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Reading: Toni Morrison, “ The Nobel Lecture in Literature ,” in The Source of Self-Regard (102-109); Jack A. Goldstone, “Chapter 1: What is a revolution?” in Revolutions: A Very Short Introduction (1-9). Post your reaction to this reading by August 30, 9 pm. You can post about the Morrison, the Goldstone, or both. ( Morrison video linked here .) These must be at least 250 words. This is a minimum word count, and it’s fine if you write up to 300 or 500 words if you have a lot to say. Anything short of 150 words will lose considerable credit. Post as prompted. Choose 1 or more points that you found to be the most important. Define these key points and tell me why you found them important and interesting. You must tell me why you chose these items, in your own voice, with your own words and thoughts about them in order to get these 5 weekly points. Be clear, be thorough, take care with your language, and don't just dash these off or you will lose points. Take this work seriously since it will add up to 70 percent of your grade! Once you post, you will see your classmates' postings. In addition to your required post, if you reply thoughtfully and constructively to one or more of your classmates' posts, you can earn extra credit. https://www.nobelprize.org/prizes/literature/1993/morrison/lecture/ https://www.youtube.com/watch?v=FC_Tv0gxQBI .

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post, if you reply thoughtfully and constructively to one or more
of your classmates' posts, you can earn extra credit.
https://www.nobelprize.org/prizes/literature/1993/morrison/lect
ure/
https://www.youtube.com/watch?v=FC_Tv0gxQBI

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Read: Simonton, D. K. (2017). Creativity . In R. Biswas-Diener & E. Diener (Eds), Actions Noba textbook series: Psychology. Watch:A video with Dewitt Jones, a National Geographic photographer titled Everyday Creativity. Access Everyday Creativity with the following link: Jones, D., Everyday Creativity. (Links to an external site.) Also access and watch the following two videos: Creativity Science (Links to an external site.) How To Be Creative | Off Book | PBS Digital Studios (Links to an external site.) Use the following template to respond to your readings and activities about accessing creativity. .

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Read: Rethinking the Social Responsibility of Business: A Reason to Debate Featuring Milton Friedman, Whole Food’s John Mackey, and Cypress Semicondutor’s T. J. Rodgers. Pages 231-239 Discuss the concept that corporations add far more to society by maximizing “long-term shareholder value” than they do by donating time and money to charity. How important is this concept to business, society, and to you? Which position do you believe is more accurate…Rodgers or Mackey? .

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Readings Use The American Community College attached below to read the following: Chapter 2, "Students: Diverse Backgrounds and Purposes," pages 45–77. Chapter 8, "Developmental Education: Enhancing Literacy and Basic Skills," pages 235–264. For this question, resume the role of a public information officer. A new local education reporter, the graduate of a prestigious university, has contacted you. She recently learned that community colleges serve many different types of students and are the most ethnically representative institutions in U.S. higher education. She asks you to provide her with a 300–400 word explanation of how community colleges became the most diverse institutions in terms of student ethnicity and age. Using current APA style, write your analysis of why community colleges can serve diverse student populations. .

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ReadMeData Description:IDCustomer IDAgeCustomer's age in yearsExperienceYears of professional experienceIncomeAnnual income of the customer ($000)ZIPCodeHome Address ZIP code.FamilyFamily size of the customerCCAvgAvg. spending on credit cards per month ($000)EducationEducation Level. 1: Undergrad; 2: Graduate; 3: Advanced/ProfessionalMortgageValue of house mortgage if any. ($000)Personal LoanDid this customer accept the personal loan offered in the last campaign?Securities AccountDoes the customer have a securities account with the bank?CD AccountDoes the customer have a certificate of deposit (CD) account with the bank?OnlineDoes the customer use internet banking facilities?CreditCardDoes the customer use a credit card issued by the bank?Note: Data is hypothetical Bank_Personal_Loan_ModellingIDAge (in years)Experience (in years)Income (in K/month)ZIP CodeFamily membersCCAvgEducationMortgagePersonal LoanSecurities AccountCD AccountOnlineCreditCard1251499110741.6100100024519349008931.5100100033915119472011100000043591009411212.720000005358459133041200000163713299212140.421550001075327729171121.5200001085024229394310.3300000193510819008930.6210400010103491809302318.930100001165391059471042.4300000012295459027730.120000101348231149310623.83001000145932409492042.5200001015674111291741121001000166030229505411.530000111738141309501044.7313410000184218819430542.410000001946211939160428.13010000205528219472010.5200100121563125940150.9211100010225727639009532300001023295629027711.2126000010244418439132020.71163010002536111529552123.9115900001264319299430530.519700010274016839506440.230000002846201589006412.41000011295630489453912.230000113038131199410413.32010111315935359310611.23122000103240162994117122000010335328419480120.631930000034306189133030.9300000035315509403541.83000010364824819264730.710000003759351219472012.91000001385125719581411.431980000039421814194114353011110403813809411540.7328500010415732849267231.6300100042349609412232.31000000433271329001941.1241210010443915459561610.710000104546201049406515.71000011465731529472042.51000001473914439501430.72153000104837121949138040.2321111111495626819574724.53000001504016499237311.810000015132889209340.720010105261371319472012.9100001053306729400510.11207000005450261909024532.132401001055295449581910.2300001056411713994022281000010575530299400530.120011105856311319561621.230100005928293940650.21000000603151889132024.5145500000614924399040431.720010106247211259340715.7111201000634218229008911100000064421732945234020000106547231059002423.310000006659351319136013.810000116762361059567022.8133600000685323459512342313201000694721609340732.11000011705329209004540.210000107142181159133513.510000017253296993907412000010734420130920071510000017441168594606143000011752831359461123.31000001763171359490143.82010111775832129132030.33000000784620299222030.520000007954301339330522.63010000805026199472020.4111800010816036419513441.3117400011824722409461232.72000010834116829250714300001084339509430512.42000000854.

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reading Phillips & Soltis: Chapter 6 Wenger: A Social Theory of Learning McLeod: Vygotsky (Links to an external site.) https://www.simplypsychology.org/vygotsky.html Schunk: Chapter 6 (Read Only the Following Pages/Sections) 240 (Vygotsky S.C. Theory) - 248 250 (Socially Mediated Learning) - 233 269 (Peer Assisted) - 271 274 (Summary) - 277 Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§ - comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position - build on the ideas of what your classmate has written and dig deeper into the ideas - support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas - comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient. - cite the readings in your response by using proper APA Style format and conventions. classmate 1 Hello everyone! Social learning theory is described as being a “theory of learning process and social behavior which proposes that new behaviors can be acquired by observing and imitating others.” Learning is a social experience in a lot of different ways. Social interactions are critical in learning. We learn so much from interacting with others and our environment. The fundamental principles of social learning states that “learning occurs when observing other's behaviors and the resulting outcomes of those behaviors.” Observation and mimicking are the first forms of learning as a child. Peer collaboration, reciprocal teaching, apprenticeships, and scaffolding are all examples of learning using the social model. In other words, we learn from everything around us. We learn from our interactions as it stimulates developmental processes and fosters cognitive growth, the information that is “learned” is transformed into knowledge. Lev Vygotsky is a constructivist theorist; he placed more emphasis on the social environment being a factor in learning. Vygotsky’s theory stresses that “the interaction of interpersonal (social), cultural-historical, and individual factors as the key to human development. Vygotsky considered the social environment critical for learning and thought that social interactions form learning experiences” (Schunk, page 242). One of the fundamental concepts presented by Lev Vygotsky is that a person’s interactions with the environment aid in their learning. Social interactions are necessary for learning to take place, and that knowledge is gained when two or more people interact with one another. Another concept would be self-regulation, which involves “the coordination of mental processes such as planning, synthesizing, and forming concepts” (Schunk, page 252)..

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Readings: Maggie Nelson, “Great to Watch” Martha Stout, “When I Woke Up Tuesday Morning, It Was Friday” Azar Nafisi, “Selections from Reading Lolita in Tehran ” Rough Draft (4 pages) due Wed. 11/20 (bring 2 paper copies to class for Peer Review and upload To Canvas) Final Draft (5-6 pages) due Wed. 12/4 (upload to Canvas) Question for Writing: Azar Nafisi reflects on her experiences as a woman living in Tehran under a totalitarian regime. In secret, with a select group of female students, Nafisi and her class explore the world of forbidden literature as a form of mental resistance against their loss of freedom. Considering the ideas and themes of Martha Stout and Maggie Nelson, develop a thesis that investigates how these concepts may inform our reading of Nafisi’s memoir. Themes include (but are not limited to) the utility of subjective mental states such as dissociation and imagination; the role of violence in the media; and the creation and preservation of self-identity. Remember: Connections between authors are not only parallels, but include complications, contrasts, frame-case relationships, etc. A quality Expos essay has complex connections! .

Readings Maggie Nelson, Great to Watch”Martha Stout, .docx

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Readings: Read Jason Mittell, Narrative Complexity in Contemporary American Television,” pp. 29-40 in The Velvet Light Trap 58 (Fall 2006). Screening: Nurse Jackie pilot Answer after reading： After reading Mittell's article on Narrative Complexity, explain how/why Nurse Jackie is a complex narrative. Can you give examples of the operational aesthetic? Narrative special effect? 3 pages， double spaced Jason Mittell 29 longside the host of procedural crime dramas, domestic sitcoms, and reality com- petitions that populate the American television schedule, a new form of entertainment television has emerged over the past two decades to both critical and popular acclaim. This model of television storytelling is distinct for its use of narrative complexity as an alternative to the conventional episodic and serial forms that have typified most American television since its inception. We can see such innovative narrative form in popular hits of recent decades from Seinfeld to Lost, West Wing to The X-Files, as well as in critically beloved but ratings-challenged shows like Arrested Development, Veronica Mars, Boomtown, and Firefly. HBO has built its reputation and subscriber base upon narratively complex shows, such as The Sopranos, Six Feet Under, Curb Your Enthusiasm, and The Wire. Clearly, these shows offer an alternative to conventional television narrative—the purpose of this essay is to chart out the formal attributes of this storytelling mode, explore its unique pleasures and patterns of comprehension, and suggest a range of reasons for its emergence in the 1990s. In trying to understand the storytelling practices of contemporary American television, we might consider narrative complexity as a distinct narrational mode, as suggested by David Bordwell’s analysis of film narrative. For Bordwell, a “narrational mode is a historically distinct set of norms of narrational construction and comprehension,” one that crosses genres, specific creators, and artistic movements to forge a coherent category of practices.1 Bordwell outlines specific cinematic modes such as clas- sical Hollywood, art cinema, and historical materialism, all of which encompass distinct storytelling strategies while still referencing one another and building on the foundations of other modes. Kristin Thompson has ex- Narrative Complexity in Contemporary American Television jason mittell the Velvet light trap, Number 58, Fall 2006 ©2006 by the University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819 a tended Bordwell’s approach to television, suggesting that programs like Twin Peaks and The Singing Detective might be usefully thought of as “art television,” importing norms from art cinema onto the small screen.2 Although certainly cinema influences many aspects of television, especially concerning visual style, I am reluctant to map a model of.

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Readings Read pp. 207-221 of Ch. 10 of Positive Psychology. CheckPoint Human Virtues and Character Strengths Examine one human virtue and the associated character strengths that are important to you, as listed in Ch. 10 of Positive Psychology . Select someone who you know or is a public figure who you feel encompasses at least one of these virtues. Discuss why this virtue is important to you. How does the person you selected encompass this virtue and the associated character strengths? Post a 200- to 300-word response. Think of someone you hold in high regard and look up to as a model for yourself and others. Perhaps a friend, relative, or a person from history or contemporary society comes to mind. Think about this individual’s personal qualities and how you might describe the basis of your admiration to another person. Make a mental list of 4 or 5 qualities that make this person deserving of your respect. Now compare your list to the positive traits discussed in Chapter 9. How many of them overlap? Did your list include extraversion, cheerfulness, selfesteem, or optimism? What traits on your list are not in Chapter 9? Did you include any of the following qualities: integrity, courage, honesty, kindness, religious conviction, wisdom, fairness, or modesty? The point here, affirmed by how we think about people we respect, is that a description of positive human traits would be incomplete without including personal qualities CHAPTER OUTLINE Developing a Classification of Human Virtues Measuring Strengths of Character Wisdom as a Foundational Strength and Virtue What is Wisdom? Theories of Wisdom Balance Theory Wisdom as Expert Knowledge in the Conduct of Life Wisdom in Action: The SOC Model of Effective Life Management Focus on Theory: Wisdom or Self-control as Master Virtues? Transcendence: Religion and Spirituality The Search for Meaning Religion and Spirituality: The Diversity of Views Defining Religion and Spirituality Religion/Spirituality and Well-Being Religious Orientation Intrinsic and Extrinsic Religious Orientation Quest Religious Orientation Attachment Theory and Relationship to God Styles of Religious Coping “Explaining Religion versus Explaining Religion Away” Religion and Virtue Forgiveness Gratitude Focus on Research: Increasing Well-Being by Counting Your Blessings 10 Virtue and Strengths of Character 207 ISBN 1-256-51557-4 Positive Psychology, by Steve R. Baumgardner and Marie K. Crothers. Published by Prentice Hall. Copyright © 2009 by Pearson Education, Inc. 208 Chapter 10 • Virtue and Strengths of Character judged as positive because they are “good” in moral and ethical terms. Clearly, we may admire people who are outgoing, upbeat, and positive about the future. But just as clearly, and perhaps at a deeper level, we also admire individuals who show strengths of character that reflect virtuous qualities like integrity, kindness, and compassion. In short, virtue and character strengths belong on a list of .

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Readings Read Chapter 10 in the text: Human resource management. Discussions To participate in the following Discussion Forums, go to this week's Discussion link in the left navigation: Global HRM How does the current landscape of global HRM impact HR planning? What are the HRM implications of Hofstede’s, Trompenaars’, and the GLOBE models’ cross-cultural dimensions? Respond to at least two of your classmates' postings. The Future of HRM Today, social media is playing a major role in the selection process. How would the use of such tools as LinkedIn, Twitter, Facebook and others impact your decision in finding the right candidate and why would you select such tool(s)? What would be the impact on HR policies? .

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READINGSINCLASSICALCHINESEPHILOSOPHY2RE.docx

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READINGS: Introduction Unit II examines ethical, legal, and legislative issues affecting leadership and management as well as professional advocacy. This chapter focuses on applied ethical decision making as a critical leadership role for managers. Chapter 5 examines the impact of legislation and the law on leadership and management, and Chapter 6 focuses on advocacy for patients and subordinates and for the nursing profession in general. Ethics is the systematic study of what a person’s conduct and actions should be with regard to self, other human beings, and the environment; it is the justification of what is right or good and the study of what a person’s life and relationships should be, not necessarily what they are. Ethics is a system of moral conduct and principles that guide a person’s actions in regard to right and wrong and in regard to oneself and society at large. Ethics is concerned with doing the right thing, although it is not always clear what that is. Applied ethics requires application of normative ethical theory to everyday problems. The normative ethical theory for each profession arises from the purpose of the profession. The values and norms of the nursing profession, therefore, provide the foundation and filter from which ethical decisions are made. The nurse-manager, however, has a different ethical responsibility than the clinical nurse and does not have as clearly defined a foundation to use as a base for ethical reasoning. In addition, because management is a discipline and not a profession, its purpose is not as clearly defined as medicine or law; therefore, the norms that guide ethical decision making are less clear. Instead, the organization reflects norms and values to the manager, and the personal values of managers are reflected through the organization. The manager’s ethical obligation is tied to the organization’s purpose, and the purpose of the organization is linked to the function that it fills in society and the constraints society places on it. So, the responsibilities of the nurse-manager emerge from a complex set of interactions. Society helps define the purposes of various institutions, and the purposes, in turn, help ensure that the institution fulfills specific functions. However, the specific values and norms in any institution determine the focus of its resources and shape its organizational life. The values of people within institutions influence actual management practice. In reviewing this set of complex interactions, it becomes evident that arriving at appropriate ethical management decisions can be a difficult task. In addition, nursing management ethics are distinct from clinical nursing ethics . Although significant research exists regarding ethical dilemmas and moral distress experienced by staff nurses in clinical roles, less research exists regarding the ethical distress experienced by nursing managers. Nursing management ethics are also distinct from other areas of m.

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Readings1. Randolph, K. A. (2010). Logic models. In B. Thyer.docx

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ReadingNote-taking AssignmentsFollow the guidelines for Cre.docx

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Reading: Page # Text Passage/Description of Text Your reactions, thoughts, meditations Running head: THE BLEED IN THE CREEK 1 The Bleed in the Creek Christian Hernandez CRW2001 THE BLEED IN THE CREEK 2 The Bleed in the Creek The night is dark and stormy. Clarissa has just broken up with her boyfriend of two years, Mark. She runs through the garden and trips on something; it is a musical box, one that she is familiar with, “this cannot be,” she says trembling, “where did this come from!” She drops the box and looks around. She is not sure of what or who she is looking for, but she is afraid. Afraid because that music box was evidence confiscated by the police as the murder weapon used to kill Marie, her best friend. No one had ever been apprehended for the murder but she blames herself. She knew that her connection to Mark somehow had something to do with Marie’s death, but she was too stubborn to end the relationship; even when she was confident that Mark played a part in it. She is snapped back to reality with a weird rustling in the bushes. Scared, Clarissa picks up the music box and runs back to her car. As she struggles getting her keys, a mysterious figure walks up behind her. “Hello Clar, remember me,” the figure whispers. Confused, Clarissa tries to scream but the figure knocks her unconscious, dragging her back into the woods next to the garden. Mystical Gardens has always been Clarissa’s favorite place. It was where she and Marie vowed to be best friends for life and where she and Mark shared their first kiss. She loves it because it is secluded; a lot of privacy, clean air, and a killer view, or the lovers’ peak. Anyone who enjoys their privacy came to the Mystical Gardens; it is home to many secrets. “Mark is weird Clar, be very careful.” Marie warned. “Oh Come on Em… not this again! Look, I know he is anti-social and a bit weird, but he is a sweet guy. He said for our next anniversary, we would go ice skating and come back here to watch the stars. I promise, once you get to know him, you will love him.” Nicholas Neilson 10990000003755937 I feel that little more build up could improve the story. It feels that you are just dropped in and it immediately starts with no buildup or some backstory. Maria Cahill 10990000000281516 When is this happening? Maria Cahill 10990000000281516 You could have this happen here, but without all of the reflection earlier. That's just an idea. Let's see her fear and panic. Then, have this person walk up. We don't have to know everything Clarissa knows right away. Maria Cahill 10990000000281516 tense shift Maria Cahill 10990000000281516 I agree with Nicholas. I DO like that you jump us into the story. However, consider showing us the night more. Let us see Clarissa running, sweat dripping off of her. Do you see? So, while you can basically keep this opening, added details an and some .

ReadingPage #Text PassageDescription of Text Your reac.docx

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Reading: Chapters 8, 9, 10, and 11 Question #1 Identify and discuss the elements of the communication model and provide an example of each. Question #2 Identify the stages of group development in Tuckman’s 5-stage model, and discuss the differences between the 5-stage model and Gersick’s punctuated equilibrium model. Question # 3 Compare and contrast the bounded rationality and garbage can models of decision making. .

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Reading(s): Aulet : Step 21 (bill aulet disciplined entrepreneurship )Reading(s): Aulet : Step 21 DISCUSSION QUESTIONS Choose from one or more of the following: 1. What did you find interesting about this week's readings? Be specific. 2. What in the readings have you experienced or heard an anecdote about - does it support / reinforce or qualify / call into question any aspect of the readings? 3. What other comments, questions or perspectives do you have about this week's readings? Again, be specific. DISCUSSION GUIDELINES Aim for a brief but substantive discussion (150 to 250 words). You can do any combination of the following: A - Making a new observation by starting a new discussion thread .

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