ghastly statue with one gray toe Big as a Frisco seal
And a head in the freakish Atlantic Where it pours bean green over blue In the waters off beautiful Nauset.°
I used to pray to recover you.
Ach, du.°
In the German tongue, in the Polish Town° Scraped flat by the roller
Of wars, wars, wars.
But the name of the town is common.
My Polack friend
Says there are a dozen or two. So I never could tell where you Put your foot, your root,
I never could talk to you.
The tongue stuck in my jaw.
It stuck in a barb wire snare.
Ich, ich, ich, ich,°
I could hardly speak.
I thought every German was you. And the language obscene
An engine, an engine
Chuffing me off like a Jew.
A Jew to Dachau, Auschwitz, Belsen.° I began to talk like a Jew. IthinkImaywellbeaJew.
The sno ws of the Tyrol, the clear beer of Vienna Are not very pure or true.
With my gypsy-ancestress and my weird luck And my Taroc° pack and my Taroc pack
ImaybeabitofaJew.
I have always been scared of you,
With your Luwaffe,° your gobbledygoo. And your neat mustache
And your Aryan eye, bright blue. Panzer-man, panzer-man,° O You —
Not God but a swastika
So black no sky could squeak through. Every woman adores a Fascist,
The boot in the face, the brute
Brute heart of a brute like you.
You stand at the blackboard, daddy,
In the picture I have of you,
A cle in your chin instead of your foot But no less a devil for that, no not
Any less the black man who
Bit my pretty red heart in two.
I was ten when they buried you. At twenty I tried to die
And get back, back, back to you.
I thought even the bones would do
But they pulled me out of the sack,
And they stuck me together with glue. And then I knew what to do.
I made a model of you,
A man in black with a Meinkampf° look
And a love of the rack and the screw. AndIsaidIdo,Ido.
So daddy, I’m finally through.
The black telephone’s off at the root, The voices just can’t worm through.
If I’ve killed one man, I’ve killed two — The vampire who said he was you
And drank my blood for a year,
Seven years, if you want to know. Daddy, you can lie back now.
There’s a stake in your fat black heart And the villagers never liked you.
They are dancing and stamping on you. They always knew it was you.
Daddy, daddy, you bastard, I’m through.
CHD2330 Graphic Organizer & Thematic Unit Presentation
/0 Comments/in Humanities /by bonniejecintaQUESTION
Part 1: Graphic Organizer
Instructions
For this discussion, you will be creating a graphic organizer in the form of a thematic unit planning web covering many content areas (language arts/literature, math, science, social studies, art, music/movement, dramatic play, health/safety, physical development, and outdoor/field trips). Please remember to include early learning standards related to language and literacy development with both text and nomenclature for each activity along with standards related to each content area. Additionally, in the introduction to your planning web, explain the benefits of using a thematic approach to teaching young children in a one to two-page essay. Why is it used and what purpose does it serve? What does research tell us, if anything?
View this site for sample designs of planning webs (Links to an external site. (Microsoft Word has fillable shapes, so you can create a Word document for this.)
Decide on a theme. (Some examples are community helpers, community garden, transportation, my family, etc.)
Once that you’ve chosen your theme, put it in the center of your web.
Brainstorm learning activities related to your theme for each content area.
Example of writing out full standard with nomenclature (you need one literacy and one content standard for each activity)
ELA.K.R.1.1. Describe the main characters, settings, and important events in a story
Example of early learning standards written out:
(Math) V.A.2 Counts and identifies the number sequence “1 to 10”
Part 2: Thematic Unit Presentation Instructions
Using your planning web, you will complete a presentation, of your thematic unit. To complete the assignment successfully, the following components should be included:
Slides 2–4, Introduction: What is a thematic unit? Why is it important? What has research taught us (complete with in-text citations)?
Slides 5–25: (one slide for each activity QUESTION, taken from your web and one accompanying slide for each QUESTION with either a photo of the product or a video of the process. If you choose to include a video QUESTION, it should be no longer than 1–2 minutes).
Slide 26: Reflective statement on the process (complete with in-text citations)
Writing…
/0 Comments/in Writing /by bonniejecintaQuestion
This essay (really, more like a mini-essay) will help you practice your analysis skills and understand the fundamentals of adaptations. In two pages, you will explore the impact of two story “changes” due to genre. In other words, you will answer “What changes did X adaptation make due to Y genre or medium conventions.”
For instance, you might look at how tone and setting was changed in the Once Upon a Time episode in order to bring the “Beauty and Beast” narrative to 21st c. television. Or, you might note many consider Disney’s Cinderella the original, but that you’ll analyze our first recorded version, “Rhodopis”, and the ways the story was impacted by it’s oral and geographic origin.
Rhetorical Situation:
Audience: Your peers and the professor
Purpose: To analyze why an artifact has specific plot, character, setting, theme, or adaptations due to a change in genre or medium
Context: Assume your audience has general knowledge about what you’re discussing, but may not have seen the artifact you’re examining.
Par 3: Repeat steps in par. 2, but with a new element (if you discuss change in character in par 2, perhaps you discuss a change in plot in par. 3)
Some other general requirements:
You do not need a conclusion for this mini-essay, but I do want an attempt at a citation for the reading you chose.
Overall, your essay should include a title and be 12 pt., Times New Roman black font, double spaced.
Include a title (try to make it fun!)
Provide a polished essay (please note, I will not be focused on grammar/editing and other lower order concerns. However, your essay should be readable and it should be clear that you’ve attempted to provide a polished work.)
You may explore an artifact from class, or you may choose one from outside of class, but it must be tethered to one of our class readings/viewings in some way.I want to compare between Beauty and the Beast film (2017) and the original film from (1991)This is also an example essay.I did it before two days with someone else and it was so awful, he did by AI and I got caught by the professor can you please do it good this time cause it’s my last chance, I’ll also attach file for what he did with the professor’s comments so please look at it and try to avoid what he did and just follow the essay instructions. Also the example is a good resource to understand more what we are looking for.These are the professors’s comments ( and also much more in the attached word file) :
1- I’m concerned that this essay sounds and reads as if crafted by AI. One reason for that is its “broadness” and lack of focus – this essay tries to discuss waaaay too much.
2- My other concern if that you aren’t following the specific of the assignment. For instance, you need to note in your intro what you deem the original and then briefly summarize the adaptation and provide a concise thesis. You don’t currently have a thesis.
responseeee
/0 Comments/in Health Medical /by bonniejecintaQuestion
My clinical rotation this week provided me with valuable insights and unpleasant circumstances, but it proved to be a highly educational experience. This week, I had the opportunity to hear about a 13-month-old female who was diagnosed with tricuspid atresia and absent pulmonary valve syndrome before birth. She has had a balloon atrial septostomy, tricuspid valve perforation, occlusion of the MPA device, and stenting of the PDA.
On January 25th, she underwent surgical management with Dr. Mulinari, a specialist in congenital heart conditions. The procedure involved a median sternotomy to place a Central shunt and remove the PDA stent with ligation. Additionally, an existing atrial septostomy was enlarged, the MPA was dissected to widen the currently restricted RPA, and the dilated LPA was repaired. Over the course of the night, the 13-month-old kid experienced a condition called lactic acidosis, with the highest level recorded at 11.2. This necessitated an escalation in the use of ECMO (extracorporeal membrane oxygenation) and inotropic support. Extracorporeal membrane oxygenation (ECMO) is an advanced therapy used to manage critically ill patients with severe respiratory or cardiovascular dysfunction that is refractory to conventional management (Sakurai and Singhal, 2022.)
The services of vascular surgery were requested to evaluate and treat the left lower extremity. According to the vascular surgery consultation, the ultrasound revealed full blockage of the left PTA, ATA, and DPA. The visualized superficial femoral artery shows reduced blood flow due to an obstruction further upstream, although the common femoral artery was not visible in the current investigation. The vascular team’s intention was to promptly bring the 13-month-old infant to the operating room for a left lower extremity angiography, embolectomy/thrombectomy, thrombolysis, potential bypass, and any other necessary procedures. Additionally, they planned to initiate therapeutic anticoagulation by administering a heparin drip.
Managing a 13-month-old infant in a critical care/ICU environment is an exceptionally sensitive and challenging circumstance. The medical team must provide the highest level of attention and care to address the vulnerability of a child at such a young age. Every facet of the infant’s state necessitates diligent observation and prompt intervention to tackle any arising concerns.
The nurse assigned to the baby shown remarkable vigilance by instantly detecting the darkening of the left lower leg in this specific instance. This astute assessment was important, as it resulted in the prompt engagement of the vascular team. To ensure the newborn receives appropriate care and attention for the discolouration and any potential underlying concerns, it is advisable to seek guidance from the vascular team.
The parents of the infant are understandably distraught by their child’s situation. Nevertheless, the medical team, including my preceptor, is absolutely dedicated to ensuring that the parents are kept fully informed about every single aspect of their child’s care during the day, which is of utmost importance. Communication can have a positive or negative effect on their parents’ perceptions of the decision-making process (Brouwer et al, 2021.) Establishing a transparent line of communication with the parents facilitates the provision of the necessary assistance and reassurance they require throughout this arduous period.
Operations Management Case Incident
/0 Comments/in Business & Finance /by bonniejecintaQUESTION
Whether or not gossip benefits organizations has become a gray area. Gossip, in some contexts,
may be good. Some leaders, such as Aviva Leebow Wolmer (CEO of Pacesetter), believe that
gossip can be harnessed by managers to make a positive impact on the organization. While
Wolmer generally believes gossip has a negative influence, she also thinks that gossip can be
used to bond with coworkers and to create a sense of excitement in the office. In addition, when
employees gossip with clients, clients may feel more valued by the company because they were
given the “inside scoop.”
What about when gossip alienates an employee? According to anthropologists, humans gained
the ability to gossip through evolution. Gossip allowed our tribal ancestors to form bonds, while
also learning who to avoid. According to recent research, negative gossip may have been used to
identify individuals who had broken norms (see Chapter 9) about sharing with tribe. By
ostracizing the individual who did not act in the best interest of the tribe, the group as a whole
benefitted. Unfortunately, in the modern-day workplace, office gossip may serve to exclude
others. And unlike our tribal ancestors, gossip is often not directed towards employees who have
acted against a group. Instead, gossip about a specific individual is often a means of incivility
(see Chapter 9).
There are several ways for an employee to deal with being the target of malicious office gossip.
Dr. Berit Brogaard of University of Miami suggests not confronting the person spreading rumors
through the grapevine. Instead, reaching out to a supervisor (if they are not also part of the rumor
mill) or HR may beneficial. Alternatively, openly talking about gossip in a blasé manner may
take away the gossiper’s motivation. Like many bullying behaviors, gossip is often meant to
harm the target emotionally. When the gossiper realizes that they aren’t achieving this goal, they
will sometimes stop.
Gossip can also harm individuals besides the target. Gossip that targets an individual may
splinter an office as people “take sides.” This can lead to low job satisfaction, lower trust, and a
decrease in work productivity as people fail to cooperate with each other. And once the office
culture takes a turn for the worse, talented employees may choose to leave for a company with a more positive environment. Managers can try to avoid this situation by meeting with the team and discussing the problem, or creating official policies regarding workplace gossip.
Sources: M. Schwantes, “Head Off Harmful Office Gossip,” Chicago Tribune, January 30, 2017,
http://www.chicagotribune.com/business/success/inc/tca-head-off-harmful-office-gossip-20170130-story.html, accessed April 14, 2017; A. L.
Wolmer, “Five Ways to Transform Work Gossip into Positive Communication,” Entrepreneur, April 7, 2017,
https://www.entrepreneur.com/article/290522, accessed April 14, 2017; L. Dodgson, “Four Ways to Deal With a Coworker Who’s Spreading
Gossip About You,” Business Insider, March 22, 2017, http://www.businessinsider.com/how-to-deal-with-gossip-at-work-2017-3?r=UK&IR=T,
accessed April 14, 2017; and B. Brogaard, “How to Deal With the Gossipmonger at Your Workplace,” Psychology Today, October 2016,
https://www.psychologytoday.com/blog/the-superhuman-mind/201610/how-deal-the-gossipmonger-your-workplace, accessed April 14, 2016…
Questions
1) What are some tactics employees can use to avoid being the target of office gossip?
2) As discussed in the chapter, there are positive benefits to gossip. How can managers create
policies that target gossip that has negative consequences while also preserving the benefits of
positive gossip?
Chamberlain 53 Week 2
/0 Comments/in Health Medical /by bonniejecintaQUESTION
Arrange a Nurse Educator Interview
By the end of week 2, you will identify and arrange to interview an experienced nurse educator about the trends in nursing education that she/he has observed or experienced during her/his career in education. You will also develop 10–12 interview questions.
By the end of week 4, you should have conducted the interview and submitted a written synopsis of the interview. Please review the requirements for the paper (listed under week 4) before arranging the interview because the paper requirements will assist you in writing your interview questions and conducting the interview.
Please note: You should begin thinking about this activity as soon as possible because the nurse educator you select may not be able to meet during the time frame you wish, and you may need to select someone else for the interview.
Assignment Guidelines
The person you select to interview must have a minimum of 5 years experience as a nurse educator currently practicing in academia, staff development, or a clinical nurse educator or patient educator. No family members please.
You may arrange to conduct the interview in person, by phone, or by online web conferencing.
In general, when you contact a prospective interviewee, state who you are and explain that the interview is for a university course assignment.
Ask for a convenient time to meet for a 30-minute interview.
Review the literature (at least 2 sources) related to the nurse educator’s specific field of nursing education.
Type 15-20 interview questions.
Be prepared to record responses by:
Leaving a space below each of your typed interview questions for jotting down responses
You may wish to ask questions that elicit feedback about how the person became interested in nursing education, how education was selected as a career path, and what steps were taken to become a nurse educator.
Experiences with curricula
Experiences with evaluation
Ways of knowing that student goals are met
Ways of engaging and/or enriching student learning
Outlook on the future of nursing education
Name of the person you will be interviewing
Date and time of your scheduled interview
analyzing data using descriptive statistics
/0 Comments/in Mathematics /by bonniejecintaQUESTION
In this discussion board, you will view the video and consider how statistical significance affects the results of a project or study. We use t-tests to determine mean scores between the pretest and posttest results. In between giving an instrument as a pretest, we teach or share information for the participants so that they learn something new based on evidence. Once that is completed, a posttest is given to see if there are higher posttest scores depending on what is proposed. For instance, if we are measuring levels of confidence with the Confidence Scale (C-Scale), we would like to see an increase from the pretest to the posttest indicating that the participants are more confident. However, if we are measuring anxiety, we would want the scores to decrease after the intervention. When providing your initial post, share the instrument you are considering for your paper and indicate if you want the scores to go up or down and what an acceptable “p value” is at the <0.05 level to have statistical significance. Please use your research text for assistance.
Required Videos
Statistical Significance and p-values (8:56 Minutes) (2020) (WO: 6, 7)
Statistical Significance and p-values Video Transcript
t-tests for Beginners (19:50 Minutes) (2016) (WO: 6, 7)
t-tests for Beginners Video Transcript
Instruments and Articles
Initial Post:
For your initial post, review one of the articles provided and discuss the analysis done by the authors about the instrument they are discussing. Consider the analysis section and if they had at least a sample of >100 participants (n=100), what kind of t-test did they run, and what was the p value they found. Explain that we normally expect the p value to be <0.05 to have statistically significant results-did this study achieve this based on the tables in the article? Consider if the study demonstrated clinically significant results that may be useful in practice.
When you are analyzing what was found look to see the following:
1. Did they have at least a sample of >100 participants (n=100)?
2. What kind of t-test did they run?
3. What was the p value that they found?
4. We normally expect the p value to be <0.05 to have statistically significant results-did this study achieve this based on the tables in the article?
5. Did the study demonstrated clinically significant results that may be useful globally in practice?
SCI-20036-XK236 Influence of Technology 23DA10
/0 Comments/in Writing /by bonniejecintaQuestion
Scenario
You work for Eco-Focused Response (EFR), a nonprofit environmental organization that provides information and support to help communities prepare for and recover from natural phenomena, and develops and implements strategies to address issues such as pollution, hazardous material, and waste disposal. EFR is celebrating its twentieth anniversary! For part of the celebration, management would like to present a slideshow timeline highlighting the advancements made in technology that have impacted the organization, its employees, and society as a whole.
Directions
You have been asked to help with the presentation. Management has provided you with a list of topics they would like you to address in an 8- to 12-slide presentation. (No title page or table of contents is required.) Since it is the twentieth anniversary of the organization, management would like you to analyze changes in technology between 1998 and 2018, and the impact those changes have had. Your presentation should include applicable images and information associated with the topic and be easy for the audience to read. Use the speaker notes to fully explain the concepts you are addressing.
There have been significant changes in technology between 1998 and 2018. Consider this period and the changes you have observed as you address the following topics in your presentation:
week 7 HOSP
/0 Comments/in Business & Finance /by bonniejecintaQUESTION – QUESTION
I need 2 assignment done.
1st assignment need to be in it own word document and label 1st assignment. The manager of a restaurant has just received an income statement report comparing the establishment’s financial performance this year to last year’s performance. After reviewing the Excel workbook report below, answer the questions that follow to help the manager better understand the operation and its financial performance:
Questions:
Personal Reflection
/0 Comments/in Business & Finance /by bonniejecintaQUESTION – QUESTION
Assignment: Personal Reflection on Leadership Development Across Career Stages
Overview:
As part of our exploration of leadership development, you are tasked with writing a personal reflection that delves into your understanding and perspective on the continuous journey of leadership development. This assignment encourages you to engage deeply with the concept that development is a critical and ongoing process for leaders at all career stages, from emerging to emeritus.Objective:
To reflect on and articulate your own beliefs, experiences, and aspirations regarding leadership development, using the framework of the six interconnected dimensions (contexts, concepts, characteristics, challenges, capabilities, and consequences). This reflection aims to foster a personal connection with the material and to encourage a thoughtful examination of your own leadership development journey and plans.Assignment Details:
Length: Minimum of two pages (approximately 500-700 words per page), typed and double-spaced.
Introduction: Briefly introduce the importance of continuous development in leadership, referencing the interconnected constellation of six dimensions as a framework for understanding leadership development.
Personal Reflection:
Contexts: Reflect on the various contexts (e.g., organizational, social, personal) that have influenced or could influence your leadership development. How have these contexts shaped your understanding and approach to leadership?
Concepts: Discuss key concepts of leadership that resonate with you and how they inform your approach to leadership development.
Characteristics: Examine your own leadership characteristics, identifying strengths and areas for development. How do these characteristics align with your leadership aspirations?
Challenges: Reflect on past or anticipated challenges in your leadership journey and how these have influenced or could influence your development needs and strategies.
Capabilities: Consider the capabilities you have developed or wish to develop as a leader. How do you plan to acquire or enhance these capabilities?
Consequences: Contemplate the potential consequences of your leadership development on your personal and professional growth. How do you envision your leadership evolving over time?
Conclusion: Summarize your insights and commitments to ongoing leadership development. Reflect on how this exercise has influenced your perspective on leadership and personal growth.
Submission Instructions:
Title your document with your name and the assignment title (e.g., “John Doe – Personal Reflection on Leadership Development”)
Evaluation Criteria:Your reflection will be evaluated based on the depth of your engagement with the topic, the clarity and coherence of your arguments, the personal insights you provide, and adherence to the assignment requirements (including APA formatting and citation standards).This assignment is not just an academic exercise; it’s an opportunity to take a meaningful look at your leadership journey and plan for your future development. Approach it with openness, honesty, and a willingness to explore your potential for growth.
DBU Sylvia Plaths Poem Daddy Question
/0 Comments/in Writing /by bonniejecintaQuestion
Please offer thoughtfully developed responses to the questions posted at the end of the Szalavitz essay, under the section “Thinking about the Text” (NOT the “Writing about Issues” section) – page 574. Keep in mind all the argument components we covered in class. Any argument connections you can establish b/w this essay and our building blocks will be a huge plus.
Youdonotdo,youdonotdo
Any more, black shoe
In which I have lived like a foot For thirty years, poor and white, Barely daring to breathe or Achoo.
Daddy, I have had to kill you. You died before I had time — Marble-heavy, a bag full of God, Ghastly statue with one gray toe Big as a Frisco seal
And a head in the freakish Atlantic Where it pours bean green over blue In the waters off beautiful Nauset.°
I used to pray to recover you.
Ach, du.°
In the German tongue, in the Polish Town° Scraped flat by the roller
Of wars, wars, wars.
But the name of the town is common.
My Polack friend
Says there are a dozen or two. So I never could tell where you Put your foot, your root,
I never could talk to you.
The tongue stuck in my jaw.
It stuck in a barb wire snare.
Ich, ich, ich, ich,°
I could hardly speak.
I thought every German was you. And the language obscene
An engine, an engine
Chuffing me off like a Jew.
A Jew to Dachau, Auschwitz, Belsen.° I began to talk like a Jew. IthinkImaywellbeaJew.
The sno ws of the Tyrol, the clear beer of Vienna Are not very pure or true.
With my gypsy-ancestress and my weird luck And my Taroc° pack and my Taroc pack
ImaybeabitofaJew.
I have always been scared of you,
With your Luwaffe,° your gobbledygoo. And your neat mustache
And your Aryan eye, bright blue. Panzer-man, panzer-man,° O You —
Not God but a swastika
So black no sky could squeak through. Every woman adores a Fascist,
The boot in the face, the brute
Brute heart of a brute like you.
You stand at the blackboard, daddy,
In the picture I have of you,
A cle in your chin instead of your foot But no less a devil for that, no not
Any less the black man who
Bit my pretty red heart in two.
I was ten when they buried you. At twenty I tried to die
And get back, back, back to you.
I thought even the bones would do
But they pulled me out of the sack,
And they stuck me together with glue. And then I knew what to do.
I made a model of you,
A man in black with a Meinkampf° look
And a love of the rack and the screw. AndIsaidIdo,Ido.
So daddy, I’m finally through.
The black telephone’s off at the root, The voices just can’t worm through.
If I’ve killed one man, I’ve killed two — The vampire who said he was you
And drank my blood for a year,
Seven years, if you want to know. Daddy, you can lie back now.
There’s a stake in your fat black heart And the villagers never liked you.
They are dancing and stamping on you. They always knew it was you.
Daddy, daddy, you bastard, I’m through.