Using specific examples and line numbers from both the Emancipation Proclamation and the Gettysburg Address, explain Lincoln's practical and idealistic views regarding ending the Civil War. - Source: Emancipation Proclamation and Gettysburg Address ( See below )  - Length: 2 page - Times New Roman font, size 12, double spaced - Reference the lines numbers in the poem in APA format when you mention them, please! Literary analysis essay structure: 4-5 paragraph essay structure (an introduction, body paragraphs and conclusion). Introduction should: introduce the literary text and author provide a very brief summary of the text  state the topic/thesis for your essay Body paragraph(s) should: provide support and evidence of the topic, citing line numbers Conclusion should wrap up the essay and reflect back on the topic/thesis Emancipation Proclamation:  Whereas, on the twenty-second day of September, in the year of our Lord 15one thousand eight hundred and sixty-two, a proclamation was issued by the President of the United States, containing, among other things, the following, to wit: “That on the first day of January, in the year of our Lord one thousand eight hundred and sixty-three, all persons held as slaves within any State or 20designated part of a State, the people whereof shall then be in rebellion against the United States, shall be then, thenceforward, and forever free; and the Executive Government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of 25them, in any efforts they may make for their actual freedom.“That the Executive will, on the first day of January aforesaid, by proclamation, designate the States and parts of States, if any, in which the people thereof, respectively, shall then be in rebellion against the United States; and the fact that any State, or the people thereof, shall on that day 30be, in good faith, represented in the Congress of the United States by members chosen thereto at elections wherein a majority of the qualified voters of such State shall have participated, shall, in the absence of strong countervailing  testimony, be deemed conclusive evidence that such State, and the people thereof, are not then in rebellion against the United States.” 35Now, therefore I, Abraham Lincoln, President of the United States, by virtue of the power in me vested as Commander-in-Chief, of the Army and Navy of the United States in time of actual armed rebellion against the authority and government of the United States, and as a fit and necessary war measure for suppressing said rebellion, do, on this first day of January, 40in the year of our Lord one thousand eight hundred and sixty-three, and in accordance with my purpose so to do publicly proclaimed for the full period of one hundred days, from the day first above mentioned, order and designate as the States and parts of States wherein the people thereof respectively, are this day in rebellion against the United States, the 45following, to wit:Arkansas, Texas, Louisiana, (except the Parishes of St. Bernard, Plaquemines, Jefferson, St. John, St. Charles, St. James Ascension, Assumption, Terrebonne, Lafourche, St. Mary, St. Martin, and Orleans, including the City of New Orleans) Mississippi, Alabama, Florida, Georgia, 50South Carolina, North Carolina, and Virginia, (except the forty-eight counties designated as West Virginia, and also the counties of Berkley, Accomac, Northampton, Elizabeth City, York, Princess Ann, and Norfolk, including the cities of Norfolk and Portsmouth), and which excepted parts, are for the present, left precisely as if this proclamation were not issued. 55And by virtue of the power, and for the purpose aforesaid, I do order and declare that all persons held as slaves within said designated States, and parts of States, are, and henceforward shall be free; and that the Executive government of the United States, including the military and naval authorities thereof, will recognize and maintain the freedom of said 60persons. And I hereby enjoin upon the people so declared to be free to abstain fromall violence, unless in necessary self-defence; and I recommend to them that, in all cases when allowed, they labor faithfully for reasonable wages. And I further declare and make known, that such persons of suitable 65condition, will be received into the armed service of the United States to garrison forts, positions, stations, and other places, and to man vessels of all sorts in said service. And upon this act, sincerely believed to be an act of justice, warranted by the Constitution, upon military necessity, I invoke the considerate 70judgment of mankind, and the gracious favor of Almighty God. In witness whereof, I have hereunto set my hand and caused the seal of the United States to be affixed.Done at the City of Washington, this first day of January, in the year of our Lord one thousand eight hundred and sixty three, and of the 75Independence of the United States of America the eighty-seventh. By the President: ABRAHAM LINCOLN WILLIAM H. SEWARD, Secretary of State. The Gettysburg Address:  Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all 90men are created equal. Now we are engaged in a greatcivil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that that 95nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we cannot dedicate—we cannot consecrate—we cannot hallow —this ground. The brave men, living and dead, who struggled here have consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here, but 100it can never forget what they did here. It is for us, the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure 105 of devotion; that we here highly resolve that these dead shall not have died in vain; that this nation, under God, shall have a new birth of freedom; and that government of the people, by the people, for the people, shall not perish from the earth.

200 - 250 words per DQundefinedDQ 1 - In response to particularly critical or challenging clients, do you struggle with maintaining good boundaries (become defensive) or do you "roll with the punches" and admit to faults? How do you navigate this "rock and a hard place," protecting the identity of your client. Provide an example of how a client pushed your boundaries. Describe how you responded to the client? – Roll with the punchesundefinedDQ 2 - Have you been surprised by a client who went from idealizing you to being harshly critical? If so, how does that fit with the client's diagnosis? How did you react? – NoundefinedDQ 3 - Have you developed a good relationship with a client, only to see the client regress or relapse? How did that affect you? - yes Journal - In 250 words reflect upon the progress made in gaining knowledge, skills, attitudes, in some of the tasks I carried out, they include.undefinedGroup Counseling –undefinedIndividual counseling –undefinedStaff Meetings –undefinedIn-Service Training –undefinedTreatment Planning and Development –undefinedProgress Note –undefinedClient Preparation –undefinedRequirements: 200 - 250 words per DQ

For this benchmark, create a classroom management plan  to be used in your future classrooms. You may include revised versions of your work from previous topics in this course. Your classroom management plan should be presented as one cohesive unit. Include a title page specifying the content area of your class and grade of your students as well as a table of contents that demarcates the following sections: • Classroom Management Philosophy: Include a revised version of your personal classroom management philosophy that you submitted in Topic 1. Include the culture you plan to promote in the classroom as well as the expectations of you and the students. • Classroom Arrangement: Include an illustration of the classroom arrangement to promote student engagement. • Classroom  Procedures: Include five classroom procedures with a brief rationale for each that explains how it will optimize time for instruction, help the learning environment to operate efficiently, and promote student engagement. • Student Engagement Strategies: Include three engagement strategies that promote positive student behaviors and/or reinforcement of your classroom procedures. • Behavior Plan: Describe a rule and aligned consequence system that includes structure for positive and disruptive behavior. • Classroom  Technology: A brief description of the technology and software you will use in your future classroom. Explain the purpose and relevant rules or procedures you would implement to ensure that your students use this technology responsibly, collaboratively, and ethically. • Collaboration Statement:  Include a statement regarding how you plan to collaborate with students, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.