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Washington Irving is an American Romantic writer whose short stories often reflect the movement away from Enlightenment thinking with its insistence on the authority of Reason and its ability to verify objective reality to Romantic views that assert the power of the imagination and the emotion to create its own (subjective) reality. In the short story “Adventure of the German Student”, Irving evokes the theme of the power of the imagination over reason in creating its own reality. In a well thought out and composed essay, illustrate how this theme is evoked through Irvings use of setting (day/night, historical period-French Rev/Reign of Terror, Germany/France), character (Wolfgang, Woman, Police Officer), imagery (catacombs, decay, storm), and symbols (guillotine, overturn statue Henry IV-“head of State). For example, in regard to characters, they may be seen as representing this theme with the Woman as representing Imagination and a subjective reality and the Police officer as representing Reason with his certainty of the woman’s history and the way he tests reality through the physical senses in the end. Wolfgang, the student, may represent the movement from Reason to Imagination in the action of the story.
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Paper based on two articlesJohn Maynard Keynes advocates a full employment strategy that would entail ‘euthanasia of the rentier.’ What does Keynes mean by this phrase, and how would such euthanasia contribute to full employment? Michal Kalecki builds on Keynes’ theory and argues that a full employment strategy would be opposed by powerful social groups. Which social groups according to Kalecki would oppose full employment, and why would they adopt this position? “https://www.marxists.org/reference/subject/economics/keynes/general-theory/ch24.htm https://mronline.org/2010/05/22/political-aspects-of-full-employment/ No bibliography or outsides sources

This Essay Is:This paper will be an exercise in close reading. Close reading involves picking a short passage from a text and scrutinizing it carefully, revealing how the writer condenses profound ideas into just a small morsel of text. This is a skill that you can apply to any arena of your life: being able to scrutinize details can help you understand and approach all sorts of problems.https://longreads.com/2015/02/14/the-house-made-of-sugar/^^^^^This is the short read that I chose to be used for this assignment. It does not matter to me which part gets broken down and scrutinized. This should be the only source due to the info is all right here in the passage.Basic Steps for the Close Reading Essay:1. Choose a short passage and identify key words and phrases2. Search for and describe patterns that you see among those words and phrases3. Formulate questions (especially “how/why” ones) based on the patterns you’ve described4. Return to the text to look for further evidence with which to answer the questions you’ve formed5. Outline your essay and begin writingOutline for the essay should be like this:Intro: Explain the context of the quote. This whole scene takes place really in the imagination of the narrator, who has only heard about it through gossip. The narrator emphasizes the grandness of the event, and the stature of all the people involved.Thesis (at end of intro): Here, Bardo Bazán uses images of wealth, proper behavior, and religious purity to set the scene for the dramatic climax of the story when the bride has an epiphany and rejects the groom, whom she believes to be violent.Evidence theme 1: Discuss what all the fancy dress means in context of the time period (this might require a little internet research).Evidence theme 2: Describe some of the decorum we see in the passage (you could relate this to other evidence in the story)Evidence theme 3: The presence of the Virgin, described as a protector is ambiguous symbol. While at first it seems to suggest religious aristocracy, it later seems to have the effect of protecting the bride from violence.Conclusion, seeing the bigger picture: The bride never related the story because she felt they would never understand the spontaneity and naturalness of her actions, given their tradition and obsessions with proper decorum. (You can discuss your “own opinions” here, but make sure to stay grounded in the story.Lastly, things are professor really wants us to consider:Have a brief intro and conclusion.Avoid plot summary.Anchor evidence paragraphs with quotes.Use topic sentences.Replace “I think…” with “The text shows…” (Opinion is fine, but it needs evidence.)Don’t forget the middle steps of close reading. (Don’t jump from specific words straight to conclusions. Instead, show your reasoning process.)FOR THE CONCLUSION NO SUMMARY OF THE TEXT YOU WROTE PLEASSSSE, OUR PROFESSOR WILL BE EXTRA INPRESSED IF WE DO WHAT HE CALLS SCALING UP! WHAT DOES THE WRITER OR READER REALIZE NOW THAT THEY WOULD NOT HAVE WITHOUT READING THE TEXT. He says this is really hard to do, but trying would be a good start. This is just an extra and does not have to be put in, but would be greatly appreciated!

Writing Assignment #2 Literary Analysis on question- Is Religion to blame for Paul’s reckless lifestyle?Description:Pose an interpretive question about a short story and respond to it analytically, showing your readers where and how the text of the story supports your interpretation. Use the introduction of your essay to pose your interpretive question, showing how it is both problematic and significant. Your one-sentence summary answer to that question will serve as your thesis statement. Your task in this assignment is not to discover the right way to interpret the text, but to show why your analysis is plausible and can be supported by textual detail.Process:Start by reading the short story closely, looking beyond the surface of the actual events to consider what else is being said. Mark passages that interest you and write in the margins as you go to note details, which you think may be important to understanding the story. Often students will simply mark pages in the book with sticky notes or I used to simply put a small paper clip on pages I thought were interesting.Next pose an interpretive question about the story, showing how what you have read is both problematic and significant. In other words, consider what lies under the surface of the details. I’ve had you consider a couple of angles already, which you could continue to explore: One dealt with the interactions between characters in the story and the other asked you to consider what else fly fishing might mean in the story. You may use those as a model for your own thinking or simply follow them if they speak to you.Once you have a question you would like to explore, consider what your broad answer to that question is and look for passages that support and complicate that statement.As you reread those passages, do a little writing about each to form a rough draft.Revise and edit that draft so it follows the form of closed writing laid out in Chapter 18.Resources:Chapter 11 Allyn and Bacon Guide to Writing Pearson RevelChapter 18 Allyn and Bacon Guide to Writing Pearson RevelChapters H3 and H4 PearsonMLA Format for papers—week six moduleRequirements:1000 words or approximately 3-4 pages formatted according to MLA styleTwo to four quotations cited according to MLA style

Write a 750-1,000-word essay in which you:Describe how child custody is determined upon dissolution of the parents’ relationship.Explain how a court determines child support obligations and amounts.Describe ways that a parent may enforce a child support order if it is not being paid.Cite at least three cases that reference child custody and or support.Use the GCU Library to locate a minimum of three peer-reviewed sources in support of your content.

The Market Revolution of the early 19th century brought forth the first American factories. Factories had emerged in England as early as the late 18th century before finally making their appearance in large numbers in New England by the first decades of the 19th century. Unlike their counterparts across the Atlantic, the labor used in American factories tended to be young, single women, between the ages of 15 and 25. The attached lecture explains why factory owners preferred women over men. The system would continue for most the century, although its populatrity would fall with the arrival of Irish immigrants in 1840s. The lecture attached details the rise of the textile mill industry. The Primary Documents detail a strike that occurred in one of the mills and the list of grievances that details specific working conditions. You will need to read the attached lecture: Mill Girls & The Market Economy and you will also need to do independent online research. Answer the following questions with details and examples: 1. Why did factory owners begin to hire young, single women between the ages of 15-25? Why would mill girls seek work in the factories? 2. Why did factory owners begin replacing mill girls with immigrants in the 1840s? 3. What factors were pushing Irish and German immigrants out of their countries? What factors were pulling them to the United States? 4. What kind of jobs were open to Irish and German immigrants? (Different for each one, Irish immigrants were typically poor , unskilled, and uneducated; while Germans, for the most part, were middle class, skilled, and educated. 5. All sources must be cited, including lectures and links from Unit 2. Please ready above and completed per description.
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Wk 1 Assignment – Abuse and Neglect: Orientation Project [due Tuesday]Assignment ContentYou have been tasked with orienting new registered nurses in your hospital’s emergency department about how to manage child abuse and neglect cases. The orientation should cover child abuse and neglect definitions, prevention, detection, intervention and treatment, reporting, and interdisciplinary resources.Ensure your orientation covers the definition, prevention, detection, intervention and treatment, reporting, and interdisciplinary resources.Define abuse.Federal definition of child abuse and neglectYour state’s definition of child abuse and neglectDiscuss prevention.Analyze the nurse’s role in each level of prevention:primarysecondarytertiaryList the risk factors for abuse, including environmental indicators and disparities in care.Explain detection.Illustrate the signs and symptoms of child abuse and neglect.emotionalbehavioralphysicalAddress intervention, treatment, and reporting.Define your state’s requirements for child abuse and neglect:Who can report?Who is mandated (legally required) to report?Where (to whom) is information reported?Identify resources for appropriate referral.Provide examples of treatment resources available in your area for children affected by abuse and their caregivers.Find collaborative resources for abuse and neglect intervention and treatment.List interdisciplinary support services for children affected by abuse.Summarize the differences between child abuse and neglect prevention, detection, intervention, treatment, and reporting, as well as spousal, elder abuse and/or violence prevention, detection, intervention, treatment, and reporting.Are the reporting requirements the same?Are all types of abuse and neglect defined the same way?How does treatment differ?What different resources available for varying types of abuse?How do signs and symptoms change with age?How does the role of the community nurse change at each level of prevention depending on the type of abuse?Format your assignment as one of the following:15- to 20-slide presentation700- to 1,050-word paperInclude at least one peer-reviewed and one evidence-based reference and an APA-formatted reference page.Submit your assignment.Resources:Center for Writing ExcellenceReference and Citation GeneratorGrammar and Writing GuidesLearning Team ToolkitCopyright 2018 by University of Phoenix. All rights reserved.

This is what the paper is:This paper will be an exercise in close reading. Close reading involves picking a short passage from a text and scrutinizing it carefully, revealing how the writer condenses profound ideas into just a small morsel of text. This is a skill that you can apply to any arena of your life: being able to scrutinize details can help you understand and approach all sorts of problems.This is the short read that I am using for the essay. I do not care what small part is broken down and scrutinized for the assignment as long as its done. This should be the only source seeing how the assignment calls for ideas from the work.https://longreads.com/2015/02/14/the-house-made-of-sugar/Steps for writing close readings:1. Choose a short passage and identify key words and phrases2. Search for and describe patterns that you see among those words and phrases3. Formulate questions (especially “how/why” ones) based on the patterns you’ve described4. Return to the text to look for further evidence with which to answer the questions you’ve formed5. Outline your essay and begin writingOutline of the essay:Intro: Explain the context of the quote. This whole scene takes place really in the imagination of the narrator, who has only heard about it through gossip. The narrator emphasizes the grandness of the event, and the stature of all the people involved.Thesis (at end of intro): Here, Bardo Bazán uses images of wealth, proper behavior, and religious purity to set the scene for the dramatic climax of the story when the bride has an epiphany and rejects the groom, whom she believes to be violent.Evidence theme 1: Discuss what all the fancy dress means in context of the time period (this might require a little internet research).Evidence theme 2: Describe some of the decorum we see in the passage (you could relate this to other evidence in the story)Evidence theme 3: The presence of the Virgin, described as a protector is ambiguous symbol. While at first it seems to suggest religious aristocracy, it later seems to have the effect of protecting the bride from violence.Conclusion, seeing the bigger picture: The bride never related the story because she felt they would never understand the spontaneity and naturalness of her actions, given their tradition and obsessions with proper decorum. (You can discuss your “own opinions” here, but make sure to stay grounded in the story.Tips to consider:Have a brief intro and conclusion.Avoid plot summary.Anchor evidence paragraphs with quotes.Use topic sentences.Replace “I think…” with “The text shows…” (Opinion is fine, but it needs evidence.)Don’t forget the middle steps of close reading. (Don’t jump from specific words straight to conclusions. Instead, show your reasoning process.)As an extra our professor wants us to try to do something he thinks is very difficult to do. That is to avoid summary in the conclusion and state something we wouldn’t have known without reading the text. What has the reader/writer taken from this essay or the story that they wouldn’t have without reading it. This is just an extra he said we can try to accomplish!Have a brief intro and conclusion.Avoid plot summary.Anchor evidence paragraphs with quotes.Use topic sentences.Replace “I think…” with “The text shows…” (Opinion is fine, but it needs evidence.)Don’t forget the middle steps of close reading. (Don’t jump from specific words straight to conclusions. Instead, show your reasoning process.)

Using the Model Code of Ethics and the biblical book of proverbs. write a 4 page essay on how they apply to High School Education. Source link https://www.nasdtec.net/page/MCEE_Doc

The student will develop solution(s) to cases, provided by the instructor. Each case study must have a title page, Turnitin Originality Score (if required), and a reference page. (There should be a minimum of three to four references for each case study.) Total page count of each case study should be 4 to 6 pages (1,200 to 1,800 words).FINC 355 RETIREMENT AND ESTATE PLANNINGEstate Planning Case Study #21A couple, Carol and Al French, in their mid-60s, New York State residents, have seen their net worth balloon from $3 million to more than $6.5 million during the last four years, chiefly through rapid appreciation of a stock portfolio primarily invested in large-capitalization growth stocks. The client had read articles in financial publications about the ·near total confiscation of IRAs upon the death of the last to die of the account holder or spouse. The client has approximately $1.25 million in these types of plans, with his wife listed as the beneficiary. He had planned to hold the stock portfolio for life in order to get a step up in basis, avoiding capital gains taxes for himself and his heirs. He also planned to name his wife as beneficiary of all IRAs in order to assure her of a source of income if she survived him. The client also had a number of charitable bequests in his will.The client had more than 40% of his investment holdings in a single large cap stock and was growing concerned about the lack of diversification. He wanted to diversify his portfolio while avoiding federal and state long-term capital gains taxes. Calculations determined that there were potentially tremendous net after tax benefits available to the client’s children if they, rather than the spouse, were named as primary beneficiary on some or all of these IRAs. However, the client remained concerned about his wife’s financial well-being if his IRAs were left solely to the children.The client had several competing objectives:1. Diversifying the investment portfolio, selling off $1-1.5 million of the single large-cap stock which dominated the portfolio. (He would still maintain over $1 million of that stock after these sales.)2. Minimizing and, if possible, avoiding capital gains tax on the sale of any stock.3. Assuring sufficient cash flow for the rest of the client’s and wife’s lives (about 30 years).4. Minimizing transfer and income taxes so that the children and grandchildren receive the greatest amount of net assets possible from the estate.