Both Leo Tolstoy’s “The Death of Ivan Ilyich” and Gustav Flaubert’s “A Simple Heart (Soul)” capture the conflict that existed between social classes in the nineteenth century. Please answer the following questions in a two to three paragraph response.Drawing upon evidence from the texts, compare and contrast the ways in which social class is depicted in these two works. To what extent are these stories a form of social critique? To what extent do the authors present these stories as such?

Week 5 Discussion Predictable SurpriseWhatever prompted Al Hoffman, Bob Merrill, and Clem Watts (1950) to write the wry lyrics to "If I Knew You Were Comin' I'd've Baked a Cake," the message is clear: Let me know your plans so I can be prepared. In Irons (2005), the same concept applies: If you knew what was coming, you could have been prepared. Lacking some way to foretell the future, how do you prepare for such an immense catastrophe as Hurricane Katrina?For this Discussion, review the article by Irons from this week's resources.Post by Day 3 your understanding of the relevance and utility of the concept of predictable surprise. How does predictable surprise relate to the criminal justice system? Describe a predictable surprise event other than Hurricane Katrina, and explain its ramifications for the criminal justice system. Finally, explain how a criminal justice organization skilled at forecasting and identifying issues might have prevented this event or greatly reduced its effects.Week 5 Learning Resources This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources.Required Resources Readings Haberfeld, M. R. (2013). Police leadership: Organizational and managerial decision making process (2nd ed.). Boston, MA: Pearson Education, Inc. Chapter 7, "When the Event is Just Too Much to Handle: Situational Leadership Theory" (pp. 81–96)Bueermann, J. (2012a). Being smart on crime with evidence-based policing. NIJ Journal, (269), 12–15. Retrieved from http://www.nij.gov/journals/269/Pages/evidence.aspxIrons, L. (2005). Hurricane Katrina as a predictable surprise. Homeland Security Affairs, 1(2), 1–21. Retrieved from http://www.hsaj.org/?fullarticle=1.2.7 Etue, K. K. (2012). No-boundaries policing. In D. R. C. McCullough & D. L. Spence (Eds.), American policing in 2022: Essays on the future of a profession (pp. 49–52). Retrieved from http://www.calea.org/sites/default/files/Policing%202022-p235-pub.pdf

Complete the coding for your first Scholars of Change video. You began coding this video in Week 5. Be sure to incorporate feedback and ideas from the Week 5 Discussion 1. Complete the coding for your second Scholars of Change video. You will use the same process as the first Scholars of Change video you coded. Be sure to incorporate feedback and ideas from this week’s Discussion 2. Consider your role as a qualitative researcher and begin writing Part 2 of this Major Assignment. Part 2: Role of the Researcher Review your analytic memos, field notes, etc., written during each aspect of the data collection process, and examine your role and experience and how that is shaping your experience (reflexivity). Describe the roles you are portraying in this research effort (i.e., a graduate student, classmate, interviewer, etc.). Identify any ethical issues that could or did arise during the data collection processes (i.e., these could include doing a study within one’s own work environment, conflict of interest, or power differentials). No Assignment submission for this week. Submit Parts 1 (completed in Week 5), 2 (completed in Week 6), 3 (completed in Weeks 7–9), and 4 (completed in Week 10) of your Major Assignment 2 by Day 7 of Week 10. Major Assignment 2: The Analysis and Interpretation of Qualitative Data In previous weeks, you completed Parts 1 and 2 of this Major Assignment. For this week’s Assignment and for Weeks 8 and 9, you will complete Part 3: Results. But before you complete Part 3, you must conduct your phone interview. Please note that before you conduct your interview, make sure you have completed your Discussion 1 for this week. To prepare for this Assignment: Review the Interview Guide Instructions and the Interview Guide Example found in this week’s Learning Resources, and use these questions for your interview. Conduct your phone interview with your colleague from this course or another Walden student you selected. Make sure to record your phone interview for your transcription. (Note: It will be important for you to notify your interviewee that the interview will be recorded for transcription purposes prior to conducting the interview.) Review the readings and media programs in this week’s Learning Resources related to coding and consider how you will code the data you have gathered for your Major Assignment 2. Once you conduct your phone interview, begin to transcribe and code your interview. Part 3: Results During this course, you have coded your two Scholars of Change videos, you have conducted and coded your phone interview, and you have gathered data from the Walden social change website and any other documents or websites you might have included. For this Part 3 of your Major Assignment, you will write up the results of your findings. You will include the following in your write-up: Data Sources—briefly describe each data source including location, duration of data collection, how data were recorded, and unusual circumstances. Two Scholars of Change videos One phone interview Resources from the Walden social change website Instrumentation—briefly describe the type of instrumentation you used for your data collection. Who developed each data collection tool and what is the date of publication? Where and with which participant group has it been used previously? How appropriate is it for current study and include whether modifications will be or were needed? Data Analysis—based on the data sources in “A.”, provide a detailed analysis to include the following: Report the process used to move inductively from coded units to larger representations including categories and themes. Describe the specific codes, categories, and themes that emerged from the data using quotations as needed to emphasize their importance. 1st cycle—describe, give examples. 2nd cycle—describe, give examples/moving from codes to categories. Identify themes—provide examples and illustrate your results with a figure or a chart.