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Literature

Please write a post of 300-500 words on a pattern, theme, or particularly intere

Please write a post of 300-500 words on a pattern, theme, or particularly interesting passage in this book thus far.
The book: Autobiography of Alice B. Toklas A few general questions to help you get started here. How is Stein helping to develop new forms of literature, language, and life writing in this book? What do you appreciate most about her style? What stands out most and why? How does the text reflect upon its own making (for instance, think of the line we went over about the “painter and the painted.” You might also find an additional passage that helps you think about the connections between art, literature, politics, and identity.

Categories
Literature

(What im looking for is more than 250 words on each question and for the respon

(What im looking for is more than 250 words on each question and for the responses to be critical and challenge the question) I will pay extra if I see this! Also, source from primary evidence and textbook are provided below. Textbook(https://openstax.org/books/us-history/pages/1-intr…)
Introduction
Primary sources are eyewitness accounts of historical events. As such, they are precious to historians since they provide a fly-on-the-wall glimpse of history in the making by those who witnessed that history.
This assignment grows out of the article I assigned earlier in the semester — “Windows on the Past: Primary Sources and Why They’re Important.” That reading contains two videos showing you how historians source their documents and the types of questions they ask about them. You cannot do well on this assignment unless you’ve read the earlier article and viewed the videos. They will help you in the work that lies ahead in the course.
What also will help you is reading the assigned reading for this week BEFORE you tackle this assignment. That reading that will give you the context or backstory to this document. That backstory will provide important clues to your understanding of this document. When I come to grade your work, I will look to see if you used the assigned reading in your primary source analysis.
The Primary Source Question Set
Please read the primary source at the bottom of this assignment, and then answer the following questions:
Source the document. That is, who (or what) wrote or produced this source? How do you know? When was the source made? It’s important to know, as precisely as possible, what was going on at the time. List three important events from our history textbook that occurred at about the same time that this document was created.
In at least 250 words, summarize the key points of the source. Put your answer entirely in your own words. Quote nothing. For this question, do not editorialize, contextualize, or blame. Fasten on the document and tell us in your own words what is being said by the maker of the source. Your goal here is accuracy: be faithful to the source.
Using only this document and our assigned reading, who was the probable audience for this source? That is, to whom was this document aimed at? Using the document and its context, using the textbook to learn of its context, justify your answer. According to this primary source, what is the role of government in building the “Great Society”?
What Larger Themes of those listed in the “Principal Themes in Our Class” does this source link to and shed light on? List at least two linkages and discuss the connections as persuasively as you can. If more linkages exist, discuss them. What is most memorable about this source for you – you personally?
The Assignment
Please read the following primary source as a historian might — in order to better understand the past. As you read, answer the questions in the Primary Source Question Set as they pertain to this historical document. Then submit your answers by the deadline in your Initial Post.
Next, respond to the Initial Post of another in your Response Post in ONE Response Post. The deadlines for each type of post are given at the top of this assignment.
The Primary Source
[begin]
“Great Society” Speech
Commencement Speech at the University of Michigan
President Hatcher, Governor Romney, Senators McNamara and Hart, Congressmen Meader and Staebler, and other members of the fine Michigan delegation, members of the graduating class, my fellow Americans:
It is a great pleasure to be here today. This university has been coeducational since 1870, but I do not believe it was on the basis of your accomplishments that a Detroit high school girl said, “In choosing a college, you first have to decide whether you want a coeducational school or an educational school.”
Well, we can find both here at Michigan, although perhaps at different hours.
I came out here today very anxious to meet the Michigan student whose father told a friend of mine that his son’s education had been a real value. It stopped his mother from bragging about him.
I have come today from the turmoil of your Capital to the tranquility of your campus to speak about the future of your country.
The purpose of protecting the life of our Nation and preserving the liberty of our citizens is to pursue the happiness of our people. Our success in that pursuit is the test of our success as a Nation.
For a century we labored to settle and to subdue a continent. For half a century we called upon unbounded invention and untiring industry to create an order of plenty for all of our people.
The challenge of the next half century is whether we have the wisdom to use that wealth to enrich and elevate our national life, and to advance the quality of our American civilization.
Your imagination, your initiative, and your indignation will determine whether we build a society where progress is the servant of our needs, or a society where old values and new visions are buried under unbridled growth. For in your time we have the opportunity to move not only toward the rich society and the powerful society, but upward to the Great Society.
The Great Society rests on abundance and liberty for all. It demands an end to poverty and racial injustice, to which we are totally committed in our time. But that is just the beginning.
The Great Society is a place where every child can find knowledge to enrich his mind and to enlarge his talents. It is a place where leisure is a welcome chance to build and reflect, not a feared cause of boredom and restlessness. It is a place where the city of man serves not only the needs of the body and the demands of commerce but the desire for beauty and the hunger for community.
It is a place where man can renew contact with nature. It is a place which honors creation for its own sake and for what it adds to the understanding of the race. It is a place where men are more concerned with the quality of their goals than the quantity of their goods.
But most of all, the Great Society is not a safe harbor, a resting place, a final objective, a finished work. It is a challenge constantly renewed, beckoning us toward a destiny where the meaning of our lives matches the marvelous products of our labor.
So I want to talk to you today about three places where we begin to build the Great Society — in our cities, in our countryside, and in our classrooms.
Many of you will live to see the day, perhaps 50 years from now, when there will be 400 million Americans — four-fifths of them in urban areas. In the remainder of this century urban population will double, city land will double, and we will have to build homes, highways, and facilities equal to all those built since this country was first settled. So in the next 40 years we must re-build the entire urban United States.
Aristotle said: “Men come together in cities in order to live, but they remain together in order to live the good life.” It is harder and harder to live the good life in American cities today.
The catalog of ills is long: there is the decay of the centers and the despoiling of the suburbs. There is not enough housing for our people or transportation for our traffic. Open land is vanishing and old landmarks are violated.
Worst of all expansion is eroding the precious and time honored values of community with neighbors and communion with nature.
The loss of these values breeds loneliness and boredom and indifference.
Our society will never be great until our cities are great. Today the frontier of imagination and innovation is inside those cities and not beyond their borders.
New experiments are already going on. It will be the task of your generation to make the American city a place where future generations will come, not only to live but to live the good life.
I understand that if I stayed here tonight I would see that Michigan students are really doing their best to live the good life.
This is the place where the Peace Corps was started. It is inspiring to see how all of you, while you are in this country, are trying so hard to live at the level of the people.
A second place where we begin to build the Great Society is in our countryside. We have always prided ourselves on being not only America the strong and America the free, but America the beautiful. Today that beauty is in danger. The water we drink, the food we eat, the very air that we breathe, are threatened with pollution. Our parks are overcrowded, our seashores overburdened. Green fields and dense forests are disappearing.
A few years ago we were greatly concerned about the “Ugly American.” Today we must act to prevent an ugly America.
For once the battle is lost, once our natural splendor is destroyed, it can never be recaptured. And once man can no longer walk with beauty or wonder at nature his spirit will wither and his sustenance be wasted.
A third place to build the Great Society is in the classrooms of America. There your children’s lives will be shaped. Our society will not be great until every young mind is set free to scan the farthest reaches of thought and imagination. We are still far from that goal.
Today, 8 million adult Americans, more than the entire population of Michigan, have not finished 5 years of school. Nearly 20 million have not finished 8 years of school. Nearly 54 million — more than one quarter of all America — have not even finished high school.
Each year more than 100,000 high school graduates, with proved ability, do not enter college because they cannot afford it. And if we cannot educate today’s youth, what will we do in 1970 when elementary school enrollment will be 5 million greater than 1960? And high school enrollment will rise by 5 million. College enrollment will increase by more than 3 million.
In many places, classrooms are overcrowded and curricula are outdated. Most of our qualified teachers are underpaid, and many of our paid teachers are unqualified. So we must give every child a place to sit and a teacher to learn from. Poverty must not be a bar to learning, and learning must offer an escape from poverty.
But more classrooms and more teachers are not enough. We must seek an educational system which grows in excellence as it grows in size. This means better training for our teachers. It means preparing youth to enjoy their hours of leisure as well as their hours of labor. It means exploring new techniques of teaching, to find new ways to stimulate the love of learning and the capacity for creation.
These are three of the central issues of the Great Society. While our Government has many programs directed at those issues, I do not pretend that we have the full answer to those problems.
But I do promise this: We are going to assemble the best thought and the broadest knowledge from all over the world to find those answers for America. I intend to establish working groups to prepare a series of White House conferences and meetings — on the cities, on natural beauty, on the quality of education, and on other emerging challenges. And from these meetings and from this inspiration and from these studies we will begin to set our course toward the Great Society.
The solution to these problems does not rest on a massive program in Washington, nor can it rely solely on the strained resources of local authority. They require us to create new concepts of cooperation, a creative federalism, between the National Capital and the leaders of local communities.
Woodrow Wilson once wrote: “Every man sent out from his university should be a man of his Nation as well as a man of his time.”
Within your lifetime powerful forces, already loosed, will take us toward a way of life beyond the realm of our experience, almost beyond the bounds of our imagination.
For better or for worse, your generation has been appointed by history to deal with those problems and to lead America toward a new age. You have the chance never before afforded to any people in any age. You can help build a society where the demands of morality, and the needs of the spirit, can be realized in the life of the Nation.
So, will you join in the battle to give every citizen the full equality which God enjoins and the law requires, whatever his belief, or race, or the color of his skin?
Will you join in the battle to give every citizen an escape from the crushing weight of poverty?
Will you join in the battle to make it possible for all nations to live in enduring peace — as neighbors and not as mortal enemies?
Will you join in the battle to build the Great Society, to prove that our material progress is only the foundation on which we will build a richer life of mind and spirit?
There are those timid souls who say this battle cannot be won; that we are condemned to a soulless wealth. I do not agree. We have the power to shape the civilization that we want. But we need your will, your labor, your hearts, if we are to build that kind of society.
Those who came to this land sought to build more than just a new country. They sought a new world. So I have come here today to your campus to say that you can make their vision our reality. So let us from this moment begin our work so that in the future men will look back and say: It was then, after a long and weary way, that man turned the exploits of his genius to the full enrichment of his life.
Thank you. Good-bye.
[end

Categories
Literature

Submit a draft of the completed chapter 1 using the belhaven university dba dissertation template.

Prompt: As you have been conducting your weekly research, you should have been adding the findings from those articles to sections of your Chapter 1. Submit a draft of the completed Chapter 1 using the Belhaven University DBA Dissertation Template.
Requirements: Submit the draft of the completed Chapter 1 using the Belhaven University DBA Dissertation Template.

Categories
Literature

You could bring more of his text into the conversation.”

Hello! This essay was written by you and I received some feedback on it. The essay itself was pretty good but just some pointers and things to elaborate on. Also, there needs to be a one-paragraph revision memo that outlines the major changes that were made to the paper. Let me know if you have any questions or want me to upload any of the previous documents.
I bolded the most important things and you can also go into depth on other things too.
“you have some insightful observations and I like that you stated your position from the beginning. I think that the main problem is that your view of the extraliterary as something whose purpose is only to entertain is not accurate. Maybe it is because you only linked the extraliterary to some subgenres of literature like romance and horror, this also is not completely accurate. Extraliterary genres include other types of creative expressions and media like songs, newspapers, advertising…etc. (You will find this in the presentation). So, keep this in mind when you write your final draft. Make sure your quotations are the best fit for the argument you are making. You mentioned Bakhtin, but I don’t think you engaged him enough in your paper. You could bring more of his text into the conversation.”

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Literature

Describe your own concept of healthcare informatics, and describe the pros and cons.

Healthcare Informatics Research and Innovation. Healthcare informatics is an important area of Nursing. It is constantly changing and generating new technology and software. There is a big amount of tools available on this resource. Describe your own concept of Healthcare informatics, and describe the pros and cons. Inquire about a newly emerging technology in Healthcare Informatics and describe it in the document. You need to provide references, at least two, from no more than five years ago (minimum of the year 2017). Your document must be in APA format.

Categories
Literature

Prompt: as you have been conducting your weekly research, you should have been adding the findings from those articles to sections of your chapter 1.

Prompt: As you have been conducting your weekly research, you should have been adding the findings from those articles to sections of your Chapter 1. Submit a draft of the completed Chapter 1 using the DBA Dissertation Template.
Requirements: Submit the draft of the completed Chapter 1 using the DBA Dissertation Template.

Categories
Literature

Would you consider her a heroine?

While there are only two female characters in Thomas Kyd’s The Spanish Tragedy, both women play very important roles. Discuss the representation of women throughout the course of the play, paying careful attention to how these women are viewed by other characters in the play and the behavior of each woman. What is your impression of Bel-Imperia? Would you consider her a heroine? Why/why not? Be mindful to point to specific instances in the play that help you come to this conclusion.
Try your hardest to refrain on making a moral judgment of her character based on her last actions in the play–it’s fictional work of art, so I’m not asking you to decide whether or not her plan for revenge is justifiable.

Categories
Literature

Why/why not?

While there are only two female characters in Thomas Kyd’s The Spanish Tragedy, both women play very important roles. Discuss the representation of women throughout the course of the play, paying careful attention to how these women are viewed by other characters in the play and the behavior of each woman. What is your impression of Bel-Imperia? Would you consider her a heroine? Why/why not? Be mindful to point to specific instances in the play that help you come to this conclusion.
Try your hardest to refrain on making a moral judgment of her character based on her last actions in the play–it’s fictional work of art, so I’m not asking you to decide whether or not her plan for revenge is justifiable. try to use your own words and review and don’t cite from critics

Categories
Literature

Compose your essay in your word processor so that you can edit, revise, save alternate versions, spell check and so on.

You will pick one of the topics to write about from the topics in
the course modules. In the topics, you will be given some ideas to
think about. You may want to narrow down or write a thesis that is more
specific than the topic given. Feel free to do that.
Create your own thesis from the topic given. If you want to talk
to me about a narrower topic or about writing your thesis for the essay,
please feel free to contact me. Create your own organization, find
supporting quotations and ideas from the work, explain these quotations ,
and link them back to the thesis of the essay. Think about how
character, images, metaphors, and other literary techniques used in the
piece that support the thesis you have created. Remember, you want a
debatable thesis for these essays. That is, you want a thesis with
which a sensible person might conceivably disagree. Do not simply tell the plot of the story, poem or play you are
writing about. Do not simply summarize the events of the story, poem,
or play. Instead, concentrate on YOUR interpretation of the work as it
relates to the topic you have chosen for your paper.
Compose your essay in your word processor so that you can edit,
revise, save alternate versions, spell check and so on. Be sure to make
rough publishs, read and re-read them, send to other students to read,
and so forth. Revise your paper. Proofread the final copy for the
usual spelling, mechanics, grammar, and punctuation issues that English
professors look for. Get input on your essay from your group members or
other classmates by emailing a copy of your essay to them.
Most of these essays do not require the use of secondary sources,
only the primary text, or the work of literature you’re reading itself.
In fact, I would strongly encourage you to not look at outside sources
if the essay does not require the use of them. I find that when
students use outside sources when not required, the essays often end up
sounding canned, unoriginal, and boring. I am more interested in what
you have to say in these essays rather than what somebody else says. A
few prompts do require an outside source or two. If you do use an
outside souice, you need a Works Cited page with the source or sources
properly properly listed, MLA style. If you only use a primary text and
you are getting the text from our anthology, you do not need a Works
Cited page. If, for some reason (and I hope you do not do this) you do
not use the text in our anthology and use a different version of the
text, you must cite that source on a Works Cited page. I take plagiarism very seriously, and every semester wind up failing
a number of students who submit plagiarized essays. I would like very
much to not be forced to do that any more. I am not going to have a
long discussion about just what constitutes plagiarism here. I assume
you had those discussions in your Composition classes. I know, however,
that there are times when students genuinely do not know if something
they are doing in an essay would constitute plagiarism. If you ever
have a doubt or a lingering question, please ask me. Trust me, you do
not want me to find you guilty of plagiarism. Essay length: 500 word minimum. 500 words will be a very short
essay, though, and 500-word essays are rarely very thorough. The
stronger essays are more often in the 750- word range.
Blake and Wordsworth Essay Prompt 1: Here is a prompt for a really
off-the-wall essay that will require some work but might be a lot of fun
and be really impressive. Van Morrison is a rock and roll legend whose
music some of you might know. Download the song “Summertime in
England.” It is from his often cryptic 1980 album Common One.
In it, he mentions both Blake and Wordsworth. Indeed, he admires them
both, as he does many of the English poets. Find more music of Van
Morrison, from this or any other of his albums. Can we see, in the
music, traces of his admiration for either Blake or Wordsworth? He
doesn’t often mention them by name, necessarily, but does Morrison deal
with some of the same themes and ideas as either poet? If you write
this essay, you’ll need to quote from and show that you understand
specific poems of either Blake or Wordsworth. (I think an essay dealing
with both Blake AND Wordsworth, and Morrison, would be too much.
Choose ONE of the poets. You might even limit your discussion to one or
two poems.) You’ll also need to quote from Morrison’s song lyrics and
describe the song or songs about which you’re writing. Quote song
lyrics and document those lyrics as you would a poem, by line number,
and provide a Works Cited entry that shows where I can find the song
lyrics you used. I happen to be a big Morrison fan, but some of what I’m saying, here,
can be said about a lot of rock music. I can’t think of any other rock
musician, off the top of my head, who specifically mentions Blake or
Wordsworth, but I’m sure somebody does. Nevertheless, is there another
rock musician or band that you especially like, and can you compare and
contrast that musician’s treatment of a theme found in Blake or
Wordsworth? Again, see the notes above about documentation. You don’t
need to make a claim about direct influence, but rock and roll is, at
its heart, a Romantic genre, and I can imagine your using song lyrics
from any number of rock bands or artists to write an interesting essay
here.

Categories
Literature

Is there a difference in the way these themes are treated in gilgamesh and in one thousand and one nights?

This assignment aims to strengthen your ability to think comparatively – that is, being able to compare and contrast how a chosen group of works treat certain issues.
Please review the following question and write an essay of 1,000 words
Compare and contrast the roles powerful and influential women play in The Epic of Gilgamesh and One Thousand Nights. Are they actually powerful women or are they still part of a male-dominated/patriarchal system? Is there a difference in the way these themes are treated in Gilgamesh and in One Thousand and One Nights?
Your essay must include passages from the materials to illustrate your idea. Be sure to add a comparative element in your analysis – that is you should be able to take note of the similarities and difference between the works.
Double spaced, Times New Roman, Font Size 12, APA format