Malcolm X Response on Autobiography by Alex Harley In a clearly written paper of 1,000 words (4 pages) construct a thoughtful essay that engages with race in Alex Haley’s The Autobiography of Malcolm X.
Malcolm X Response on Autobiography by Alex Harley
After reading the first fourteen chapters of the book write an essay that shows how race, during Malcolm X’s childhood, teenage, and early adulthood shaped his later decision to become a Muslim? What factors or events in each of these times of his life made a lasting impact on him?
Malcolm X Response on Autobiography by Alex Harley Essay Requirements
Your paper should follow the basic essay format of an introduction, body, and conclusion. Use the introduction to present general information important in contextualizing gender or race inThe Autobiography of Malcolm X—here you can summarize the book. At the end of the introduction, form an argument that clearly states how you intend to talk about race in the paper.
Finally, the conclusion needs to be critical of the work as a historical source. In the conclusion, critique the book, not the ideas. For example, the book is a great contribution to Civil Rights history because we see how some African Americans chose to use direct confrontation to change segregation in the American South. While it is a great source, it also fails to engage the reader in many places because Malcolm X ideas wander. For example, on page….In another words, use the conclusion to raise any concerns or problems you may have with the book. If you found Haley’s work compelling, state why you think this is a strong contribution to the field of history. Remember, this is a response paper, not a book summary.
Ignatius Spiritual Crisis at Loyola Castle a) As a young man, Ignatius was filled great desires for fame, glory, and adventure, and he lived in such a way as to win these things.
Ignatius Spiritual Crisis at Loyola Castle
Then he experienced a spiritual crisis. Explain the nature of his crisis while he was recuperating at Loyola castle.
Ignatius Spiritual Crisis at Loyola Castle Questions
What questions, fears, and desires were going through his mind? What does his crisis have to do with the human desire for meaning in our lives?
b) When Ignatius was wrestling with different desires during his recovery at Loyola Castle, he said that “step by step” he began to learn how to distinguish God’s voice from the voice of the evil spirit. Explain how he came to distinguish these.
c) Dennis Hamm, SJ‟s article gives an interpretation of what Ignatius presented as the Examen. Explain the importance of the Examen in Ignatian Spirituality and Discernment.
d) Explain how the recognition of consolation and desolation in one’s spiritual life can assist a person in making a good discernment.
It is designed to help you think more critically about course content and apply it in an insightful way. Specifically, you will use 5 theories of personality (e.g., the five factor model of personality, psychoanalytic theory, personality development, or subcomponents of theories depending on breadth and focus) to describe, analyze, and interpret the personality of a specific individual. Psychobiography is best understood as a branch of applied personality science in which experimental findings are used to explore the lives and personalities of public figures, from artists to politicians. This article introduces the field, addresses questions commonly raised about it, and explores, among other subjects, what psychobiographical research might offer to the field of psychology.
Surprising Link Found in Obamas family Tree Generic extra credit directions: Extra credit is based on students reading an article, attending an event, listening to a program or watching a video.
Surprising Link Found in Obamas family Tree
ONLY those articles, events, audio programs and videos described on Blackboard are eligible to be used for extra credit. (NOTE: attending an event or watching a video may not be available for every class.)
Students may receive up to two points extra credit when they also write a 1.5 to 2 page (double spaced) paper that follows the criteria below:
– Paragraph 1: Identify and define the first of the two concepts you will be applying.
— note: The definitions MUST come from either our textbook or class notes. Papers using a dictionary, Wikipedia, etc definitions will not be read.
– Paragraph 2: Identify and define the second of the two concepts you will be applying.
— note: The definitions MUST come from either our textbook or class notes.
Surprising Link Found in Obamas family Tree Papers
Papers using a dictionary, Wikipedia, etc definitions will not be read.
– Paragraphs 3 and 4: Show how each of these concepts can be applied to the article you’ve read, the event you’ve attended or the video you’ve watched.
– If this extra credit is written about an article the paper must include at least 3 quotes from that article. Your paper will be written on a computer,
saved to a computer or portable device such as a flash drive, then up-loaded to Blackboard. The title of each paper MUST include some aspect of the title
given on Blackboard (example: for a paper on an article about Rosa Parks, the title of the paper might be ‘RosaParksExtraCredit.’) Further information on
posting to Blackboard will also be available.
Fahrenheit 451 Biographical Source about Ray Bradbury These are the instructions I was given by my professor:
MLA format
*Works Cited page*
5 sources other than your primary text(s); one (1) source may be a biographical source about Ray Bradbury.
Fahrenheit 451 Biographical Source about Ray Bradbury Topics
Remember, no matter what you choose to write about, you must use the Bradbury novel Fahrenheit 451 as a primary text and as the framework for your paper.
Fahrenheit 451 Biographical Source about Ray Bradbury Suggestions
1. Analysis of the novel as dystopian literature.
2. Comparative analysis of the novel and another novel, film, poem that speaks of dystopian or apocalyptic concerns.
Fahrenheit 451 Biographical Source about Ray Bradbury
3. The novel as foreshadowing the influence of television
4. The novel’s place in the history of book burning
5. The novel’s place in the history of censorship
6. The novel as a forewarning of educational mediocrity
7. The novel as foreshadowing media bias and political distraction
Paragraphs:
1. Topic sentence introduces your idea
2. Use textual quotes from the novel as evidence
3. Analyze evidence
4. Use quotes from a secondary source(s)
5. Analyze evidence
6. Repeat 2-5 until your idea is fully developed
7. Sum up idea
The person that I have chosen to analyze was Bob Marley and the class is personality and individual differences.
the questions for the first paper are:
Q1 Go back to Erikson’s developmental stages. What evidence can you find of the person passing through the stages – especially the later stages for
adulthood. Is there evidence from their behavior, personality, attitudes, etc that they might be ‘stuck’ at any particular stage?
Q2 Try answering Cattell’s 16PF questionnaire again as if you were the person. What results do you get? Do the results relate to anything you know about
their personality, attitudes, behavior?
questionnaire #4 on google drive … http://personality-testing.info/tests/16PF.php
Were there many questions that you had no idea about the possible answer? Does that suggest areas about the person that you need to research for the project?
Q3 Try answering Eysenck’s ENP questionnaire again as if you were the person. What results do you get? Do the results relate to anything you know about their
personality, attitudes, behavior?
questionnaire #5 on google drive … http://similarminds.com/eysenck.html
Were there many questions that you had no idea about the possible answer? Does that suggest areas about the person that you need to research for the project?
Q4 Catell, in particular, looked at how his PF16 traits can change over time due to particular experiences, situations etc. (See p.214-215 in the book). To
what extent does your person seem to have stable personality traits or traits that change over time? Which ones?
Q5 Look back at Maslow’s hierarchy of needs pyramid. What evidence can you find to show if the person has successfully completed the different levels in the
hierarchy? Are there incidents, stories, evidence showing that this person experienced problems with any of the levels?
Q6 What evidence is there that your person has deliberately chosen – in the way that Kelly talks about (p.280 in the book) – to become the person they are, particularly their career choice and career progress? What deliberate changes have they made to their personality, behavior, attitudes to do this?
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Please write an essay either summarizing OR arguing about the topic “Edward Snowden,” latest on the computer analyst whistleblower who provided the Guardian with top-secret NSA documents leading to revelations about US surveillance on phone and internet communications.
DO NOT include any “personal” opinions in the paper.
The paper must be 5 pages, utilize a minimum of three academic sources, be cited in proper APA format, typed and double spaced.
A marking scheme will be provided for guidelines on how to write and presen t your work.
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Lewis Yerloburka Obrien in His Era Order Instructions:)
Lewis Yerloburka Obrien in His Era Sample Answer
Lewis Yerloburka O’Brien
His Era
Lewis Yerloburka O’Brien was born at Point Pearce Mission in South Australia (SA) in 1930. His great grandmother was called Kudnarto.
Lewis Yerloburka Obrien in His Era
They had relocated to northern parts of Kaurna County due to Land dispossession (O’Brien 2007). Despite his challenging life, Uncle Lewis attended Ethelton Primary School and technical school. He suffered from jaundice until he was ten.
He grew up during the era of the stolen generation. His mother was constantly having threats that her child will be taken away from her. O’Brien father was Irish and so had a privilege to live with highly intelligent people (westerners). However, he would hide his aboriginality to avoid discrimination (Samaras, 2005).
When he enrolled at a school, he felt like his parents taught him more skills than those taught in school. He was born in the County Cork. His value for culture was influenced by Lewis and May Adams. These two were his super parents who gave him immense Kaurna skills. In 1946, it was rare for an Aboriginal boy to acquire education. Despite the challenges that were erected by the welfare; O’Brien managed to gain an intermediate certificate (Lee, 2015).
From a young age, he was interested in the Aboriginal culture (Gifford 2009). He was born in an era when the culture of being Aboriginal was considered as uncivilized. In fact, to access equal human rights as the whites required one to apply for ‘cease being aboriginal’ under the Aborigines Act (Dockery, 2010). This was the only way to acquire an education. This was an error that led to the destruction of Aboriginal identity as well as culture (O’Brien 2001).
The segregation was found in other infrastructures such as hospitals and hotels. The children were taken from their communities because it was believed that the uncivilized parents would influence the children. The government then believed that the children were in danger of adopting the immoral way of life. The main aim of this process was to de-Aboriginals the children (Gifford 2009). Despite his fortunate life, he still remained deep-rooted in his culture.
However, Uncle Lewis managed to endure hardships. He became a stronger person, with his thoughts and philosophies of life built up by his Aboriginal grandparents. These philosophies sustained him through the challenges he experienced. By listening to his elders, he remained committed to his culture and his people (Government of South Australia, 2010).
His Acknowledgements and Achievements
Uncle Lewis has been involved in many committees that aimed to promote the dignity and rights of Aboriginal people. He has published a lot of papers that have brought the unique culture of Aboriginal people to the limelight. Over the years, he has been involved in many art projects across the state. He has provided pastoral and cultural guidance for aboriginal children and families (Pickett, Dudgeon, & Garvey 2000). His love for his culture is supported by the substantial contribution of the scholarly and artwork particularly activities that promote and maintain the Kaurna culture and language at UniSA (Hooley & Levinson, 2013). His achievements also include political contributions that range from the Aboriginal Advancement League in the 1960s to his old age where he continued to offer mentorship and counseling to many at Flinders University. Conclusively, O’Brien’s achievements include
1995 – Telecom Advance Australia Award of Merit (PocheCentre 2011)
1995 – Life Member for Kura Yerlo Council
1997 – NAIDOC Elder of the Year
2000 – Port Adelaide Council Awards for Elder of the Year
2003 – “Local Hero” Metropolitan Australia Day Awards (PocheCentre 2011)
2003 – Centenary Medal (2001)
2004 – Fellow of the University of SA
2008 – Harmony run Medal
2009 – Citizen of Humanity Awarded by the National Committee of Human Rights
Lewis Yerloburka Obrien in His Era References
Dockery, A. 2010. Culture and Wellbeing: The Case of Indigenous Australians. Soc Indic Res, 99(2), pp.315-332.
Hooley, N. and Levinson, M. 2013. Investigating networks of culture and knowledge: a critical discourse between UK Roma Gypsies, Indigenous Australians, and education. The Australian Educational Researcher, 41(2), pp.139-153.
A government of South Australia.2010. Marine Engineer Lewis William Arthus O’Brien AO. Available from http://anzaccentenary.sa.gov.au/story/marine-engineer-lewis-william-arthur-obrien-ao/[24 May 2016]
Gifford, P. 2009. And the clock struck thirteen: The life and thoughts of Kauna Elder Uncle Lewis, Yerloburka O’Brien. Wakefield. Kent
Lee, E. 2015. Protected Areas, Country, and Value: The Nature-Culture Tyranny of the IUCN’s Protected Area Guidelines for Indigenous Australians. Antipode, 48(2), pp.355-374.
O’Brien, Lewis. 2001. You could build on this Three Year Technical School Foundation. In: Jolly, Erica (Ed). A Broader Vision: voices of vocational education in Twentieth-Century South Australia. Adelaide. Michael Deves Publ. 258-259.
O’Brien, Lewis. 2007. Lewis O’Brien And the Clock struck thirteen. Adelaide. Wakefield Press
Samaras, K. 2005. Indigenous Australians and the ‘digital divide’. Libri, 55(2-3).
Pickett, H., Dudgeon, P., & Garvey, D. 2000. Working with indigenous Australians. Perth, W.A.: Gunada Press, Curtin Indigenous Research Centre, Curtin University of Technology.
PocheCentre. 2011. Uncle Lewis Yerloburka O’Brien. Available from https://www.flinders.edu.au/medicine/sites/poche.adelaide/news/2-3-12/uncle-lewis.cfm\ [24 May 2016]
In the traditional tale of Columbus’s journey to America he is presented as a modern scientific man who stood against the religious superstition of the past. He, so the story goes, was a great hero who expanded European influence throughout the world.
In this first essay, I want you to compare and contrast a traditional narrative of Columbus’s motivations to a more modern scholarly treatment of Columbus. In this essay I want you to summarize both arguments and examine the evidence used to make the arguments. Be sure to give detail on the argument and the evidence
SAMPLE ANSWER
Christopher Columbus
There are misconceptions and misplaced ideology, facts, and theory when considering the two accounts of the traditional tale of Columbus and the modern scholarly treatment of Columbus. Based on a historical perspective, it can be deduced that Columbus immensely contributed to the expansion of Europe through his discovery of the Western Hemisphere. This has spiked heated debate on the motive of Columbus’ discovery from the traditional and modern scholarly points of view. In this relation, this essay will explicitly compare and contrast the two accounts, giving a detailed account of events and how they unfolded.
Comparison and Contrast
Modern scholars claim that traditional narrative buries the truth in the engagement of Columbus political and religious power. According to the modern scholar, they claim the motive of Columbus in the exploration of the new world the search of power and conquest. This is unlike the traditional narrative which presents Columbus as a Christ-bearer. Moreover, it can be seen that the exploration of Columbus could be based on his quest for power, when he refers to the local as naïve and ignorant, not aware of a sword. This elaborates the act of power that the voyage of Columbus was initiated for in their exploration. The traditional narrative pictured the motive of Columbus as brining a new era in Christianity, opening a new dimension in religion and bringing the connection between the Khan and the Islamic.
Subsequently, considering the language that Columbus uses in his account to interact with the local indigenous community, it is a clear indication that the motive, according to the modern scholar, was basically the urge to gain power. Columbus refers to them as ignorant, subjugate and servants. Such an attribute cannot be termed as Christian or heroic but rather as that of a conqueror.
Modern scholars provide a contrasting view of the motive of Columbus voyage to America. His discovery of the new world cannot be viewed on the ground of liberation or Christianity as the traditional narrative explains. But rather the primary motive according to the modern scholars was to immerse wealth for himself (Hamdani, 1979). America had a reputation was for the rich and those who sought wealth and valuable goods. This was claimed to be Columbus’ chief motive in his voyage of the new world. This opposes the traditional narrative which claimed that his sail to the ocean blue was based on intrinsic good.
The traditional narrative failed to give an account of slavery and violence that Columbus practices during his exploration. This is contrary to the modern scholar who accounts for the violence and slavery the Columbus bestowed on the local natives. According to Hamdani (1979), Columbus’ motive is depicted as that of encircling the Islamic land. Through the Christendom that revolves around the recovery of Jerusalem, he hopes to offer a new era through which new sign and hope are reviewed. Although Columbus’ era can be viewed as traditional, his medieval faith impelled him to bring a new solution to the Christian faith. In the view of the traditional narrative accounts, Christopher is the Christ-bearer of the regenerated Europe (Hamdani, 1979). However, the modern scholar holds a diverging view on the motive and attribute that the traditional narrative envisages on Columbus.
Columbus is centered as the first to create interest in the new discovery and the tremendous profit from reaching new region and marking new discovery in human history. The controversy surrounding Columbus can be attributed to his motive and delegation in exploring the West. Some scholars have argued differently, bringing different ideologies into play to indicate the cause and motivation of Columbus in influencing history. Moreover, comparing the discovery of Columbus to the modern historical view of the world can be seen to envisage different ideas and motives. The traditional narrative gives a heroic account of Columbus through his discovery and brings to light new discovery and information that was unknown to many. His discovery is viewed to be significant in influencing different historical events in the early period, influencing how history is taught and celebrated in a traditional setting. However, the modern treatment of Columbus is quite different from that of the traditional narrative. Modernizations have taken place bridging facts and fiction, while giving deeper meaning to events and history. Modern scholars do not see the significance of the Columbus’ motive in his discovery. Most base their argument on the scale that historical discovery was never new as other people already habited the land. Columbus’ exploration was basically to other places that people had already settled, and this could be accounted through the slavery that his crew was adopting in the places that they discovered.
Both the modern scholars and traditional narratives identify their similarity on the journey of Christopher Columbus by putting forth that it brought change to the local indigenous natives. Christopher was determined to re-identify with the outside world and learn beyond the walls of Europe. Through his voyage, he managed to bring more insight into the outside world. Both the traditional narrative and modern scholars claim that it was due to the exploration of Columbus that a new dawn in religion was experienced. The both concur with the idea that the account of Columbus brought changes to Christianity and impacted the local in different ways.
Reference
Hamdani, A. (1979). Columbus and the Recovery of Jerusalem, Journal of the America Oriental Society, 99(1). 39-48
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Using only publicly available information, investigate the extent to which Steve Easterbrook, President, and CEO of McDonald’s and McDonald’s organization appear to be fully committed to building, supporting, and nurturing a diverse workforce.
Presenting your findings: Provide a succinct (approximately 500 – 600 word) synopsis of your findings.
SAMPLE ANSWER
McDonalds Organization was formed in 1940 in the United States. It began as a barbecue restaurant operated by Maurice and Richard McDonald. It runs a chain of fast foods restaurant around the world dealing with hamburger. In 1948, it recognized their operations as a hamburger stand that uses production line principles. The growth of the company worldwide was due to the work of Ray Kroc who joined in 1955 as a franchise agent. Ray later bought the company from the McDonalds brothers. The operations of the McDonalds restaurant is either under the corporate itself, a franchisee, or an affiliate. Therefore, the source of income is from the revenues collected from the franchise, the royalties paid, the rent, and also from the sales in the company-operated restaurants.
The organization of the McDonalds organization is a complex structure, whereby it operates fast food restaurants in more than 100 countries. Nurturing of a diverse workforce is, therefore, necessary to facilitate the cultural organization at McDonalds. Steve Easterbrook, the president and CEO at McDonalds, is fully committed to supporting, building and nurturing of a diverse workforce. The organization regards diversity and inclusion as a part of its culture covering from the board to the crew. Steve believes that leaders should hold themselves accountable for respecting and valuing individuals all across the counter within the organization (DuBrin, 2011).
One of the important steps taken by Steve Easterbrook is the step of shifting from awareness to involvement of actions. Instead of just creating awareness, a goal was set such that the workers in the organization can live and explore their full potential thus promoting commitment among the workforce. In promoting responsibility and diversity, Steve has ensured the employment of minority U.S employees and 70% of the population to be women (Burns, 2012). There is a high percentage of women and other minority employees of more than 25% in leadership positions (Devarakonda, 2013).
For the build and support of the McDonald’s brand, Steve Easterbrook has dedicated the company to identifying and developing partnerships with other major organizations. Through the establishment and the maintenance of these organizational partnerships, a brand trust is developed among diverse communities and hence increasing their presence in the various populations. It, therefore, ensures that a customer-friendly environment is created and thus ensuring a diverse workforce. Under their submission, the McDonald’s Company provides that an inclusive environment is created for the employees and the customers on a global basis (Burns, 2012).
Due to the social critics about their high-calorie menu, the McDonald’s company has had to initiate a complete cultural change. It started the training and programs that mentor the restaurant crews thus emphasizing leadership development and also helping the employees to explore their full potential. By training the restaurant team the company became committed in diversification and leadership development. It ranges from the C-suite to the lower ranks at McDonald’s. The diversity included a focus on the supply chain and thus promoting community involvement, external branding, corporate responsibility, and the creation of awareness to the consumers concerning nutrition (DuBrin, 2011).
Through the leadership of Steve Easterbrook, the McDonald’s Company has successfully involved diversification in their operations. Steve has been committed to the building, nurturing, and supporting of a diverse workforce.it is also evident that the McDonald’s Organization is dedicated to providing inclusive works environment, support and facilitating training. It thus indicates that the diversity and inclusion are the fundamental element of the McDonald’s Organizational culture.
References.
Kaplan, M., & Donovan, M. (2013). The inclusion dividend: Why investing in diversity & inclusion pays off. Brookline, MA: Bibliomotion.
DuBrin, A. J. (2011). Leadership: Research findings, practice, and skills. Mason, OH: South-Western Cengage Learning.
Devarakonda, C. (2013). Diversity & inclusion in early childhood: An introduction. London: SAGE.
Burns, J. M. G. (2012). Leadership. New York, NY: Open Road Integrated Media.
Wright, A.-M. (2006). FE lecturer’s guide to diversity and inclusion. London: Continuum.
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