English Literature

1.    Document your diet for one “typical” day.  Provide detail about what you ate, portion sizes, and time of day …don’t forget beverages.  I would prefer that this is in a “menu” format.2.    Consider material learned in this course to assess the quality of your diet and your related eating habits.3.    Discuss the following in a 2-3 page paper:•    What are you doing right and what do you need to improve upon?…please be specific!•    Specific strategies you could implement to make improvements in your diet and eating habits.4.    Lastly, create a single-day, “modified eating plan” which reflects the specific improvements needed to your diet…I would also prefer this in “menu” format.You should submit the following:•    Your “typical” day food record•    2-3 page discussion on your diet quality and strategies for improvement•    Single-day modified eating planPlease just be creative. Treat this like something you would do for yourself. Please this is critical thinking so please no plagiariam.

Read the short PDF excerpt from Peggy McIntosh’s “White Privilege: Unpacking the Invisible Knapsack.” Once you have read it, consider how many of the 26 statements listed there apply to you. You certainly do not have to share your number with us, but be sure to provide your overall reaction to your results, and reflect on what this means for various groups in society as a whole.McIntosh also suggests that it is not enough to merely be knowledgeable about the advantages and disadvantages that various groups have in society–we must actually do something about them. Name at least one way that we can work to undermine this system, and how it would remedy or help to alleviate the issue of white privilege in our society. Feel free to draw on any of the concepts from our online textbook, the videos, or from other areas of our course, if you’d like.

Format:You will write 500 words, as with all short essays. You can do one of three things. 1) You can rewrite a short scene the way one would perform it in the new genre; 2) You can write a general summary of Hamlet as the way it would play out in the different genre; 3) You can discuss the specific necessary changes to reimagine the play in a different genre.

prompt :explain how they experience of enslaved women as discussed in the book ( Give me liberty! by Eric Foner) differ from that of slaves in general or of enslaved men as you have moved elsewhere? Make sure to also compare and contrast what you have learned here and elsewhere about the experiences of enslaved women and white women during the Antebellum period(1789-1860).please include the full answer to the prompt and please Include a thesis statement.formatting requirements:1″ margins , 12 point font, times new roman only, double spaced, no space between paragraphs, name and period ONLY in the header.sources : at least 5 sources.

Format of Final Exam:• Word Document (type it and save it as a Word Document, and not a PDF File.)• Double Spaced• Citations at the end of documentSources for your Final Exam:The Story of Spain by Mark WilliamsThe Buried Mirror by Carlos Fuentes• No Internet Sources• No Wikipedia• No Other Sources other than what I have provided you.Please do not forget your citations.You need to answer all four questions. The answers should be based on the information we have studied in class throughout the semester. You need to be specific in your answer and providespecific names and incidents in your answers. Again, less is more and what is important is content and that you are answering the questionswith only the sources that I asked you to use.Question 1: Spain Before 1492 and Spain After 1492• Explain in what condition was Spain before 1492. Overhaul how was Europe before 1492?• What or who changed these conditions? How was this situation resolved and for what reason orreasons?• How was Spain after 1492? What was gained? What was lost?• Was it only Spain who gained from the Discovery of the New World? Please explain.Professor’s Notes: regarding Question No. 1This question is based on all the information that you have learned from the beginning of class up to when you took Exam No. 3 recently. See where Spain was at the beginning of the semester and where it is now with Phillip IIandfocus where and why did this change happen.Question 2: The Fall of the Spanish Empire• Please summarize as to why the Spanish Empire Fell.• Please briefly explain your answer with names, content, and specific reasons.• Who were some of the important personalities during this period of Spain?• What circumstances came about with the falling of the Spanish Empire, in Spain and abroad?• Who is to blame for the fall of the Spanish Empire?• Or What caused the fall of the Spanish Empire?Professor’s Notes: regarding Question No. 2The 18th and 19th centuries in Spain were, if I had one word to choose, would be revolutionary. If I had to use another, it would have to besurprising, and if one more could be chosen, it would have to be the beginning of the end. What was will no longer be and it was the beginning of a devastating period of Spain.Now we have to the task of organizing our thoughts and to answer the question:• Why did the Spanish Empire Fail?• There are many opinions and much evidence asto why such a strong empire went down so quickly andso harshly.• It was a personal wound not only economic one, but within the spirit and the essence of the Spanishpeople.• Their egos and their pride were slashed.• Perhaps sounding too poetic, but this wound did not cicatrize quickly.• For many, it has never been recuperated.Sources to use to answer the above question: The Story of Spain – Chapters 7 and 8Buried Mirror – Chapters 10, 11, and 12Video to watch to help you under the question: The Spanish Empire, Silver, and Runaway Inflation (10:00 minutes)or https://youtu.be/rjhIzemLdosQuestion 3: The Spanish Civil War• Please summarize the events of the Spanish Civil War.• Please briefly explain your answer with names, content, and specific reasons.• Who were some of the important personalities during this period of Spain?• What were some of the results of the Spanish Civil War?• Did the Spanish Civil War only affect the Spaniards? Or were there results outside of Spain?• What were the effects of the Spanish Civil War to the Spaniards? To the outsiders of Spain?Professor’s Notes: regarding Question No. 3• Now we come to the final cut of Spain’s Empire.• Spain’s Golden Age was now just a memory.• For some, they would say that the wounds that Spain caused on the New World, was being repeatedbut now within Spain itself.• Regardless of the fact how you look at this period in Spain’s History, much was lost which had no

https://thesystemsthinker.com/dialogic-leadership/https://www.youtube.com/watch?v=XA94chykm-chttps://www.ted.com/talks/tom_wujec_build_a_tower_build_a_team/up-next?language=enIn Optimizing the power of action learning, chapter 3 and 4There are 5 articles in total, half a page each. My request is for a summary, and an excerpt of the original 2 sentences.(2 citation)

Assignment 2 will be comprised of five Journal Reflections. You will complete the journal entries and submit your answers within this assignment. This assignment should be completed in ONE document, and your answers should be separated by Journal Reflection # headings (1-5).  Please contact your instructor using Canvas Messages with any questions you may have.Journal Reflection #1 & 2Provision 1: “The nurse, in all professional relationships, practices with compassion and respect for the inherent dignity, worth and uniqueness of every individual, unrestricted by considerations of social or economic status, personal attributes, or the nature of health problems.”The world is made up of numerous types of people, cultures, societies, worldviews, religions, opinions, and values. This is part of what makes humanity unique, special, complex, and prone to conflict. The very thing that brings beauty to mankind can make it difficult for people to coincide in peace with one another. Consider for a moment the differences of each person below.Person A– Born in London, she is 88 years old. She has lived in six different countries, has had two marriages and four children, and has been the CEO of a large financial trading company.Person B– Born in LA, California, she is 23 years old. She has two children, and currently works night shift at a local casino.Person C– Born in Oklahoma, he is 43 years old. He is married with two children and works as a local pastor in a large denomination church.Person D– Born in New England, he is 33 years old. He is not married and has no children. He resides at a federal detention center, having been sentenced to a 25-year prison term for a crime he says he did not commit.Person A has a medical diagnosis of dementia, Person B has ovarian cancer, Person C has HIV, Person D has self-inflicted abdominal wound.Are you surprised to learn of each person’s diagnosis? How may some people treat each person differently because of their diagnosis?Define the terms dignity and respect in your own words. Give three examples of how a nurse can show dignity and respect to a patient regardless of social, economic status, or medical diagnosis. Why is it difficult to treat people with dignity and respect?Journal Reflection #3 & 4Provision 2: “The nurse’s primary commitment is to the patient, whether an individual, family, group or community.”In a changing medical world that is continually advancing and demanding more from all involved, priorities can get mixed up and patients can be forgotten. Consider the following two scenarios.Scenario 1: A 10-year-old child has suffered a motor vehicle accident. Due to multiple traumas associated with the injury, the patient is now ventilator-dependent, G-tube dependent, and shows little activity on the EEG beyond consistent seizures. (This means the patient cannot breathe on his own, cannot eat on his own, and brain testing shows little activity, but confirms frequent seizure activity). The mother of the child is ready to withdrawal care for palliation purposes. The father is committed to providing every medical intervention possible to sustain the child’s life.Whom is the nurse responsible for in this scenario, the patient, the parents, or both? Who is “right” in this scenario, the mother or the father? You must pick a side and build an argument to support your answer; credit will not be given if you do not pick a side, and there is no middle ground. Can the nurse be truly objective in this situation? How could the emotions of the nurse affect patient care?Scenario 2: A 17-year-old patient has Duchenne muscular dystrophy complicated with multi-organ failure. The patient is neurologically alert but again has entered multi-organ failure. From a medical perspective, there is no way to save the patient’s life. The 17-year-old patient will die soon. The parents have decided to not tell the patient about the decline in his condition. Instead, they have asked the medical staff to stay upbeat and optimistic, encouraging the patient to work toward getting better.Is the nurse ethically obligated to tell the patient about the decline in his condition, or is the nurse ethically obligated to honor the parents’ wishes? Again, pick a side, build an argument, and articulate your perspective.Journal Reflection #5Provision 3: “The nurse promotes, advocates for, and strives to protect the health, safety, and rights of the patient.”Being the voice of the patient is a key concept of nurse advocacy. This topic will be discussed more thoroughly later in the course. Respond to the following question.Create a Bill of Rights for the patient. Include six “rights” that should be given to every patient and explain why you picked each one. There are many bills of rights for patients that already exist; your work will be checked for plagiarism, so just do not do it. This is easy; you pick the six most important rights and build a case as to why they are important.

Reflect on your department’s or agency’s fire inspection program or process or the fire inspection program and process of a department with which you are familiar. Code enforcement is used to promote the safety and well-being of the public in buildings and facilities. What recommendations would you make to your current program?

Source Texts.•Plato, Republic, VI, 506d3-509c1.•Aristotle, Nicomachean Ethics, I.6, 1096a25-34; 1096b33-1097a13.Introduction.What is most at issue in this tutorial is whether or not knowledge of Plato’s Forms—specifically Plato’s Form of the Good—is “practical.”  In other words, it ismostly about whether or not knowledge of the Form of the Good is necessary in order for you to live a happy life.  Aristotle thinks that having such knowledge is notnecessary.  This is an important criticism, and it is one that continues to reverberate among modern academics and students.  (After all, one mightwell wonder, even if Forms did exist, how would my knowledge of them in any way help me live a good life; help society solve its most pressing problems of rampant injustice; help prevent future problems for humanity at large?  How can knowledge of Formseliminate racism and other forms of discrimination,unite divided people, eliminate poverty, starvation, and conflict?)Aristotleis the first to raise this sort of objectionagainst Plato, though he does not always issue the challenge as one specific to socialillslike I have above.In fact, Aristotle does not even believe in Forms!  But even if they didexist, Aristotle thinks, knowledge of them is notnecessary in order to live a good life—not even knowledge of the Form of the Good!  The two very brief passages listed above include both Aristotle’s reasons for his skepticism, as well as information as to how Plato might have replied to Aristotle’s criticism. Of course, Aristotle’s views are formulated afterPlato’s death, so Plato never had to face his objection.  Still, there may well be enough in Plato’s work to enable us to craft a response on his behalf.As you know, even Socrates—the historical figure that precedes Plato—maintainsthat knowledge of the Good is necessary for living a good life. But when Socrates says this, he is only talking about those things and actions that are in fact beneficial for us, regardless of how or whythose things got to be beneficial for us. But Platobegins to explain the how and the why of such things with his theory of the Forms that we have been discussing for several weeks. For Plato, part of what is known when one has knowledge of the Good, is the Formof the Good. Saying that the Good is a thing—an entityPL210: Ancient Greek PhilosophyTutorial No. 3: Pand A on the Form of the Good, SP212(albeit a non-physical one)—is a position explicitly taken by Plato, and not necessarily by Socrates.The first questions (QR) are about Plato’s remarks comparing the Form of the Good to the sun. Here, you will find out from him how he thinks about the Form’s role in explaining the world we have, as well as what having knowledge of the Form has to do with living a happy life.The next questions (QN) are about Aristotle’s main objections to Plato’s views, specifically where those concern Plato’s Form of the Good.  First, there are arguments against the existenceof Plato’s Form of the Good; and then there is an argument against Plato’s view that knowing about itis required for living a good (happy) life.Questions.(Answer all questions.)QR.(i) The underlying strategy of the passage from Plato’s Republic,VI, is to explain the Form of the Good by means of analogy. For this question, you will need to addressthe following matter: On the basis of what Plato says in the Republic passage (506d3-509c1), pluseverything else you know about Plato from our class discussions and other readings, why is it critical that we have knowledge of the Form of the Good in order to live a happy life? In answering and explaining your answer, you will need to be sure to explain how Plato’s Sun Analogy is supposed to work in getting us to understand what the Form of the Good is, as well as be sure to explain the philosophical significance of the jaw-dropping 508d9-e1 (“So that what gives truth to the things known and the power to know to the knower is the form of the good,” repeated, in a way, at 509b7-8: “Therefore, you should also say that not only do the objects of knowledgeowe their being known to the good, but their being is also due to it”).QN.(i)In the Nicomachean Ethics(EN), I.6.1096a25-29, ff., Aristotle presents an argument against the existence of Plato’s Form of the Good. What is Aristotle’s point when he says that ‘good’ is spoken of in as many ways as ‘being’? How will that point help establish that the Form of the Good does not exist?(ii) At 1096b33-1097a13, Aristotle embarks upon another argument about the Form of the Good, though, as you will see, it is not necessarily an argument that is against the Form’s existence. Also: He imagines along the way an objection to his argument and then replies to the objection. Present each of (a) his argument, (b) the objection, and (c) his reply. What do you think of Aristotle’s overall position?QD.Has Aristotle successfully addressed Plato’s position about the Form of the Good from the Republicpassagediscussed in QR, or not? Explain.

I need five primary source articles from the 1800s to 1868 during the reconstruction era that talks about the black code and what it was and how it affected African