How did you react to the novel? Why? Be very specific and provide examples from the novel.
Topic: There are not a choice that is called “book discussion” in the type of paper step above. So I chose the “discussion board post”, but it is a “book discussion” were we will be in a group of four people and we will discuss the book “When the Empire Was Div

Paper details:

Here is the questions we will be discussing in the groups. So you have to answer these questions !!! There are 2 parts of questions, both of the parts must be answered !!! And you have to answer the questions in a way were I also can discuss it with the rest of the group. You can se the example down below and get some inspiration.. Part 1 1. Characters Pick one of the main characters of the novel who you consider to be your favorite. Discuss their importance and provide examples to support your claims. 2. Themes What is/are the main theme/s of the novel according to you? How important is/are the theme/s and where, in the novel, do we find evidence for it? 3. Time and setting Does the setting have an effect on the story? If so, how? If not, why not? Provide clear examples. 4. The author’s purpose What do you think was the author’s purpose in writing this novel? Part 2 **Personal response** 1. How did you react to the novel? Why? Be very specific and provide examples from the novel. 2. Refer to two scenes in the novel that made a deep impression on you. Develop your answer and provide clear examples. Here will put some examples of how the questions could be answered :- Part 1 1. Characters Pick one of the main characters of the novel who you consider to be your favorite. Discuss their importance and provide examples to support your claims. Example: One of my favorite characters in the novel is the mother. After her husband is taken away by the FBI, she is left alone to take care of her children. This is where her strength comes in. She is always there for her kids, being able to comfort them but also reprimand when necessary. She is the glue that holds the family together. One example of her comforting her children is when she calls the girl “baby” (maybe I am wrong here). This clearly displays her love and affection for the girl. It is also remarkable that she keeps the family together. In my opinion, Otsuka also wanted to show the importance of a strong female figure. She does not need her husband to take care of the family. However, after a few years in the camps, she is afraid that her husband will not recognize her. In my opinion, this highlights the importance of family togetherness because we are always stronger together. 2. Themes What is/are the main theme/s of the novel according to you? How important is/are the theme/s and where, in the novel, do we find evidence for it? Example: Racism is definitely one of the themes that I was able to identify right away. From the beginning of the novel, we understand that the family is not wanted. All the signs, the people around them, and finally the evacuation order signifies the racism at the time. Along with being hated, the family is deprived of their identity, which is another very important theme. Having no names and later getting an identification number is clearly Otsuka’s way of showing the identity not being there anymore. Once model citizens are now forced to live in places suited for animals, with Tanforan racetrack being a symbol representing the deprivation of humanity. 3. Time and setting Does the setting have an effect on the story? If so, how? If not, why not? Provide clear examples. Example: I personally view the setting as being a complement to the rest of the novel. It was not important to me but I do appreciate all the details that Otsuka chose to include. As a reader, I was able to experience the story without needing to wonder about the surroundings. Locations are described in a lot of detail and this is clearly highlighted in the following extract, as Otsuka is able to use many adjectives and descriptions to paint a vivid picture: “The train moved slowly inland. Somewhere along the western edge of upper Nevada it passed a lone white house with a lawn and two tall cottonwood trees with a hammock between them gently swaying in the breeze. A small dog lay sleeping on its side in the shade of the trees. A man in a straw hat was trimming hedges. The hedges were very round. They were perfect green spheres.” (Chapter 2, The Train) 4. The author’s purpose What do you think was the author’s purpose in writing this novel? Example: The author wanted to show that………….. Furthermore, the novel came a long time after the events that took place during WWII but it still remains fresh. It is a lesson that Otsuka wants us to learn. Outcomes and results of war can be so devastating for generations to come. The family in the novel comes home but their home doesn’t look the same and their, once normal, lives have to start over. 5. Writing style Comment on the author’s writing style. Did you like it? Why? Why not? Example: Difficult/Easy to read??? Too many difficult words. Far too many descriptions and adjectives??? Part 2 **Personal response** 1. How did you react to the novel? Why? Be very specific and provide examples from the novel. After reading the novel, I gained a better understanding of the historical events that took place in the USA during WWII. The novel is able to incorporate mostly accurate events using believable characters and real-life places. What I liked about the novel is Otsuka’s ability to keep the characters depersonalized, excluding their names, whilst maintaining a very emotional family story. I also enjoyed the fact that all characters experience different emotions and that, as a reader, I was able to follow their stories and further understand the internal struggles they faced. Furthermore, I highly enjoyed the final chapter of the novel because it highlights the bitterness of a man wrongly accused. The final chapter is even more personal than the others are and the language is completely different. The sarcastic and, at times, aggressive tone comes as a bit of a shock but this is fully understandable considering that the father has been through an ordeal that has left its mark on him. Moreover, I enjoyed the clever use of symbols and various themes. What I learned is that racism is always dangerous and that the military should not be allowed to make decisions that could potentially hurt people. Otsuka was able to cleverly present a story of 120 000 Japanese Americans and highlight the flaws of war and conflict. ….. 2. Refer to two scenes in the novel that made a deep impression on you. Develop your answer and provide clear examples. The scene that made a deep impression on me is when the family returns home. The conflicting emotions of slight happiness mixed with a fear of the unknown really made me think about the consequences of war. The family returns but they are no longer individuals. They must struggle to regain their individuality and their voices along with the material possessions they have lost. Their home is empty but so are they. The family has finally gained freedom but it comes at a price that is definitely too high. The boy and the girl have to deal with being labeled the enemy, a label that the camp managed to instill into them. Normal life is a thing of the past but they have to work hard to regain it. The excerpt/extract below clearly highlights the impact of the internment on the children. “The boy and the girl tell themselves nothing has changed, that the war had been an interruption and they can move on now. They decide to listen to the music everyone listens to, dress like everyone else, and change their names to sound more like everyone else’s names so that they will never be mistaken for the enemy again.” One additional scene that I really enjoyed is….. You can find the book and read it on this link https://epubreader.1bestlink.net/?state=%7B%22ids%22:%5B%221QI4GTElxvwsCKjNBWJf3dOrCE6cOxPx4%22%5D,%22action%22:%22open%22,%22userId%22:%22106577018800316914811%22,%22resourceKeys%22:%7B%7D%7D You have to read the novel so you can be able to answhkzer all the questions !!!

How would you work with a client who was in direct conflict with your advocacy group/ a group that you are passionate about?
Topic: Counseling

Paper details:

CNL-505 Topic 4: Counselor Ethics and Responsibilities Assignment GuidelinesDirections: Follow the directions below to write a paper of 1,750-2,100 words on counselor ethics and responsibilities. Provide a thoughtful response to each of the following sections, including specific, concrete examples to illustrate your ideas. Use the section headings provided below to separate each section of your paper. Your final deliverable should be one cohesive paper addressing all six sections along with an introduction and conclusion.This paper requires six scholarly references including your textbook.Part One:Please note that part one must be written in the third person. Section 1: The Counselor’s Role in Protecting Client Rights 1)Based on research, describe how counselors incorporate the following five principles of ethical practice in order to maintain client rights. One of the roles of clinical mental health counselors is to do no harma)Autonomy b)Nonmaleficence c)Beneficence d)Justicee)Fidelity2)In all clinical settings the informed consent process is important because it protects the privacy and dignity of the client. Discuss how the informed consent process protects client rights in the following areas:a)Billingb)Right to Privacyc)HIPAA complianced)Compliance with credentialing board requirements for incorporating informed consent into practiceSection 2: Responsibility to Warn and Protect Identify the factors that you will consider in order to determine your “duty to warn” and “duty to protect” responsibilities as a counselor. Be sure to consider ethical guidelines as well as the legal considerations pertaining to the “duty to warn” and “duty to protect” in the state in which you plan to practice.Section 3: Client Record-Keeping Discuss the role of the counselor for client record keeping in protecting the following:a)A client’s right to a professional standard of care b)The counselor from malpracticec)Notification of client’s rightsd)Storing files and documents electronicallyPart Two:Section 4: Self-Care After reading the introduction of Section C “Professional Responsibility” in the American Counseling Association (ACA) or American School Counseling Association (ASCA) Code of Ethics, discuss the following:1.What does the ACA or ASCA Code of Ethics say about self-care?2.How do you plan to maintain a healthy balance between your professional and personal life?3.What healthy self-care activities have you engaged in in the past or present?4.What healthy self-care activities have you considered but have not implemented?5.What are some red flags suggesting that you may need to address personal issues to avoid personal impairment?6.How do you feel about counselors receiving personal counseling? Some counseling programs require it. What counseling resources for you are available in your area? (Please note: Counseling Community Connections Website has a Counselor and Counseling resource list available to you. Section 5: AdvocacyGo to the American Counseling Association (Government Affairs > Take Action) (https://www.counseling.org/government-affairs/actioncenter) to find a way to advocate for the counselors and the counseling profession at the governmental level. Summarize a population you are passionate about how you can get involved. What ethical responsibilities does a counselor have for advocacy? Cite at least one ACA code. Section 6: Counselor Values 1)Select one of the following issues you feel strongest about from the following: a)Abortion. (A 19-year-old rape victim wants an abortion, but her parents are vehemently opposed to abortion on religious grounds and have stated that they will no longer consider her their daughter if she proceeds. The young woman is firm in her plans but wants your help in changing her parents’ attitudes.)b)Gay adoption. (John and Bill, after living in a committed relationship for 7 years, decide that they want to begin a family. They have differing opinions about whether to use a surrogate mother or adopt a child.) c)Assisted suicide. (Eleanor, an 87-year-old with terminal cancer, has decided to end her life but is undecided about how to discuss this with her family, or if she should discuss it with them at all. She seeks your guidance in this decision but is not interested in revisiting her decision to end her life.) d)Extramarital affairs. (Both spouses in a couple you are counseling are having affairs, which they claim are not contributing in any way to their current marital difficulties. They want your help in strengthening their marriage, but they are both committed to the “open marriage” concept that does not require sexual monogamy.)2)Describe your personal values and attitudes towards the selected issues as well as how you would advocate the client(s) in each situation you selected. How would you work with a client who was in direct conflict with your advocacy group/ a group that you are passionate about? HINT: Make sure you reference the code of ethics from ACA) or ASCA. Utilize the code of ethics consistent with your program of study. (include links to the ethical codes?

How does Apple illustrate the concept of marketing and marketing mix
Topic: How does Apple illustrate the concept of marketing and marketing mix

Paper details:

For this essay, the focus will be on Apple. Do some research on Apple and identify how the company illustrates the concept of marketing and the marketing mix. Please explain how they have integrated the Internet of Things (IoT) in their marketing and consumer-buying efforts. Be sure to explain the technologies that Apple is using to revolutionize marketing and the customer experience. Your essay must include an introduction and one news article from a business-related source or news website. Your essay must be at least two pages in length and be double-spaced, not counting the title and reference pages. Adhere to APA Style when creating citatiohkzns and references for this assignment.

Describe what the case or event was about and why it became a prism for a political issue.
Subject: Political science
Topic: Canada (Prime Minister) v. Omar Khadr, [2010] 1 SCR 44

Paper details:

Write a 5-7 page case note on Canada (Prime Minister) v. Omar Khadr, [2010] 1 SCR 44 . Why a fundamentally legal process touched off a much wider political debate. Describe what the case or event was about and why it became a prism for a political issue. The use of a moderate number of secondary, scholarly sources is advised [~3-5]. he papers should have a coversheet and page numbers beginning on the first page of writing (i.e. the cover does not count.) All citations should be in the Chicago “author-date” parenthesis style or Chicago style footnotes (NOTE: PAGE NUMBEhkzRS ARE REQUIRED IN THE REFERENCES!)

How does culture impact how a person behaves or community functions given inborn characteristics?

Overview This discussion allows for you to debate about the interactions between genetics and society. Have you ever considered whether your reality and behaviors are already pre-determined? There are some who believe this, while others believe we have the freedom and control to decide the circumstances of our own lives. What do you think? You should spend approximately 4 hours on this assignment. Instructions What is determinism? Can determinism be real? If determinism is real, can we have free will? If so, how do societal norms influence free will? Remember to fully explain and apply course material with educational support for consideration of credit. As you answer these questions, think about the nature versus nurture debate. If people are born with traits, does culture impact the development of the person? If people are born with traits, do they have free will to choose differently? How does culture impact how a person behaves or community functions given inborn characteristics? Respond to the discussion question after researching the topic. Share with your classmates what you have learned by writing a post about the topic. The post should be a minimum of 150 words. Your original discussion post must include two sources cited in APA Style. Need help with APA? Please refer to the CCCOnline APA Citation Toolkit. After you post your initial message, respond to the posts of at least two other students. Response posts should further the discussion by adding educational concepts and asking clarifying questions in a minimum of 75 words. The CCCOnline Library provides access to scholarly research databases and has also put together a specific site to support sociology students. It is recommended that you start your research using Academic Search Complete and the Sociology Collection. Important note: This discussion board is moderated. This means that you will not see other students’ posts until you post your initial response. This helps ensure that you are doing your own thinking and your own work. See the Course Schedule and Course Rubrics sections in the Syllabus module for due dates and grading information. See the Grading and Evaluation section in the Syllabus moduhkzle for general discussion expectations.

Critically evaluate and use feminist and other revolutionary theories and concepts pertinent to the field of Diaspora Studies to explain, analyze and interpret historical, philosophical, artistic, scientific, and environmental developments.

Required Texts                                                                                                                                 

 

Parekh, Pushpa, et al., eds. 2016. African Diaspora and the World: Readings for ADW

  1. 112. Spelman Coll

 

Dangarembga, Tsitsi, 1988. Nervous Conditions. Oxfordshire: Ayebia Clarke Publishing Ltd.

 

Césaire, Aimé. 2000 [1955]. Discourse on Colonialism. New York: Monthly Review Press.

 

Gomez, Michael A. 2004. Reversing Sail: A History of the African Diaspora.

Cambridge: Cambridge University Press.

 

Nkrumah, Kwame. 2006. Class Struggle in Africa. London: Panaf Books. [full text available on Moodle]

 

Thurman, Wallace, ed. 1985[1926]. Fire! A Quarterly Devoted to Younger Negro Artists.

New York: Fire Press.

 

Course Description                                                                                                                         

(Prerequisite: ADW 111 or permission of course Director)

 

ADW 112, the second half of the two-semester ADW sequence, continues to examine major themes associated with the African Diaspora within a global context and from interdisciplinary and gender-informed perspectives. This semester examines the scramble for Africa and colonialism and considers various manifestations of pan- Africanism and resistance. Specific topics examined include Garveyism and periods of cultural efflorescence such as the New Negro, Negrismo, and Négritude movements;

 

liberation and anti-colonial struggles in Africa; Black Power; the U.S. civil rights movement and the turbulence of the 1960s; and contemporary issues related to the African diaspora, globalization and the environment. Key terms of engagement include citizenship, colonialism, imperialism, decolonization and liberation movements, resistance, resilience, pan-Africanism, neocolonialism, environmental justice, and transnationalism.

 

Course Purpose and Goals                                                                                                            

 

The overarching goal of this course is two-fold. The first is to make Africa and its diasporas the center of analytical inquiry and the second is to present an

understanding of historical and modern diasporas in the context of world developments

through time. Through the use of diverse and interdisciplinary methods of scholarly investigation, students will be able to develop a perception of themselves as citizens in an increasingly interdependent world, sharpen their awareness of diverse cultural and historical experiences in that world, and promote the association between learning and social change. Terms of engagement include: citizenship, colonialism, imperialism, decolonization and liberation movements, resistance, resilience, pan-Africanism, neocolonialism, environmental justice, and transnationalism.

 

 

Course Objectives                                                                                                                           

 

Through oral, written, visual, and digital media, students will be able to do the following upon completion of this course:

 

  1. Critically evaluate and use feminist and other revolutionary theories and concepts pertinent to the field of Diaspora Studies to explain, analyze and interpret historical, philosophical, artistic, scientific, and environmental developments.

 

  1. Critically evaluate and explain how internal and external power relations have shaped and impacted Africa and its diasporas.

 

  1. Examine, interrogate, and deconstruct dominant knowledge systems about

Africa and its diasporas.

 

  1. Analyze historical and modern diasporas in terms of international migration and community formation.

 

  1. Identify and explain how communities of the African Diaspora have shaped the modern world.

 

  1. Analyze categories of identity in relation to difference and the construction of gender, sexuality, race, ethnicity, nation, class, and citizenship.

 

  1. Identify multiple exploitations observable in the context of Africa and its diasporas.

 

  1. Identify diverse forms of resistance practiced by Africans and African descendants striving to bring about social change.

 

Process Objectives                                                                                                                         

 

Students will meet the above course objectives by doing the following:

 

  1. Develop well-informed questions about course content and respond to such questions in written, oral, and digital form.

 

  1. Complete a variety of short response, reflective response, free-response, and other pieces of writing.

 

  1. Explain and link ideas in informal discussions as well as in formal class presentations.

 

  1. Produce at least one in-class Group Facilitation Project which expresses a course objective, concept, or theory.

 

  1. Take a map quiz identifying select African and European countries on a map of the world.

 

Requirements and Expectations for ADW                                                                                    

Students will meet two days a week in classes that include a dynamic mix of lectures and discussions. ADW operates on the belief that it is important to understand the relationship between thinking, reading, and writing. To that end, learning experiences and activities require close reading, critical thinking, and communication of comprehension through oral and written work.

 

Students are expected to come to class having already read the assigned texts and viewed any assigned films for that week.

 

Students understand that the first few minutes of class may be devoted to quizzes or other exercises designed to determine whether or not the readings and any assigned film viewings have been completed.

 

Students are expected to identify and develop their own strategies for moving through the writing process to produce thoughtful academic written work that communicates in Standard English. There are several graded and non-graded writing tasks. These are structured to help students understand the relationship between reading, thinking, and writing and to provide opportunities for students to manipulate and express ideas with precision, clarity, and economy. Students are advised to look at the “Standards and Grading for Course Assignments” section of this syllabus for guidelines on good writing.

 

Faculty determine pedagogy and teaching style in their class sections. They may include an ADW Supplemental on special pedagogies/teaching styles and/or explain on first day of class.

Create a handout for new employees that does the following: Identifies employer’s expectations for workplace conduct

Paper details:

In this unit, you have explored where imagination in engineering can take you. While the sky is the limit when it comes to invention, those in engineering also need to be grounded in the expectations of this world, and this includes the workplace. Even if you have reached the end of this course and have decided that engineering is not for you, any career you have will require you to meet professional expectations, so let’s spend a little time determining what those are. Imagine that you have been tasked with creating workplace guidelines for an engineering firm. You should do some online research to determine what kind of professional standards are common. Although engineering does have its own requirements, such as the very specific way work is documented, when it comes to professional conduct, engineers basically have to meet the same expectations as everybody else. Therefore, most information about professional conduct or performance will apply. Create a handout for new employees that does the following: Identifies employer’s expectations for workplace conduct Defines appropriate work habits Defines and prohibits harassment Explains and bans discrimination Promotes equality in the workplace You can use bullet points to address these standards. Because this is a handout, it should be no more than a page. Being leaders in society, as engineers are, also requires leading by example in the office. Appropriate workplace conduct makes the office comfortable for everyone, and that is the environment that breeds innovation. You should also review at least three websites to get your information. Include a list of the websithkzes used at the bottom of your guidelines.

Comprehensively analyze two peer-reviewed articles concerning the Gang Resistance Education and Training (G.R.E.A.T.) program and critique the authors’ research designs drawing on readings and class lectures from the beginning part of this semester.

How Great is G.R.E.A.T.?

Comprehensively analyze two peer-reviewed articles concerning the Gang Resistance Education and Training (G.R.E.A.T.) program and critique the authors’ research designs drawing on readings and class lectures from the beginning part of this semester. Additionally, one of your primary tasks will be to contrast the methodologies of the different iterations of the program – the original iteration — G.R.E.A.T. I (Esbensen et al., 2001)— and its redesigned version — G.R.E.A.T. II (Esbensen et al., 2011). You need only read the assigned articles to inform your critique – just be sure to provide the cited page number within your answers of your essay. There is no citation style. I do prefer Chicago style.

I anticipate that you will need to write at least 3 pages from each section, double-spaced using 12pt font (Times New Roman). I encourage you to structure your response by question – I’ve designed that the first and last questions already act as an Introduction and Discussion – the questions in between are equivalent to the “body” of a typical essay (just be sure to clearly identify the question you are answering – subtitles are encouraged!). Responses must be submitted electronically through Canvas by midnight on April 8th.

 

Questions:

  1. Provide a brief summary of the G.R.E.A.T. I and G.R.E.A.T. II program designs (about 1 to 1 ½ pages) and then comment on the theory informing the program, the causal mechanism implied by the intervention strategy, and whether this causal mechanism is consistent with program design. For this last part, you should ask yourself whether, at face value, the intended outcome of the program is plausibly linked to the intervention strategy (but save more specific comments/critiques for a later question about internal validity). You should also discuss any relevant differences between the different iterations of the G.R.E.A.T. program as they may relate to the programs’ theory and causal mechanism.

 

  1. Describe the measures collected by the researchers – how are these variables conceptualized (if at all)? How are they then operationalized? Is conceptualization consistent with operationalization for all, some, or few of the variables in this study? To what extent may results from each intervention be weakened by disparities between conceptualization and operationalization that you have identified? Finally, identify specific issues with types of measurement validity – i.e., do some measures suffer from weakened content validity (in your opinion) while others lack face validity? Be sure to also discuss any relevant differences between the different iterations of the G.R.E.A.T. as they relate to how important concepts are conceptualized and operationalized.

 

 

 

Required Readings

Esbensen, Finn-Aage, D. Wayne Osgood, Terence J. Taylor, Dana Peterson, & Adrienne Freng. 2001. How great is G.R.E.A.T.? Results from a longitudinal quasi-experimental design. Criminology & Public Policy, 1(1):87-118.

Esbensen, Finn-Aage, Dana Peterson, Terence J. Taylor, Adrienne Freng, D. Wayne Osgood, Dena C. Carson, & Kristy N. Matsuda. 2011. Evaluation and evolution of the Gang Resistance Education and Training (G.R.E.A.T.) Program. Journal of School Violence, 10(1): 53-70.