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Humanities

How are the two leaders chosen similar/different in their approach to ethical leadership?

Develop a profile that articulates qualities or behaviours integral to ethical leadership. Select at least TWO leaders as practical examples of those living values and, with reference to the literature, provide a scholarly discussion that illustrates how these leaders model ethical leadership in their roles. The leaders may be drawn from your own field of practice, Textbook/Course Readings OR from some of the case studies produced by the Ontario College of Teachers in “Exploring Leadership Practices Through Case Inquiry/ found here Exploring Leadership Practice.
Consider these questions and any others you identify while discussing the ethical leadership of the two leaders:
How do the examples of living values discussed demonstrate ethical leadership?
How do the examples of behaviour discussed demonstrate ethical leadership?
How are the two leaders chosen similar/different in their approach to ethical leadership?
Word Limit: 1500 words including references
Note: This assignment does not require an abstract but does require a TITLE PAGE formatted according to APA 7th ed. guidelines.

Categories
Humanities

Research paper 5-7 page + minimum 3 citations.

Research paper 5-7 page + minimum 3 citations. APA style insightful research paper
The topic of the research paper is abortion

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Humanities

However, i urge you to care more for content and interest rather than word count.

Assignment: Watch the video clip linked at bottom of this description. This is a telling of the “Allegory of the Cave.” – link to an external site – (https://en.wikipedia.org/wiki/Allegory_of_the_cave) from Plato’s Republic. It offers a story of how “enlightenment” can change someone’s outlook, and what happens when the enlightened one returns to his former condition. Read the background and explanation of the allegory as a whole in the above link to provide background for your viewing.
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What I’d like you to write about is an example from your own life. This could be a moment (like what people sometimes call an “ah-ha moment”), a process, or even a time when you looked back and realized that you had changed, and you now see the world differently.
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There are many ways you could approach this. You may choose to focus on the process itself, or how you felt afterwards. You may compare the before and after. You may wish to discuss the consequences of your change. In other words, how did it change your relationships with friends, family, coworkers, how you lived your life, how you viewed the world around you?
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I expect at least five well-developed paragraphs, and word count in the 750-1000 word range. However, I urge you to care more for content and interest rather than word count.
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Be original, be thorough, be specific, and most of all, think for yourself. Apply your own analytical and critical skills to the exercise. If you need to do some research, and you probably will, make sure you identify your sources and include a bibliography. To use any unidentified information is plagiarism and will be handled as such. You may consult online sources but BE WARNED: you must apply your critical thinking to ensure that the source is reliable.
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I do not want a cover page. Your essay should simply put your name, my name, class and section, and date in the upper left-hand corner, and then center your title. If you are unfamiliar with MLA style, the Library/Learning Commons online or on any FSCJ campus is an excellent resource.
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Plato's Cave (8-minute animated version) – https://www.youtube.com/watch?v=d2afuTvUzBQ
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If you want guidance for my writing expectations, go here. Guide to writing expectations

Categories
Humanities

Stand by Me Discuss the meaning of this song and the artistic form of the video.

Stand by Me
Discuss the meaning of this song and the artistic form of the video.
Analyze the message you see in the way the video is done.
Provide your opinion about this artwork.

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Humanities

elements of art (informational) – YouTube Make a list with the elements and prin

elements of art (informational) – YouTube
Make a list with the elements and principles of art.
Explain three.
*Keep this list handy, as you will use it to analyze paintings every week.
Pick any painting of your choice and try a few of these elements/principles to analyze it. Have fun 🙂
Please attach a picture of the painting and tell us why you chose this one specifically.

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Humanities

In this task, you will write an analysis of one work (suggested length of 3–6 p

In this task, you will write an analysis of one work (suggested length of 3–6 paragraphs total). Choose one work from one time period in the list of accepted works below:
Note: the one work you choose MUST be selected from only one of the periods in the list below.
Classical Period:
Sappho [Like the very gods] ca. 7th century B.C.E. (poetry)
Plato, Apology, ca. 399 B.C.E. (philosophy)
Hadrian, Pantheon, ca. 118-125 C.E. (architecture)
Phidias, Athena Parthenos, ca. 438 B.C.E. (model of the lost original sculpture)
Renaissance:
William Shakespeare, Sonnet 116, “Let me not to the marriage of true minds admit impediments,” 1609 (poetry)
Christopher Marlowe, “The Passionate Shepherd to His Love,” ca. 1599 (poetry)
Sandro Botticelli, Primavera, ca.1470, (tempera on panel)
Michelangelo, Pietà, 1498-1499 (sculpture)
Josquin des Prez, Mille Regretz (French Chanson), c. 1521
Thomas Weelkes, Sing We at Pleasure (English madrigal), c. 1598
Enlightenment:
Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)
Mary Wollstonecraft, Excerpt from Chapter 9 from A Vindication of the Rights of Woman 1792 (essay)
NeoClassical:
Angelica Kauffmann, Cornelia Pointing to her Children as Her Treasures, 1785, oil on canvas
Jacques-Louis David, Oath of the Horatii, 1784, oil on canvas
Classical Music:
W. A. Mozart, Piano Concerto No. 20 in D Minor, K. 466 – “Romanze” (second movement), 1785
Joseph Haydn, Symphony No. 94 “Surprise Symphony” (second movement), 1792
Romanticism:
John Keats, “When I Have Fears That I May Cease to Be,” 1818 (poem)
Harriet Jacobs, Chapter 1 from “Incidents in the Life of a Slave Girl,” 1861 (autobiography)
Théodore Géricault, The Raft of the Medusa, c. 1819, oil on canvas
Francisco de Goya, Saturn Devouring His Son, 1820-1823 (mural transferred to canvas)
Franz Liszt, Hungarian Rhapsody No. 2, 1847
Beethoven, Piano Concerto no. 5 in E flat major, Op. 73 (Emperor Concerto), 1809-1811
Realism:
Guy de Maupassant, “The Necklace,” 1884 (short story).
Kate Chopin, “Désirée’s Baby” 1893 (short story)
Rosa Bonheur, The Horse Fair, 1852-1855, oil on canvas
Henry Ossawa Tanner, The Banjo Lesson, 1893, oil on canvas
Scott Joplin, Maple Leaf Rag, 1899 (piano musical composition)
Claude Debussy, Clair de lune (from the Suite Bergamasque), 1905, orchestral (originally a piano suite)
Use the link near the bottom of this page to access direct links to the acceptable works listed above. Once you have selected one of the accepted works from the list above, you will research the work, the life of the author/artist, and the period. You will then be ready to create your analysis. This process of analysis will require you to discuss the events or innovations that define the historical period when the work was created, analyze a theme or stylistic characteristic of the period that is reflected in the work, and finally analyze the work’s or author’s/artist’s/composer’s contribution to the humanities.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of a submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Analyze the acceptedwork by doing the following:
1. Describe the historical events or innovations that characterize the period in which the work was created (suggested length of 1–2 paragraphs).
2. Analyze how this work reflects a theme or stylistic characteristic from its period (suggested length of 1–2 paragraphs).
3. Analyze the work’s or author’s/artist’s/composer’s contributions to the humanities (suggested length of 1–2 paragraphs).

B. When you use sources to support ideas and elements in a paper or project, provide acknowledgement of source information for any content that is quoted, paraphrased or summarized. Acknowledgement of source information includes in-text citation noting specifically where in the submission the source is used and a corresponding reference, which includes the following points:
• author
• date
• title
• location of information (e.g., publisher, journal, website URL)

C. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1:PERIOD CHARACTERIZATION
NOT EVIDENT
The submission does not provide a descriiption of the historical events or innovations that define the selected period.
APPROACHING COMPETENCE
The submission provides an inaccurate descriiption of the historical events or innovations that define the selected period.
COMPETENT
The submission provides an accurate descriiption of the historical events or innovations that define the selected period.
A2:WORK ANALYSIS
NOT EVIDENT
The submission does not provide an analysis that describes how the work explores a particular theme or stylistic characteristic from its period.
APPROACHING COMPETENCE
The submission provides an analysis that inaccurately describes how the work explores a particular theme or stylistic characteristic from its period.
COMPETENT
The submission provides an analysis that accurately describes how the work explores a particular theme or stylistic characteristic from its period.
A3:HUMANITIES CONTRIBUTION
NOT EVIDENT
The submission does not provide an analysis of the work’s or author’s/artist’s/composer’s contributions to the humanities.
APPROACHING COMPETENCE
The submission provides an inaccurate analysis of the work’s or author’s/artist’s/composer’s contributions to the humanities.
COMPETENT
The submission provides an accurate analysis of the work’s or author’s/artist’s/composer’s contributions to the humanities.
B:SOURCES
NOT EVIDENT
The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
APPROACHING COMPETENCE
The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
COMPETENT
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
C:PROFESSIONAL COMMUNICATION
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
APPROACHING COMPETENCE
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.
COMPETENT
Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.
WEB LINKS
LibGuides: Introduction to Humanities: Task Works

Categories
Humanities

Submit a 500-word reflection paper in which you: explore the ways in which you c

Submit a 500-word reflection paper in which you:
explore the ways in which you consume, react to, and engage with popular culture.
reflect on how studying popular culture has changed or reinforced your beliefs and values and whether or not your choices about popular culture will change.
discuss the extent to which your consumption of and attitude about popular culture may or may not change.
analyze how you might affect social change through popular culture creation, consumption, and critical analysis.
Support your assertions by making at least two references to the Learning Resources, using proper APA format.
* MY ONLY OPINION ON THIS IS THAT POP CULTURE SHOULD NOT BE CONTROLLED BY THE GOVERNMENT.
Learning Resources: https://www.chronicle.com/article/george-lucass-force/

Critical Media Project


Categories
Humanities

Hello! I need to just complete some makeup Discussion questions. Here are 6 ques

Hello! I need to just complete some makeup Discussion questions. Here are 6 questions. Please make sure to asses every question. MOST IMPORTANTLY, some of the questions are in first person and asses personal opinion. Please feel free to write whatever opinion. I just need them in for completion. Thanks for all of your help!! Attached in files are the 6 questions.

Categories
Humanities

Native American Population Presentation Due by Day 7. Sue and Sue (1999, as cite

Native American Population Presentation
Due by Day 7. Sue and Sue (1999, as cited in Dillon, 2015, p. 269) identify five values that typify Native American cultures: Sharing and cooperation, Noninterference, A cyclical orientation to time, the importance of extended families, and harmony with nature. Analyze and address the five values as you apply them by creating a case study to a hypothetical current or past client or use a pseudonym if the individual and scenario are real. What have you learned from this chapter that can help you apply this knowledge in a real world scenario with your hypothetical or real client in a human services setting. Incorporate 2-3 scholarly sources or credible websites. The activity will be in the form of a 5-10 slide Power Point presentation loaded in the Doc Sharing section of class.

Categories
Humanities

We will be replying to my classmate Lula’s discussion which I will copy and past

We will be replying to my classmate Lula’s discussion which I will copy and past below along with his requirements. I will also attach the scholarly sources we will use in the files section.
Lula Seaton discussion
Dr. Hufnagle
HUMA-1301
July 26, 2022

Discussion #8 Zombie Mythology

Humanity has zombies because we are desperate to hold on to what we know is already lost through death. “They desire to see their lost loved ones again” (Greene 121). Zombies are human’s imagination defying the reality of death in through reincarnation gone wrong. We also have zombies as a reminder of how bad human nature can be but with our bad actions there are consequences. An example of horrible consequences for bad actions would be “the attempted gang rape in 28 Days Later” (Round 155). Zombies and other creatures show humans that we are the monsters with our immoral and wrong behaviors.

Zombies have evolved in that “Zombies are everywhere – but it seems we are no longer afraid of them” (Round 155). Zombies are known for their slow movements and surprise attacks however the new age zombie is portrayed as fast moving even capable of running after you. Today’s zombies are charming and good looking. The new zombies make friendly connections with humans and even have words. “Although the living dead continues to decay, their stories are definitely evolved and, in these tales, man is often the new zombie and the real horror” (Round 155).

I feel that the influence that zombies have on, our culture is that they create a sense of hopelessness. They may even create a culture of suicide approval. “Once we recognize that our lives are absurd, do we really have a choice” (Green 123)? In the show the Walking Dead often a few of the characters choose to end their lives rather than to keep fighting for it. This mentally is also true in the real world and fictional shows may glorify suicide when life gets too hard.

They inform our humanity that life is precious, and that people are valuable. They remind us that not only are people are valuable but that our lives and what we do with it should mean something. “And most of us would rather die than to live a life where nothing is fundamentally valuable” (Greene 120). Unlike zombie’s humans have the capability to think and use their minds for greatness. Zombies only have one goal and that is to find food. “They spend all day everyday pursuing the same goal” (Greene 120). They inform us that we should strive to be more in life and to not every limit ourselves.

Zombies symbolize that death is real and there is no way of cheating it. They are the harsh reality that everyone must die. In the show the Walking Dead the zombie plague affects everyone ad every race, sex, age, all are at risk of contracting the plague and dying. “These bodies once belonged to people’s mothers, fathers, friends, and neighbors” (Greene 122). Humans want to leave a legacy of themselves, but zombies infringe upon this idea. Zombies are the living dead and they do not have feelings nor emotions and once they have infected the entire universe there will be no legacy to be left. In a sense, zombies symbolize human’s insignificance towards one another. “Though we try to feel significant at the end of the day we aren’t” (Greene 123)

Word Count: 524

Work Cited
Green, Rachael Robinson. “Apocalypse Now.” “Better Off Undead.” The Walking Dead and Philosophy, edited by Wayne Yuen, Open Court, 2012, pp. 119–128.

Round, Julia. “The Horror of Humanity.” “The Horror of Humanity.” The Walking Dead and Philosophy: Apocalypse Now, edited by Wayne Yuen, Open Court, 2012, pp. 155–166.
Professor’s requirements:
Before this discussion view “Myths & Monsters Ep. 6” and “Night of the Living Dead” by George A Romero and World War Z and/or 28 Days Later (I don’t have free links to these films).
Scholarly/Secondary Sources-Before this discussion, prepare by reading “Better off Undead” by Rachel Robison-Greene and “The Horror of Humanity” by Julia Round from the book The Walking Dead and Philosophy: Zombie Apocalypse Now and “When They Aren’t Eating Us, They Bring Us Together: Zombies and the Social Contract” by Leah A. Murray from the book Zombies, Vampires, and Philosophy: New Life for the Undead.
Critical Thinking
Student must respond with the same academic rigor as first post (see example on syllabus)
All posts must use, quote, and *cite the required and professor provided scholarly readings.
All posts should be a minimum of 150 words, excluding quoted material and citations.
*Citing the reading means using proper MLA in-text citations and a proper Works Cited for each post. Review proper MLA here