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Activity #1: Student critique(review)After reading The Adventures of Huckleberry Finn, write a short (200 to 400-word) critique (review), either of the novel in general or of a specific aspect of the novel. Click on this link for information on writing a literary analysis and a literary critique. .pdf fileActivity #2: Compare and contrast two critiques (reviews) of Huckleberry FinnReading the reviews of published critics may help you understand and evaluate aspects of a text or book differently.Click on this link for published critiques of The Adventures of Huckleberry Finn. You are encouraged to locate additional resources on your own.The Adventures of Huckleberry Finn Contemporary Reviews.a. Conduct research to identify two published critiques (criticism or analysis) of the novel. The critiques and analyses should come from two different authors. List those critiques here, along with the web site where you retrieved the information.b. Compare and contrast the ideas in these two published critiques or analyses of the novel. Remember, to compare and contrast ideas you must provide at least three similarities and three differences.Activity #3: The cultural context of each Huckleberry Finn criticsa. Identify contemporary historical events and social practices during the life of each critic that you chose, considering race, gender, age and class-based roles in society during that time.To do this activity, you must explore the cultural context of each critic whose work you chose for your critiques or analysis.Resources: The following websites will help you discover some of the historical influences and social practices that may influence critics when they are critiquing or analyzing a book. You are encouraged to locate your own resources as well.The Time Line of African-American History, 1852-1925, from the American Memory Collection. Women's Rightshttp://www.infoplease.com/spot/womenstimeline1.htmlDuke University's Ad*Access site, a terrific look at popular culture through advertising, a link through History Matters.Activity #4: How do social and historical context influence each critic?Reread the two published critical essays that you chose earlier in this lesson. Make inferences that answer the central question of the unit:a. "How do the historical and social norms or the time period that you identified in your research seem to influence critics' views of Huckleberry Finn?"Rationale: This activity will help you identify the relationship between a wider culture and an individual's ideas.Activity #5: The student's cultural contexta. Identify key elements of your own culture and ccmpare your unique cultural contexts with those of the critics. In other words, how are your cultural norms alike or different than the critics that you chose in your research?b. In what ways do you believe that the critics' cultural norms influenced their critiques or analysis?c. In what ways do your cultural norms influence your own critique and cultural analysis of the book?

Involuntary members have been ordered to attend a group in exchange for some reward. Many times, this is a result of judicial system intervention. Often, these members are not interested in participating and getting to know others. The clinical social worker must understand the potential issues or problems that arise within a group of involuntary members and ways to address these issues. It can be especially difficult to create a sense of empowerment when these members have been mandated to attend.For this Discussion, pay particular attention to the Schimmel & Jacobs (2011) piece. (Use sub-headings, be detailed in response and use 2 APA references)Post your description of the strategies for working with involuntary group members presented in the Schimmel & Jacobs (2011) article. *Describe ways you agree and/or disagree with their strategies. *How might you handle the situations presented in the article differently?*Explain ways these strategies promote empowerment.ReferenceSchimmel, C. J., & Jacobs, E. (2011). When leaders are challenged: Dealing with involuntary members in groups. Journal for Specialists in Group Work, 36(2), 144–158. Note: You will access this article from the Walden Library databases.