Author: chris

Write a 5-7 page paper using APA standards for citation of sources that focuses on the following:

Interview two different individuals regarding their positions in society.  Analyze their responses regarding:

1. Identify each person’s class, race, and gender.
2. What role has class, race, and gender played in their lives?  How do you see these stratifiers as playing a role, even if the interviewee is unaware of it?
3. Apply one of the sociological perspectives (structural-functional, social-conflict, or symbolic-interaction) to the individuals’ lives.  Why did you choose this particular perspective?  How does it explain each person’s life and life choices?
4. What are some the benefits and limitations to using interview as a research methodology?
5. Analyze each person’s components of culture (language, symbols, material objects, and behaviors) and relate them to his/her stratified position in society.

Why Write a Literary Analysis?

Literature teaches us about the value of conflict. We experience conflict in our personal relationships and in our interactions with society. Literary analysis helps us recognize the conflict at work in literature, which gives us greater insight into the personal conflicts that we face. In addition, learning how to closely read, analyze, and critique a text is beneficial beyond a literature course in that it improves our writing, reading, and critiquing abilities overall.

How to Write a Literary Analysis

It is important to understand that some conflicts in literature might not always be obvious. Considering how an author addresses conflict via literary techniques can reveal other more complex conflicts or different kinds of conflicts that interact in multiple ways. Analyzing those more complicated elements can help you discover what literature represents about the human experience and condition. With this in mind, consider that your thesis might be a claim about how two pieces make similar representations, or it can show two different points of view on a similar issue.

The literary analysis should be organized around your thesis (argument), which is the controlling idea of the entire essay. In the Week Three assignment, you identified two conflicts and created an initial thesis statement in relation to two of the literary works from the List of Literary Works. In this assignment, you will refine that thesis even further and build on your overall argument utilizing the literary techniques below. Reflect on feedback from your Instructor and peers in previous weeks to help you revise your rough draft into a final paper.

For this literary analysis, write a 1250- to 1600-word essay in which you do the following:

• Revise/develop the thesis from Week Three based on the feedback you have received. Again, the thesis should focus on the conflict(s) you chose to write about. This thesis should provide deeper insight into the possible meanings surrounding the chosen conflict(s) that you see in the chosen literary texts. Throughout your analysis, you must use at least two primary sources and two sources from the Ashford University Library to support your thesis. Watch the ENG125 Literature Research video (Transcript) for help with finding sources from the library for your paper.
• Review and incorporate instructor and classroom feedback on at least one conflict listed in Types of Conflict Found in Literature from two literary works in this course. One of the literary works must be a short story. See the List of Literary Works and Types of Conflict Found in Literature.
• Analyze three literary techniques to help define and draw out the conflict(s) chosen.
• Explain how the texts utilize the literary techniques below to describe the conflict(s).
• Compare and contrast the two texts you chose.

List of Literary Works

For your Literary Analysis, select at least two works from the List of Literary Works that share the same type(s) of conflict(s). Remember, one of them must be a short story. You can either compare two short stories, a short story and a poem, or a short story and a play.

List of Types of Conflicts Found in Literature

In the document Types of Conflicts Found in Literature, you will find a list of possible conflicts to explore in your Literary Analysis. Please note that you must write about one of the conflicts in the list of literary texts provided. To help you better understand each conflict and how it might be apparent, examples from popular culture have been provided. However, please note that your Literary Analysis must not be about popular culture, television, or movies. The examples provided are just that–examples. Please also note that it is possible for a text to have more than one conflict at work. The repeated references to conflicts in The Simpsons provide further context on how multiple conflicts might be present in a single work. Other examples of conflict are also provided.

List of Literary Techniques

In your analysis, address at least three of the literary techniques (as defined in Chapters 2 and 4) listed in the document Literary Techniques, describing their relationships with the conflict(s)–which provide deeper insight into possible meaning(s) found in literature–you are addressing in your paper.

Assignment Requirements

• Topic: Your paper must address two of the texts, at least one of the conflicts, and three of the literary techniques as listed in the guidelines.
• Length: Your paper must be double spaced and 1250 to 1600 words in length (excluding title and references pages).
• Sources: You must utilize at least two primary sources to support your thesis (including the course text) and at least two scholarly sources from the Ashford University Library (at least four sources in total). You may also use other academic sources acquired from other classes that pertain to the literary theme and/or conflict.
• Elements of Academic Writing: Please see the Guide to Writing a Compare/Contrast Essay resource, which provides information regarding how to effectively organize this essay.
• APA: Your assignment must be formatted according to APA style as outlined in the Ashford Writing Center.
  • Separate Title Page: Must include a separate title page that lists the following: an original title, your name, date of submission, and the professor’s name.
  • Separate Reference Page: At the end of your paper, include a separate references page that lists all sources utilized for and cited within your analysis.

Discuss Manet’s relationship with historical painting. What examples did he follow, and in what ways did he radically break from those examples?

 

2. Using Mont Saint-Victoire as an example, explain how Paul Cézanne changes Impressionism and sets the stage for twentieth-century art.

 

3. Compare and contrast the goals of two art movements of the 20^th Century. Focus your analysis on how they rebel against. Use examples of artists and their artworks to illustrate your points.

 

4. Describe the development and influence of cubism on twentieth century art. Include a comment regarding the working relationship of Picasso and Braque.

 

 

Final Project – Submission

 

The Final Project is due this week with your Module 8 Homework Assignment.  Please upload a second document entitled “Final Project” with your Module 8 Homework Assignment.

 

Choose one of the following artworks or artists for your Final Report.  Your report must completely answer the four questions posed to guide your research.  Write in complete sentences and utilize APA guidelines.  You will need to use the LIRN library and the Internet to find enough information and, therefore, you will need to cite your sources on a final page labeled “References.”

 

1. Describe the work or artist (100 words or more).

–       state the correct name

–       state the artist(s) if known

–       give the actual dimensions of the work (feet and inches)

–       note the principle features of the work

 

2. Compare (50 words or more).

–       explain how this artwork (or artist) is similar to others of the same time

–       is it part of a trend?

 

3. Contrast (50 words or more).

–       explain how this artwork (or artist) is different from all others of the same time

–       is it/he part of a revolution

 

4. Evaluate (100 words or more).

–       explain why this artwork (or artist) is significant or important to his or her age

–       why did he become popular during his time

–       what did he contribute to the future of art

 

5. References

–       list your sources of information so that the instructor can locate them later and check your work

 

 

• Artists

 

o       Paul Gaugin

o       Mary Cassatt

USA vs Saudi Arabia

1- 600 to 800 word

2- compare the below :

* instructor

* Difficulty

* helpful in future

* classmates

In a carefully written paper, complete the following:

• List the four components of Gross Domestic Product(GDP) and provide an example of each.
• Explain how each item affects you and the way that you live today

Adhere to the following standards:

• Your paper should be two or three pages in length, not including the title or references pages.
• Povide at least 2-3 references in APA style format
• Times New Roman 12 point font double spaced 1″ margins
• Each paper should include an introduction, a body with at least two fully developed paragraphs, and a conclusion.

ou can become a millionaire!  That’s what the junk mail said.  But then there was the fine print:

If you act before midnight tonight, then here are you chances: 0.1% that you receive $1,000,000;

75% that you get nothing, otherwise you must PAY $5000.

But wait, there’s more!  If you don’t win the million AND you don’t have to pay on your first attempt then

you can choose to play one more time.

If you do, then we 20X your probability of winning big – yes, you will hava a 2% chance of

receiving $100,000 and 60% chance of winning $7500, but must pay $10,000 otherwise.

 

What is your expected outcome for attempting this venture?  Solve this problem using

a decision tree and clearly show all calculations and the expected value at each node.

 

Answer these questions:

1) should you play at all? (5%) And if so, what is my expected (net) monitary value? (10%)

2) If you play and don’t win at all on the first try (but don’t lose money), should you try again? (5%) Why? (5%)

3) clearly show the decision tree (40%) and expected net monitary value at each node (25%)

You have just been hired as the Assistant Director of Labor Relations for a 400-bed hospital, employing nearly 3,000 employees, of which 800 are registered nurses. The hospital is the largest hospital in the town of 102,000, competing with two other hospitals for scarce healthcare talent. You watch anxiously as the not-for-profit facility on the east side of town is under pressure from the Service Employees International Union (SEIU)-Healthcare to unionize based on wages and staffing ratios. You have been asked by the Chief Labor Counsel for your opinion on the next course of action for the hospital. Since your hospital is a non-profit healthcare institution, it is important to know the guidelines that not-for-profit organizations may encounter versus for-profit companies.

In a paper, address the following:

1. Determine the key federal rules and regulations that must be known by managers before the organizing is attempted by the SEIU.
2. Discuss the impact on profit and not-for-profit organizing efforts and consideration.
3. What rules must the hospital consider when providing access to employees regarding their right to meet to organize?
4. Compose a strategic plan to prepare managers for a potential organizing attempt by the SEIU.
5. Address how these work related laws affect both employers and employees. Provide specific examples and recommendations within your plan.
6. Conclude your paper with a recommendation if the hospital should look into organizing with SEIU and justify your reasoning.

Support your paper with a minimum of three resources, which may include your required text. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.

Length: 5-7 pages, not including title and reference pages

Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

Reading Primary sources

In order to fully understand a primary source, you’ll want to identify it, contextualize it, explore it, analyze it, and evaluate it. The questions below will help you do all of those things, and understand why it’s so important to do them.
1. Identify the Source
What is the nature of the source?
You’ll want to know what kind of source it is — a newspaper, an oral history account, a diary entry, a government document, etc. — because different kinds of sources must be considered differently. For example, you might think about a description of a Civil War camp differently than you would think about a photograph of one, or you might have different questions about census data regarding poverty in the 1930s than you would about oral history interviews with people who were poor during the Depression. Knowing that type of source you’re dealing with can help you start to think about appropriate questions.
Who created this source, and what do I know about him/her/them?
Knowing something about who created the source you’re using can help you determine what biases they might have had, what their relationship to the things they described in the source might have been, and whether or not this source should be considered credible. Keep in mind that someone doesn’t have to be famous or need to have played a dramatic role in history to be a credible source — in terms of understanding the experience of World War I, for example, the writings of a regular soldier in the trenches may be as valuable or even much more so than the recollections of President Wilson or a general.
Knowing who wrote the source can also help you figure out the angle or perspective that the source will convey. For example, the description of a Revolutionary War battle might be very different if it was written by a soldier in the Continential Army, by George Washington himself, by a British soldier, or by an American loyalist. You might wonder different things about the account depending on who wrote it, so knowing the author would definitely help you start to ask the right questions.
When was the source produced?
Knowing when the source was produced can help you start to put it into historical perspective. A discussion of women’s rights in America, for example, would obviously be very different in the 1820s (one hundred years before women could vote), the 1920s (when women first got the vote), the 1970s (when the feminist movement was thriving and the Equal Rights Amendment was debated), and 2004. If you don’t know when a source was written, you can’t start to put it into its historical context and understand how it connects to historical events.
If you’re using a first-hand account that was written some time after the events that it describes, you might also take the passage of time into account in your later analysis. For example, you might view the diary of a settler moving west in the 1870s that was written during her travels in a different way than you would view the memoirs of that same settler written fifty years later for her grandchildren.
Where was the source produced?
Just as it is important to situate the source in time, it’s also important to identify the place where the source was produced. If you found an editorial in a newspaper discussing the Montgomery Bus Boycott, for example, you would want to know where the newspaper was published — a newspaper from Montgomery might be considered very differently from one published in Boston, Massachussetts, Mobile, Alabama, or Washington, D.C.
2. Contextualize the Source
What do you know about the historical context for this source?
Once you know when, where, and by whom the source was created, you can start to place it in its historical context . What was going on in the place and time that this source was created? What significant local, regional, or national events might this source relate to? You can look for information about the historical context for your sources in many places. Sometimes sources are packaged along with descriptive information that can help you contextualize them — this is often true of web-based collections of resources in which the website compiler might provide you with a written introduction to the sources to help you place them in context. Similarly, libraries and archives often provide collection descriptions or finding aids for their materials that can provide context. You can also consult secondary sources to learn more about the time and palce in which the source was created.
What do I know about how the creator of this source fits into that historical context?
Once you know the historical context of the source, you’ll want to think further about the person(s) who created the source. How were they connected to that historical context? If it’s a source about the Civil Rights Movement, for example, you may have already figured out the person’s location, their race, their sex, and some other basic information — but what do you know about his connection to the Movement? Was he an activist? Was he opposed? Was he involved in the race riot that he describes in the source and, if so, what was his role? Figuring out how this person fit into their historical context, individually, can help you think more critically and creatively about what he or she had to say.
Why did the person who created the source do so?
You’ll also want to know the motivations of the person who wrote the source, which may be easier to guess after you know their historical context. Do you think this source was created as a private document, or was it intended for others to view? How do you know that? If there was an intended audience, who was that audience? Family? The general public? “Future generations?” What did the creator of the source intend for that audience to get out of it? Was she trying to persuade people to a particular point of view? Was she simply recording daily events? Was she intentionally trying to deceive the audience? Was she trying to make herself look good?
3. Explore the source
What factual information is conveyed in this source?
Some sources can provide us with valuable factual information about what happened in the past. As you read, think about what information in the source is presented as fact. But, of course, things that are presented as fact are not always accurate, so you will also want to think about whether the facts presented in the source can be verified. Where else might you look to check and make sure that those facts are accurate? How will you decide whether you believe this person’s accounting of the facts to be accurate?
What opinions are related in this source?
Since primary sources are first-hand accounts that often convey only a single person’s point of view, they will likely contain a fair bit of opinion. Identify sections of the source that seem to be opinion and ask yourself why the creator of the source might hold that opinion. Who else might share that opinion? Is it an opinion that you find compelling? Why or why not?
What is implied or conveyed unintentionally in the source?
People don’t always spell out what they are thinking when they write a letter, a diary entry, or a newspaper column. Intentionally or unintentionally, there may be ambiguities or vagueness in the source — places that require the reader to “fill in the blanks” and use the author’s tone, rhetorical strategies, and attitude to make inferences about meanings that are not spelled out. For example, in a letter to the editor in a newspaper criticizing a particular politician, the author may never spell out his or her beliefs about the role of government or how the government should handle particular kinds of issues, but based on their criticisms, you can probably infer or make an educated guess about those questions.
What is not said in this source?
Sometimes what isn’t said in a source can be as interesting as what is said. Ask yourself, what did I expect to have seen here that I didn’t see? For example, it would seem odd to find a letter written the day after the attack on Pearl Harbor that didn’t mention that event — you might wonder, “Why didn’t this person write about the Pearl Harbor attack? Did she not know about it? Was it not important to her or to her audience? Was it so much on everyone’s mind that she didn’t feel a need to write about it?” You may have no good answers to these questions, but thinking about what seems missing can help you imagine the writer’s frame of mind and motivations a bit more clearly.

What is surprising or interesting about the source?
Once you know what is and isn’t in the source, take a minute to think about what was interesting or surprising. What did you learn that you didn’t know before? What details were interesting to you? Was the perspective revealed by this source one that you hadn’t thought about before? What did you not expect that you found here — and what did you expect that wasn’t here after all?
What do I not understand in this source?
Are there words that were unclear to you? Are there events or people referred to that you aren’t familiar with? Does anything not make sense? Think about where you might go to clarify these issues so that you can understand the source fully. You might look up unfamiliar vocabulary in the dictionary or do an online search to find some basic historical information about an event that the source writer described. Doing these simple things can help you make sure that you get the most out of each source.
4. Analyze the source
How does the creator of the source convey information and make his/her point?
Sometimes it’s important to not only think about what the author said, but how he said it. What strategies did the writer/artist/etc. use to convey information? In the case of written or oral sources, did he use humor? Sarcasm? An appeal to patriotism? Guilt? An appeal to religious principles? Logical arguments? Tugging on heartstrings?
How is the world described in the source different from my world?
Think about the time and place in which this source was created. What did the author and people around her believe? What was their world like? What significant differences are there between that world and your world today? How would you feel if you were in the author’s shoes? What would be reasonable to expect of the author, given his or her historical context?
How might others at the time have reacted to this source?
Would the ideas and perspective revealed by this source have been universally accepted by others? Would certain individuals or groups have disagreed with the account in this source? Why or why not? Imagine an individual who might have disagreed with something in this source — how would that person’s account be different? What might they convey in their own source, and how? (For example, if you’re reading the diary of a plantation owner, how might a source giving the perspective of an overseer, an abolitionist, the owner of a bigger or smaller plantation, or a slave be different?)

The firm manufactures a global positioning system (GPS) that sells for $2,000, with cost of goods sold (hardware 30% and software 70%) of 55% of sales. Compared to the United States, China offers a 7% cost reduction in electronics manufacturing hardware and a 45% reduction in software programming. India offers a 32% reduction in software programming costs. So far, you have been unable to determine whether India has the facilities to undertake the hardware manufacturing. The firm has to invest $300 million. As far as China is concerned, you can send hardware and software manufacturing to China or India.

You have been asked to lead a team to study and create a report for the executive team on both countries as business opportunities. As a group, study both China and India to make your calculations and recommendations as follows.

Group Deliverable (8–10 slides with in-depth presenter notes, excluding title and reference slides)

• Risk is a significant factor. Identify each of the risk factors for each country (political stability, exposures of transaction, interest rate, operating, and translation); currency exchange rates; currency controls; skilled labor; facilities; infrastructure; each country’s track record in using foreign direct investment (FDI); and any history of political corruption and roadblocks to establishing a going concern business.
• Explore the expected GDP growth of each country and the forecast exchange rates to the U.S. dollar. Based on the forecast exchange rate with the U.S. dollar in 1 and 2 years, should the $300 million investments be paid for immediately, hedged, or paid 50% ($150 million) in 1 year and 50% in 2 years?
• What is the projected savings for the firm?
• What is the new cost of goods sold percent of sales for each of the countries?
• What are your recommendations on choice of country?
• How can your firm arrange the business to be most profitable?
• Assume the following:
  • Using the current spot rate for the yuan exchange rate, the 12 -month forward rate is showing a 1.5% weaker U.S. dollar, and the 24-month forward rate of exchange is showing a 2.4% weaker U.S. dollar.
  • Using the current spot rate for the rupee exchange rate, the 12 -month forward rate is showing a 1.0% weaker U.S. dollar and the 24-month forward rate of exchange is showing a 2.0% weaker U.S. dollar.
• Include in-text citations as well as a list of references using APA style.

 

Individual Deliverable (2–3 body pages)

Investigate and back up your decision on the question of whether or not it would be more ethical to invest the money in the U.S

You have just attended a manager’s meeting about establishing self-directed, high-performing teams. The company is concerned because some of the managers are having success building self-directed, high-performing teams while others are not. A discussion occurred that identified the characteristics of the successful team building elements and compared them to those managers that have not been successful. This is a situation where those who are struggling need to learn from those who are doing well. The discussions included identifying what could be going wrong and what steps might be taken for success.

 

You have been asked to write a research report that summarizes the meeting and offers some recommendations that might be helpful to those managers who are struggling. Specifically, your report must include:

 

• Identification of the difficulties the managers may be having in establishing self-directed, high-performing teams
• Identification of the successful characteristic of establishing self-directed, high-performing teams
• Recommendations for success
• A designed plan that might help guide the struggling managers and improve negotiation and conflict resolution skills

Use the Library and Internet to research this topic.

Present your findings as a 3-4 pages Word document formatted in APA style.

Submitting your assignment in APA format means, at a minimum, you will need the following:

 

• Title page: Remember the running head and title in all capital letters.
• Abstract: This is a summary of your paper, not an introduction. Begin writing in third-person voice.
• Body: The body of your paper begins on the page following the title page and abstract page, and it must be double-spaced between paragraphs. The typeface should be 12-pt. Times Roman or 12-pt. Courier in regular black type. Do not use color, bold type, or italics except as required for APA level headings and references. The deliverable length of the body of your paper for this assignment is 3–4 pages. In-text academic citations to support your decisions and analysis are required. A variety of academic sources is encouraged.
• Reference page: References that align with your in-text academic sources are listed on the final page of your paper. The references must be in APA format using appropriate spacing, hang indention, italics, and upper- and lower-case usage as appropriate for the type of resource used. Remember, the reference page is not a bibliography, but it is a further listing of the abbreviated in-text citations used in the paper. Every referenced item must have a corresponding in-text citation.