Character Analysis – Alexie in Absolutely True Diary and Baldwin in Sonny’s Blues

Discussion – Week 1 (preferred related to Psychiatric care since I work as a Psych Nurse) COLLAPSE Defining Quality As health care consumers, we all expect quality care and positive outcomes. It is important as professionals that we meet these demands of health care consumers. Consider the work of the major theorists you examined in this week’s Resources, and think about how these theories apply to your own experience as a health care customer and/or practitioner. By Day 3 Post your definition of quality, and apply it to the work of one major quality theorist (e.g., Donabedian, Juran, Deming, Triple Aim (IHI) – Berwick). Identify a practice problem that you have had some experience with as a customer or as a practitioner, and explain how eliminating wasteful practices could have improved the experience. Include how your definition of quality applies to that experience. Support your response with references from the professional nursing literature. Your posts need to be written at the capstone level (see checklist). Notes for Initial Post: A 3-paragraph (at least 350 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Avoid quotes; paraphrase to incorporate evidence into your own writing. A reference list is required. Use the most current evidence (usually ≤ 5 years old). (Refer to AWE Checklist, Capstone) By Day 7 Read two or more of your colleagues’ postings from the Discussion question. Respond with a comment that asks for clarification, provides support for, or contributes additional information to two or more of your colleagues’ postings. Post a Discussion entry on three different days of the week. See the Discussion Rubric found in the Course Information area. Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

Choose an active volcano from somewhere on Earth, from this online list attached. In a well-crafted essay, cover all of the questions below. (Tip: Investigate your volcano online a bit before committing to it for this assignment; make sure there is sufficient information available about it, in English, for you to be able to meet the paper length requirement.) What is the name of your volcano? How did it get that name? Where on Earth is it located? (If possible, include a map.) What kind of volcano is it? How old is it? (if known) What is its tectonic setting? Is it near a plate boundary? If so, which boundary, and how are the plates moving relative to each other? When have its major eruptions taken place? What happened during those eruptions? What kinds of rock has the volcano produced? What is the likelihood this volcano will erupt again in our lifetimes? How dangerous might these future eruptions be? Include at least one photograph of your volcano. Be sure to use APA format to document its source. Share any other fascinating facts you have learned about your volcano. Your paper should meet the following requirements: 2-3 pages in length (not counting title page, reference page, and visuals) 3-4 credible outside sources Formatted according to the CSU-Global Guide to Writing and APA Requirements

The purpose of this assignment is to learn how to apply the t-test to a sample dataset. For this assignment, students will use IBM SPSS Statistics and the “Example Dataset.” Using the “Example Dataset” and SPSS, apply the t-test to assess the following statement: “Men and women have different incomes in this city.” Show your calculations and copy of the SPSS output in a Word document. In a separate 250-500 Word document, address the following questions: Describe what t-test is the most appropriate and explain why. Discuss whether you used a one-tailed or two-tailed test and explain why. Using SPSS, calculate the t-test and provide the test statistic and critical value assuming an alpha of .05. Calculate the effect size using r2. Interpret the results by (a) stating the reason the study or test was done, (b) presenting the main results, (c) explaining what the results mean, and (d) making suggestions for future research. Submit both Word documents to the instructor. APA style is not required, but solid academic writing is expected.

Activity 2 entails observing and describing the culture of drag performance. For this activities, you will produce a visual component and a 3-4 page report that consists of your observations written in an ethnographic manner and a brief analysis that draws from relevant assigned readings. The activities are aimed at helping you understand the applications of course content to your own life and the social world around you. More guidelines will be provided in class.

Review the Common Core State Standards for Mathematics located at: http://www(dot)cde(dot)ca(dot)gov/be/st/ss/index.asp (Links to an external site.). Respond to the following prompts in the Common Core discussion by Sunday. Annotate the common core math standards that pertain to the grade you teach ( 6-8) or your case study student. Which standards are difficult for your student(s)? How would you tackle these problematic standards? Do you feel there are too many standards? Not enough? What can we do about it? Which ones would you cut out or add and why? Is it better for students to be exposed to all the standards, even if it means sacrificing mastery? Which is better, breadth or depth? Why? Note. The above questions are to guide you if you need prompts to think about, they are not mandatory. If you have other ideas to discuss that relate to your grade level mathematics standards, forge ahead.

1. Why do you think Alexie in Absolutely True Diary and Baldwin in “Sonny’s Blues” decided to tell their stories partly through artforms other than words? We see many of Junior’s drawings, and in several styles, and Baldwin uses contrasting musical styles as a key motif in “Sonny’s Blues.” Write one or two paragraphs on each work (do not compare and contrast.) For background on Alexie, read the interview with illustrator Ellen Forney at the back of ‘Absolutely True Diary of a Part-Time Indian.” Why does the book use contrasting styles and how does it tie in with writing styles/moods from chapter to chapter? For Baldwin, listen to and learn about the radical change from traditional jazz (like Louis Armstrong), to modern Bebop (‘Bird’/Charlie Parker). Do some web research before you write. Why did many middle-class, religious, and older blacks attack and dislike Bebop? Who in ‘Sonny’s Blues’ is aligned with each? Why do you think Baldwin uses contrasting jazz styles and gospel music to tell this particular story about an African American artist and his family?   2. Select one key character in Go Tell It on the Mountain who is not given a separate chapter (ie, not John, Gabriel, Florence, Elizabeth). How is that character treated as both believable, complex, and human, yet also at the same time as a symbolic, even Biblical figure? What part does he or she play in the intertwined stories of racist violence, prayers, visions, sin, and redemption?  

500 word response to the following questions. The paper should be written in the first-person voice. Be sure to write in full, complete sentences. You will be graded for content and quality of writing. Reflect on what you have learned in this lesson about diversity and marginalization and link it to either your personal life, or your future profession (child psychologist). Part 1: Your reaction Describe what you remember most from the lesson (what stood out the most) and where you felt most challenged. Part 2: Your decisions Describe how what you learned in this lecture will inform your personal life and/or your future profession. Lesson Material for your reference: Section One: What is Diversity and How Does it Impact Us? In the 1980s there was not one country that allowed same sex marriage. Most people where either ‘out’, and very political about being LGBT or, most, were in the ‘closet’. Same sex couples were not allowed to adopt children and most people thought of HIV/AIDS as the ‘gay disease’. Diversity and Marginalization: Thinking back to high school, your school might have had a poster with the word “Welcome” in many different languages. You are probably reminded of those days where you celebrated the diversity of your peers and you ate different ethnic foods and may have been introduced to traditional clothes and dances. That certainly is one side of diversity: the idea and belief that Canada is an accepting multicultural mosaic. However, that is only one side of the coin. In fact, there has been a long tradition of scholars and activists challenging the notion of diversity and multiculturalism. One such person is the York University scholar, Himani Bannerji. In her 2000 book, The Dark Side of the Nation: Essays on Multiculturalism, Nationalism and Gender, Bannerji identifies what she terms the ‘paradox of diversity’. Using the term/description “women of colour” as an example, she argues that the description creates a “vague and pleasant” description that replaces race with ‘colour’ and suggests alliance among women. Doesn’t “women of colour” sound much more pleasant than “gender and race”? By changing the way that something is described (recall multicultural / diversity attempts at your high school), Bannerji argues we erase the realities of race, racism, white privilege, and oppression. Her point is that using the terms such as ‘women of colour’ reflects ideologies of power relations by serving to regulate power. This other perspective on diversity suggests that human diversity is not about ‘getting along’ but that human diversity is part of historical and ideological oppression. On a sliding scale where diversity and multiculturalism are on the one end, and anti-oppression / anti-racism are on the other, it’s easy to imagine where Bannerji sits. To better understand white privilege, please read Peggy McIntosh’s (1988) excerpt about unpacking privilege (2 pages). As you read, take note of your thoughts and feelings. The reason why I wanted to include this discussion is because it is easy to think of human diversity as a vibrant celebration of colour, foods and diverse traditions rather than to dig a bit deeper and think about the systemic issues such as oppression and privilege that accompany human diversity. At this point, you are probably not surprised to hear that diversity in the context of community psychology is not so much about the ‘beauty of difference and getting along’ but about recognizing that “human diversity has multiple intersecting dimensions” and is “an important part of understanding differences and similarities between individuals and communities, but also variation within communities” (Kloos et al., 2012, pp. 7-8). According to Rappaport (1977), community psychology “is an attempt to support every person’s right to be different without risk of suffering material and psychological sanctions” (p. 1). This will often require the community psychologist to work toward providing socially marginal people with the resources, the power, and the control over their own lives, which is necessary for a society of diversity rather than conformity” (p. 23). Section Two: Power and Oppression Recall Himani Bannerji’s argument that ideologies of diversity and multiculturalism serve to strengthen existing power relations such as racism, oppression of others and white privilege. What do we mean when we refer to power and oppression? According to Kloos and colleagues (2012), “oppression occurs in a hierarchical relationship in which a dominant group unjustly holds power and resources and withholds them from another group” (p. 231). The Social Construction of Power: To make those concepts livelier, I’d like you to watch a very interesting video on the social construction of oppression. In this video, you will watch a third grade teacher simulate the social construction of discrimination by introducing a two-day exercise to her class where students were intentionally discriminated against based on the colour of their eyes. Oppression and Colonization: As you have seen in this lesson, there are many forms of oppression. It can be overt (obvious and intentional) and it can also be covert (unintentionally discriminating against an individual or group of individuals based on pre-conceived assumptions that we have—biases that often come from “single stories”). Another important concept to learn is “intersectionality”. Intersectionality refers to the interconnections between multiple socially constructed categorizations (e.g., race, gender, social class). Oppression of an individual or group with multiple intersecting personal identities becomes driven by multiple intersecting systems of discrimination and marginalization (Kloos et al., 2012). For example, examining the social mechanisms that drive violence against lesbian women of colour must consider the overlapping, complex nature of the various systems of oppression—rather than examining each factor separately. Oppression can also be systemic. For example, the colonization of First Nations, Métis, and Inuit individuals, families, and communities is a form of oppression that has persisted throughout the history of Canada and continues to exist today. So far in this course, you have learned a bit about some of the inequalities and discrimination faced by Aboriginal people in Canada. Now that you have also been introduced to different ways of understanding and honouring diversity, I would like for you to read a brief chapter (14 pages) written by a Mohawk woman , Patricia Monture-Angus, who worked as a legal scholar in several Canadian law schools. This chapter is a story of her experience as “a woman, an Indian, and an Indian woman” (note: intersectionality) attending an academic conference about oppression. She challenges language around “disadvantage” and speaks about her experiences as a “minority”. She teaches important lessons about diversity and oppression that I think is a good way to wrap up this lesson.

Think about the last 20 minutes of the interview with Davis. She talks about connecting local movement politics with global issues. Address one issue she brings up in the interview and discuss. Then go online and find two global social justice issues and share them. How do they also relate to social justice issues here in the United States?

Project Management Individual Project Management Plan Team Project – Individual Project Management Plan Please read the Team project “Project Charter Uber Tour” doc in the attachment first, Then write the individual project management plan—- focus on the Project Risk Management only 1. Introduction 2. Goals 3. Objectives 4. Roles and Responsibilities 5. Deliverables 6. For each planning process associated with the knowledge area covered by your plan (as described in class and PMBOK), describe how the process will be handled for the project. You should also list and describe the inputs, tools and techniques and outputs of the process. In PMBOK:[planning process] -Plan Risk Management -Identify Risks -Perform Qualitative Risk Analysis -Perform Quantitative Risk Analysis – Plan Risk Responses -Implement Risk Responses -Monitoring and Controlling Process Group -Monitor Risks Your plan should be written in a narrative format, providing ample description within each section. It is not sufficient to simply provide a series of bulleted lists of materials! There is no length constraint, but plans do not have to be long! You have to keep in mind also that your plan is not intended to summarize the results of analysis and responses. It is supposed to describe how the communications management processes would be executed and who would do that work. Think of your plan as providing instructions to the project team as to how to do the necessary work in this area. Do your own work and make sure you answer all the questions. It will submit on the Turnitin. Submission will be sent to Turnitin to be electronically reviewed for plagiarism.

– Please carefully read the assignment handout！(In the attachment files) – Especially the red highlight part! You must do the reading and don’t use any outside resources. Carefully read all the sources(attach files) I give u and remember cite please. You must read the sources which are: (In the attachment files) 1. God’s Commandments to the Israelites 2. Caroline Books 3. Andreas Karlstadt, “On the Removal of Images” (1521) (pp. 21-25) 4.Virtual Textbook: Icons and Iconoclasm in Byzantium https://www(dot)metmuseum(dot)org/toah/hd/icon/hd_icon.htm 5. Panofsky_Iconography and Iconology Those are the sources that you can use in the essay, and u better apply or connect the idea in the essay to show the understanding of the sources. You can search other resources to help you understanding but please don’t cite in my essay. Thanks! Aniconism and Iconoclasm: 400-word essay Due: Friday October 23 @11:00am Up until now we have encountered three moments in which the use of images has been debated within the monotheistic religions. Judaism was profoundly aniconic, without images of its God, and banned images entirely, as did Islam. Christianity ultimately embraced images of its God (and other holy figures, the Virgin and Saints above all), but not without extensive debate, with a strong opposition party supporting a ban on images in the 8th century. In the 16th century, the Lutheran and Calvinist Reformation reopened that debate. Calvinists removed all images from their churches, while Lutherans settled on a lesser role of images. The Roman church, henceforth Catholicism, however completely embraced the use of images. This assignment asks you to look at one side of the debates (the position taken AGAINST images), primarily in Christianity. Iconoclasm is the destruction of images. Therefore, iconoclasm was the enactment of a policy against images, many, many of which populated the altars and walls of Christian churches since the time the Western Church officially embraced images. Iconoclasm, or the destruction of images, is an action that often followed the debates over the question: should there be images of the Christian God and Saints, or should there be no images? The primary sources that you are reading for this assignment discuss their aniconic policies, not the iconoclasm that arose from them. To Do List: Read: （Please Please you must read before writing/ only use the sources I gave u ） The Torah (Old Testament): selected passages of God’s Commandments to the Israelites (this was assigned reading in Week 4) Iconoclasm debates of the 8th-9th centuries CE in the Christian Church: excerpt from the Caroline Books Debates of the 16th century that divided the Roman Church into Reformed and Catholic confessions: excerpt from Andreas Karlstadt, “On the Removal of Images” (1521) (pp. 21-25). Karlstadt was a Reform theologian of the early 16th century who advocated the extreme position of disallowing images in the churches. Write: 400 words In your essay analyze the different reasons the writers of the three texts give to reject images of the Jewish God (in the case of the Torah, or Old Testament) and the Christian God( in the case of the Caroline Books and in the treatise of Karlstadt); further, discuss the overlap and distinctions between the concepts of damnatio memoriae and iconoclasm. Proofread, read out loud Format: 12 point type, Times Roman Font, Double-spaced. Chicago Style citations. Submit: On Quercus “Writing Assignment #2 Iconoclasm”. Attach the completed and signed Academic Integrity form. Note: Acceptable file formats: doc, docx, pdf. Also helpful: Virtual Textbook: Icons and Iconoclasm in Byzantium https://www.metmuseum.org/toah/hd/icon/hd_icon.htm