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GNUR 238
Mini Math Competency #3
Unit Four through Chapter 22
5. Refer to the diagram of the syringe provided. The nurse needs to withdraw 1.7 mL of medication into a
syringe. The nurse fills the medication to which area on the syringe? (1, 2, 3, or 4)
1/2
F112
212
ml
3
+2
1
2
3
4
6. Order: Tylenol elixir, 10mg/kg q6h for fever, the patient weighs 9lbs
See New Directions
Children's
How many milliliters will be administered each dose?
TYZENOL IN
Acetaminophen
Oa வாங்கல்
Forever RALNY
PAIN & FEVER
Ages 2-11
And
Cherry
Blast
4 1 02 120 ml)
160 mg per 5 mil
7. Order: Heparin, 3,125units SQ Once, How many milliliters need to be administered?
Available:
HEPARIN
5,000
1 mL
GI
GNUR 238
Mini Math Competency #3
Unit Four through Chapter 22
Use the following information for questions 8 – 9.
Order: Ampicillin, 7.5mg/kg qoh IV over 20 minutes
Directions: Reconstitute medication with 2mL of 0.9% Normal Saline for IM, 150mL of 0.9% Normal
Saline for IV
Patient weighs 19lbs.
Available:
DNE 19
125 mg AMOL
Ampicillin
for Injection, US
Far Mor Use
8. How many kilograms does this patient weigh?
How many milliliters need to be administered?
Calculate the following IV infusion rates.
10. 250mL is ordered to infuse over 20 minutes.
11. 4.8mL is ordered to infuse over 10 minutes.
12. 17mL is ordered to infuse over 40 minutes.
13. 750mL is ordered to infuse over 18 hours.
GNUR 238
Mini Math Competency #3
Unit Four through Chapter 22
Use the following information for questions 14-16.
Order: Fentanyl, 125mcg IV Once
Directions: Dilute ordered medication to 5mL with 0.9% Normal Saline and infuse over 15 minutes
Available:
PL
FENTANYL Citrate
Injection, USP
100 mcg Fentanyl/2 ml
(50 mcg/mL) (0.05 mg/mL)
14. How many milliliters of medication will you draw up?
15. How many milliliters of 0.9% Normal Saline will you add to dilute the medication to the ordered
concentration?
16. At what rate will you set the IV pump to infuse the medication over the ordered time?
Jse the following information for questions 17-20.
Order: Morphine, 0.1mg/kg IV q6h
Directions: Dilute ordered medication to 7mL with 0.9% Normal Saline and infuse over 5 minutes
Patient weighs 221lbs.
Available:
17. How many kilograms does the patient weigh?
MORPHINE
Sullate taj USP
50 mg/mL 2500
18. How many milliliters of medication will you draw up?
19. How many milliliters of 0.9% Normal Saline will you add to dilute the
medication to the ordered concentration?
20. At what rate will you set the IV pump to infuse the medication over the ordered time?
GNUR 238
Mini Math Competency #3
Unit Four through Chapter 22
Use the following information for questions 21-22.
NDC 0054-0957-10
Order: Digoxin, 25mcg PO q8h
Available:
2.5 ml
DIGOXIN
Oral Solution, USP
0.125 mg/2.5 mL
Foch nu contams 50
1005 maj doci
Bony
Rakene laboratories
21. How many milligrams have been ordered for the patient?
PEEL
22. How many teaspoons of medication will you draw up?
Use the following information for questions 23 - 24.
Order: Augmentin, 5mg/kg PO qoh
Patient weighs 41lbs.
Available:
AUGMENTIN 125 mg/5 mL
125 mg/5 ml
NDC00220329
AUGMENTIN
Durerens forming
I bottlewower Bows
freely. Add
0029-6085-39
AMOWALLIN
CLAVULANATE POTASSIUM
FOR ORAL SUSPENSION
Wh
AMOXICILR. 12 M
CLAVI ANC ACID, 3125 AC
Netconteste tot 875orine
wet poeder
9420018-
Desage See
Dinar
75 mL wien secret
ZM
only
LOT
EXP
Baradoxtare
23. How many kilograms does the patient weigh?
24. How many milliliters of medication will you draw up?
25. The IV line that can be used to administer medications and solutions and can be connected to a port on the
main infusion is called
26. In IV fluid abbreviations, D5NS identifies what IV fluid?
27. Interpret the following IV order. 1,000 mL (1 L) D5W to infuse at a rate of 100 mL per hour
28. Interpret the following IV order. 1,000 mL (1 L) of L/R q8h
29. Determine the infusion time for the following IV. State time in both traditional and military time. 250 mL
0.9% NS at 30 mL/hr
a. Determine the infusion time:
b. The IV was started at 7:00 PM. When will the infusion be complete?
GNUR 238
Mini Math Competency #3
Unit Four through Chapter 22
30. Calculate the dosage
Order: Novolin Regular U-100 10 units subcut and Novolin NPH U-100 18 units subcut stat
Available:
m -100 NDC 0169-1833-11
10 ml 100 units/ml
Novoline
Exp. Date/Control
R
Regular, Human Insulin
Injection (recombinant
DNA origin) USP
$cu cocos
Novo Nordisk
• Important: see insert
• Keep in a cold place
• Avoid freezing
Novo Nord sk Inc
Princeton, NJ 08540
1-800-727-6500
Manufactured by
Novo Nord sk AS
DK-2880 Bagsvaerd
Denmark
m U-100 NDC 0169-1834-11
10 ml 100 units/mL
Novoline
Exp. Date/Control
olin N
NPH, Human Insulin
Isophane Suspension
{recombinan:
DNA origin)
Novo Nordisk
• Important: see insert
• To mix, shako carefully
• Keep in a cold place
• Avold freezing
Novo Nord sk Inc.
Princeton, NJ 08540
1-800-727-6500
Manufactured by
Novo Nord sk AS
OK-2880 Bagsvaerd
Denmark
a. What will
you administer?
b. Explain the method for mixing two insulins:
-90
-100
H
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Iowa Western Community College Year of Wonders a Novel of the Plague Summary
The essay assignment is being introduced earlier in the module so that you can work on it as you progress through the modu ...
Iowa Western Community College Year of Wonders a Novel of the Plague Summary
The essay assignment is being introduced earlier in the module so that you can work on it as you progress through the module rather than waiting until you finish everything else. Given the immediacy of the deadline of Essay 4, I highly recommend working on the essay as you progress through the steps. Return to this page after completing the step for each ethical theory, including the page that applies the theory to the scene from An Enemy of the People. The application pages for each theory provide as example to use in applying the theories to the case below. Some historical backgroundUntil relatively recently in human history, plagues were a recurring feature of life. Of course, in the 1300s, the Black Death killed somewhere between 75 and 200 million people worldwide. It killed between 30% and 60% of Europe's population. It took 200 years for the population in Europe to reach pre-plague levels. In 1665-1666, England experienced a plague epidemic, which ended up killing about 25% of London's population. The plague spread to other parts of England as well.Eventually it reached a small village named Eyam. That village is the setting of a fictionalized account of what happened in the Eyam. So grab a cup of coffee or tea and read the excerpt from Brooks's novel, then come back here.Geraldine Brooks, excerpt from Year of WondersThere's a lot going on even just in this excerpt. For the essay assignment, you will apply the different ethical theories discussed in the course to this case. Below are the instructions.Explain the caseFirst paragraph: summarySummarize the situation. Choose a focus for your essay. Focus either the decision of the narrator, Anna Frith, in the church after the minister, Michael Mompellion, delivers his sermon and proposes a way forward for the village. Or focus on the decision of Colonel Bradford, which we see in his confrontation with Mompellion in the final scene of the excerpt.Make sure to provide a general background so that the reader can make sense of the significance of Anna's or Colonel Bradford's decision. Include a statements about what is threatening the village and the surrounding area as well as what the minister is proposing and why. Describe it in a way that someone unfamiliar with the situation would be able to understand it sufficiently to follow your thinking through the rest of your essay. Be sure to include anything that will be relevant to your application of the ethical theories later. (That means, you may want to revise this paragraph after writing drafts of the other paragraphs to make sure you've included the various details of the situation you'll need for readers to make sense of what you say later.)Apply the ethical theoriesSecond paragraph: Act Consequentialism First, explain (a) what determines which action in any situation is morally required according to Act Consequentialism and (b) the purpose of secondary rules within Act Consequentialism .Second, discuss the character's options using Act Consequentialism. What are two or three of the most likely significant consequences of each choice? What intrinsically good or bad things are associated with these consequences (pain? pleasure? community? knowledge? virtue? health? achievement? freedom?)Which secondary rules would be relevant in this situation? Recall that since we almost always lack sufficient information and time to determine which choice maximizes intrinsic good, we are forced to rely on secondary rules to guide our decision making. Which ones are relevant here?Note: You need not arrive at a definite conclusion about which would be the required choice according to Act Consequentialism nor about what the person ought to choose—rather, demonstrate your understanding by discussing which consideration in this situation would be relevant for arrive at a conclusion.Third paragraph: Immanuel Kant (humanity formulation only)Consider the character's choices through the lens of Kant’s humanity formulation, which would emphasize treating persons always as ends and never merely as means.First, explain how the morality of actions are assessed according to Kant’s Humanity Formulation of the Categorical Imperative. Second, discuss the character's choices using Kant’s Humanity Formulation of the categorical imperative. 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Ross’s theory of prima facie ethics, which would emphasize consideration of several types of duties.First, explain Ross’s theory of prima facie duties.Second, discuss the character's choices using Ross’s Theory of Prima Facie Ethics. Answer these questions in your discussion: What prima facie duties would the character have in this situation? List all of those that would provide a moral reason for each option. Be clear about which prima facie duties go with which decision. The morally right action would, of course, be the one that fulfills the character's actual duty, that one of the character's prima facie duties that is, as Ross says, the most stringent in that situation. In your response, you do not need to determine which choice would be the right action according W.D. Ross’s theory of prima facie ethics. Rather, you’re highlighting the factors would be relevant to determining which choice is right one, assessing the choices within Ross’s framework.While Ross would say that we cannot know with absolute certainty which among our prima facie duties is the actual duty in that situation, which one do you think would be the character's actual duty?Note: Don’t just list Ross’s general categories of prima facie duties. Rather, list which prima facie duties the character would have and to whom. For example: Don’t just say that the character has prima facie duties of fidelity, gratitude, beneficence, etc. Say, rather, that the character has a duty to keep a promise to X to do Y, and a duty not to harm Z. Doing this will make more evident whether the character has multiple instances of the same kind of duty (say, a duty to keep promises to a number of different people).Fifth paragraph: Virtue ethicsConsider the choices through the lens of virtue ethics, which would choosing the action that a fully virtuous person would characteristically choose in that type of situation.First, explain virtue ethics as presented in the course and in the assigned readings.Second, discuss the character's choices using the virtue ethical theory of morality. The morally right action would, of course, be the one that involves acting a virtuousway. In your response, you do not need to determine with certainty which choice would be the right action according virtue ethics.Rather, you’re highlighting the factors would be relevant to determining which choice is right one, assessing the choices within a virtue ethics framework. Which considerations would be relevant to the situation, according to the virtue ethical theory?To do that, discuss two virtues that seem relevant to the situation. Give a detailed sketch of how the virtues you mention would play out. You can choose from among the virtues discussed by Hurka (compassion, beneficence, courage) and Hursthouse. You could also consider these virtues: loyalty, love, consideration, generosity, trustworthiness (use the definitions at https://virtuesproject.com/virtuesdef.html (Links to an external site.))Then for each virtue write two or three sentences developing the virtue further using Hursthouse's discussion of honesty as a model. That is, describe those virtues in more details regarding (a) which type of actions would characterize someone with that virtue, (b) how would they carry out those actions, (c) what emotions and attitudes would they have that would be informed by having that virtue. Then explain how an overall virtuous person might respond in this situation (bringing together the two virtues you discussed). RubricPHIL 230 Essay 3 rubric (Summer 2019)PHIL 230 Essay 3 rubric (Summer 2019)CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeSummary of case: completion3.0 ptsGood; Excellent2.0 ptsCompetent1.0 ptsNeeds improvement; Unsatisfactory0.0 ptsMissing or not addressed3.0 ptsThis criterion is linked to a Learning OutcomeAct Consequentialism: accuracy and integration3.0 ptsGood; Excellent2.0 ptsCompetent1.0 ptsNeeds improvement; Unsatisfactory0.0 ptsMissing or not addressed3.0 ptsThis criterion is linked to a Learning OutcomeKant’s humanity: accuracy and integration3.0 ptsGood; Excellent2.0 ptsCompetent1.0 ptsNeeds improvement; Unsatisfactory0.0 ptsMissing or not addressed3.0 ptsThis criterion is linked to a Learning OutcomeRoss: accuracy and integration3.0 ptsGood; Excellent2.0 ptsCompetent1.0 ptsNeeds improvement; Unsatisfactory0.0 ptsMissing or not addressed3.0 ptsThis criterion is linked to a Learning OutcomeVirtue ethics: accuracy and integration3.0 ptsGood; Excellent2.0 ptsCompetent1.0 ptsNeeds improvement; Unsatisfactory0.0 ptsMissing or not addressed3.0 ptsThis criterion is linked to a Learning OutcomeOverall completion, clarity, and organization3.0 ptsGood; Excellent2.0 ptsCompetent1.0 ptsNeeds improvement; unsatisfactory0.0 ptsMissing or not addressed3.0 ptsThis criterion is linked to a Learning OutcomeOverall insightfulness3.0 ptsGood; Excellent2.0 ptsCompetent1.0 ptsNeeds improvement; Unsatsifactory0.0 ptsMissing or not addressed3.0 ptsTotal Points: 21.0PreviousNext
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Iowa Western Community College Year of Wonders a Novel of the Plague Summary
The essay assignment is being introduced earlier in the module so that you can work on it as you progress through the modu ...
Iowa Western Community College Year of Wonders a Novel of the Plague Summary
The essay assignment is being introduced earlier in the module so that you can work on it as you progress through the module rather than waiting until you finish everything else. Given the immediacy of the deadline of Essay 4, I highly recommend working on the essay as you progress through the steps. Return to this page after completing the step for each ethical theory, including the page that applies the theory to the scene from An Enemy of the People. The application pages for each theory provide as example to use in applying the theories to the case below. Some historical backgroundUntil relatively recently in human history, plagues were a recurring feature of life. Of course, in the 1300s, the Black Death killed somewhere between 75 and 200 million people worldwide. It killed between 30% and 60% of Europe's population. It took 200 years for the population in Europe to reach pre-plague levels. In 1665-1666, England experienced a plague epidemic, which ended up killing about 25% of London's population. The plague spread to other parts of England as well.Eventually it reached a small village named Eyam. That village is the setting of a fictionalized account of what happened in the Eyam. So grab a cup of coffee or tea and read the excerpt from Brooks's novel, then come back here.Geraldine Brooks, excerpt from Year of WondersThere's a lot going on even just in this excerpt. For the essay assignment, you will apply the different ethical theories discussed in the course to this case. Below are the instructions.Explain the caseFirst paragraph: summarySummarize the situation. Choose a focus for your essay. Focus either the decision of the narrator, Anna Frith, in the church after the minister, Michael Mompellion, delivers his sermon and proposes a way forward for the village. Or focus on the decision of Colonel Bradford, which we see in his confrontation with Mompellion in the final scene of the excerpt.Make sure to provide a general background so that the reader can make sense of the significance of Anna's or Colonel Bradford's decision. Include a statements about what is threatening the village and the surrounding area as well as what the minister is proposing and why. Describe it in a way that someone unfamiliar with the situation would be able to understand it sufficiently to follow your thinking through the rest of your essay. Be sure to include anything that will be relevant to your application of the ethical theories later. (That means, you may want to revise this paragraph after writing drafts of the other paragraphs to make sure you've included the various details of the situation you'll need for readers to make sense of what you say later.)Apply the ethical theoriesSecond paragraph: Act Consequentialism First, explain (a) what determines which action in any situation is morally required according to Act Consequentialism and (b) the purpose of secondary rules within Act Consequentialism .Second, discuss the character's options using Act Consequentialism. What are two or three of the most likely significant consequences of each choice? What intrinsically good or bad things are associated with these consequences (pain? pleasure? community? knowledge? virtue? health? achievement? freedom?)Which secondary rules would be relevant in this situation? Recall that since we almost always lack sufficient information and time to determine which choice maximizes intrinsic good, we are forced to rely on secondary rules to guide our decision making. Which ones are relevant here?Note: You need not arrive at a definite conclusion about which would be the required choice according to Act Consequentialism nor about what the person ought to choose—rather, demonstrate your understanding by discussing which consideration in this situation would be relevant for arrive at a conclusion.Third paragraph: Immanuel Kant (humanity formulation only)Consider the character's choices through the lens of Kant’s humanity formulation, which would emphasize treating persons always as ends and never merely as means.First, explain how the morality of actions are assessed according to Kant’s Humanity Formulation of the Categorical Imperative. Second, discuss the character's choices using Kant’s Humanity Formulation of the categorical imperative. How does each decision accord with Kant’s suggestion that we ought always to treat other people as ends and never merely as means? For each choice, does doing it fail to treat anyone as an end? Does it treat anyone as a mere means? Is there a clearly right answer for Kant here? Explain.The morally right action would, of course, be the one that avoids treating others as mere means while also treating them, as far as possible, as ends. In your response, you do not need to determine which choice would be the right action according Kant’s humanity formulation. Rather, you’re highlighting the factors would be relevant to determining which choice is right one, assessing the choices within Kant’s framework.Fourth paragraph: Ross’s theory of prima facie ethicsConsider the character's choices through the lens of W.D. Ross’s theory of prima facie ethics, which would emphasize consideration of several types of duties.First, explain Ross’s theory of prima facie duties.Second, discuss the character's choices using Ross’s Theory of Prima Facie Ethics. Answer these questions in your discussion: What prima facie duties would the character have in this situation? List all of those that would provide a moral reason for each option. Be clear about which prima facie duties go with which decision. The morally right action would, of course, be the one that fulfills the character's actual duty, that one of the character's prima facie duties that is, as Ross says, the most stringent in that situation. In your response, you do not need to determine which choice would be the right action according W.D. Ross’s theory of prima facie ethics. Rather, you’re highlighting the factors would be relevant to determining which choice is right one, assessing the choices within Ross’s framework.While Ross would say that we cannot know with absolute certainty which among our prima facie duties is the actual duty in that situation, which one do you think would be the character's actual duty?Note: Don’t just list Ross’s general categories of prima facie duties. Rather, list which prima facie duties the character would have and to whom. For example: Don’t just say that the character has prima facie duties of fidelity, gratitude, beneficence, etc. Say, rather, that the character has a duty to keep a promise to X to do Y, and a duty not to harm Z. Doing this will make more evident whether the character has multiple instances of the same kind of duty (say, a duty to keep promises to a number of different people).Fifth paragraph: Virtue ethicsConsider the choices through the lens of virtue ethics, which would choosing the action that a fully virtuous person would characteristically choose in that type of situation.First, explain virtue ethics as presented in the course and in the assigned readings.Second, discuss the character's choices using the virtue ethical theory of morality. The morally right action would, of course, be the one that involves acting a virtuousway. In your response, you do not need to determine with certainty which choice would be the right action according virtue ethics.Rather, you’re highlighting the factors would be relevant to determining which choice is right one, assessing the choices within a virtue ethics framework. Which considerations would be relevant to the situation, according to the virtue ethical theory?To do that, discuss two virtues that seem relevant to the situation. Give a detailed sketch of how the virtues you mention would play out. You can choose from among the virtues discussed by Hurka (compassion, beneficence, courage) and Hursthouse. You could also consider these virtues: loyalty, love, consideration, generosity, trustworthiness (use the definitions at https://virtuesproject.com/virtuesdef.html (Links to an external site.))Then for each virtue write two or three sentences developing the virtue further using Hursthouse's discussion of honesty as a model. That is, describe those virtues in more details regarding (a) which type of actions would characterize someone with that virtue, (b) how would they carry out those actions, (c) what emotions and attitudes would they have that would be informed by having that virtue. Then explain how an overall virtuous person might respond in this situation (bringing together the two virtues you discussed). RubricPHIL 230 Essay 3 rubric (Summer 2019)PHIL 230 Essay 3 rubric (Summer 2019)CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeSummary of case: completion3.0 ptsGood; Excellent2.0 ptsCompetent1.0 ptsNeeds improvement; Unsatisfactory0.0 ptsMissing or not addressed3.0 ptsThis criterion is linked to a Learning OutcomeAct Consequentialism: accuracy and integration3.0 ptsGood; Excellent2.0 ptsCompetent1.0 ptsNeeds improvement; Unsatisfactory0.0 ptsMissing or not addressed3.0 ptsThis criterion is linked to a Learning OutcomeKant’s humanity: accuracy and integration3.0 ptsGood; Excellent2.0 ptsCompetent1.0 ptsNeeds improvement; Unsatisfactory0.0 ptsMissing or not addressed3.0 ptsThis criterion is linked to a Learning OutcomeRoss: accuracy and integration3.0 ptsGood; Excellent2.0 ptsCompetent1.0 ptsNeeds improvement; Unsatisfactory0.0 ptsMissing or not addressed3.0 ptsThis criterion is linked to a Learning OutcomeVirtue ethics: accuracy and integration3.0 ptsGood; Excellent2.0 ptsCompetent1.0 ptsNeeds improvement; Unsatisfactory0.0 ptsMissing or not addressed3.0 ptsThis criterion is linked to a Learning OutcomeOverall completion, clarity, and organization3.0 ptsGood; Excellent2.0 ptsCompetent1.0 ptsNeeds improvement; unsatisfactory0.0 ptsMissing or not addressed3.0 ptsThis criterion is linked to a Learning OutcomeOverall insightfulness3.0 ptsGood; Excellent2.0 ptsCompetent1.0 ptsNeeds improvement; Unsatsifactory0.0 ptsMissing or not addressed3.0 ptsTotal Points: 21.0PreviousNext
English Project Week 1 Lost In The Park Wrangell-st Elias National Park
Instructions:Prior to working on this essay, review the Week 1lectures on Writing about Place, Writing a Narrative Essay, ...
English Project Week 1 Lost In The Park Wrangell-st Elias National Park
Instructions:Prior to working on this essay, review the Week 1lectures on Writing about Place, Writing a Narrative Essay, and The Writing Process. The lectures provide necessary information that you will need to complete this essay.Write a Narrative Essay about your connection to a place. The essay should be at least 500–750 words in length. Do your best to use APA formatting, double spacing, 12-point typeface, and a title page (see the APA Formatting lecture in Week 1).Additional Guidelines:Purpose:For this writing assignment, you are creating a narrative that connects your own experiences to a particular place that has meaning to you.Audience:Consider your audience to be your instructor and your classmates, who represent a wide range of experiences and backgrounds. Do not write an assignment for the English teacher. In this context, consider your instructor a member of your readership.Form:Narrative essays share a familiar structure. They have titles, introductions, body paragraphs, and conclusions, but they also afford the writer a great deal of freedom and creativity to share your story in a way that is true to your experiences. Have some fun with this essay, but do keep in mind that you are in a college class, so your story should be appropriate for the context and the audience.By the due date, post your essay in the Discussion Area below by attaching your draft into the response section. Critique two of your peers' rough drafts, using these guidelines:Locate the essay’s thesis. Is it implied or explicitly stated? Does it establish a focus and purpose for the narrative?Is each paragraph organized around one key point or idea? Do topic sentences clearly indicate the focus of each paragraph?Does the author include sufficient supporting details and imagery? Do you have any suggestions for improvement
ECE 460 GCU Role of Instructions for Students in Any Teaching Subject Reflection
After implementing the lesson and collecting the post-assessment, meet with your mentor teacher to discuss effectiveness o ...
ECE 460 GCU Role of Instructions for Students in Any Teaching Subject Reflection
After implementing the lesson and collecting the post-assessment, meet with your mentor teacher to discuss effectiveness of the lesson.Write a 500-750 word reflection addressing the following:Analyze the effectiveness of instruction as demonstrated in the post-assessment data.Explain how you would use the post-assessment data to evaluate and modify instruction. How can the post-assessment data help you design future lessons?How you will apply what you have learned about implementing and assessing science lessons in your future professional practice.
2 pages
New Study Guide Intro Online 1
- Each chapter is set up in such a way that it introduces a new music culture. Music styles, instruments, characteristics ...
New Study Guide Intro Online 1
- Each chapter is set up in such a way that it introduces a new music culture. Music styles, instruments, characteristics of that culture and their ...
BADM 633 UC Pareto Chart Possible Causes A Student Fail A Final Exam Analysis
Chapter 13: Procurement Management and Chapter 14: Quality PlanningPrepare a Pareto chart of the possible causes for a stu ...
BADM 633 UC Pareto Chart Possible Causes A Student Fail A Final Exam Analysis
Chapter 13: Procurement Management and Chapter 14: Quality PlanningPrepare a Pareto chart of the possible causes for a student to fail a final examination in a university course.
Alabama Southern Community College Shakespeares Poem Metaphors Question
There are 15 topics listed. Chose [5] five to write about [20 points each]. Each should be seen as a short essay—3-4 par ...
Alabama Southern Community College Shakespeares Poem Metaphors Question
There are 15 topics listed. Chose [5] five to write about [20 points each]. Each should be seen as a short essay—3-4 paragraphs. Each answer should be fully developed with citations, if necessary, from outside sources, though in some cases everything you need is in the module. Locate online source material only if it helps--anything that references the work and gives you a better insight into it. The more work you put into it the better the grade. You have until Friday night midnight to complete. And please number the response so that I know which one you're answering.[1] Analyze Shakespeare's “Sonnet 73.” It begins with the line, "That time of year thou mayst in me behold." How many lines? How many stanzas? What is the rhyme scheme? How does the meter work [what is it composed of], and how does Shakespeare employ metaphor, stanza-by-stanza. Explain these five features of the sonnet carefully, in this order. [2] Compare the “romantic” and the “classical” features of western poetry [I added a page to the top of the "poetry" module called "Classical vs. Romantic Poetry"]. Identify the main features of each [from the criticism] and then answer the question: does Frost's The Road Not Taken represent more the romantic or classical mode? How? [3] Explain the differences between symbol, metaphor, and image. Be specific. There are subtle but definite differences. Go to outside sources and to the "Glossary of poetic terms" in the poetry module. Show examples from three poems. [4] Is Camus an "existentialist"? Read Sartre's lecture on existentialism [in the "Kafka" module] and apply some of its features to Camus' The Guest. I've highlighted a lot of Sartre's lecture, so it should be a bit easier to read. [5] Compare William Blake’s The Tyger and The Lamb according to theme [concept], voice [tone or attitude] and use of symbols. Write the short paper in that order: how do they compare in theme, voice, symbol. [6] Break down the four “feet” in poetry [iambs, trochees, anapests, and dactyls]. Explain how each functions and show examples. See in poetry module the "Rhythm and Versification" handout. This one would be for anyone in the class interested in music, poetry, the use of metrics, math. As you go through each, give an example [at least one]. It doesn't have to be from a poem. You can make one up. [7] Analyze Bierce's use of subjective versus objective time in Occurrence at Owl Creek Bridge. Bierce uses specific symbols to represent time itself [in an objective way]. What are these symbols specifically? As we begin to see the world through the eyes of Peyton Farquhar, we experience "subjective" time. How is that then represented? [8] I included in the "fiction" module Alan Lightman's essay A Place Where Time Stands Still [it is located in the short fiction module]. Compare Lightman's essay with Bierce's story. How does each author get at the issue of time as one experiences time?[9] I included in the Streetcar Named Desire module the Elizabeth Barrett Browning poem entitled, How Do I love Thee? This is the poem that Mitch has inscribed on his cigarette case. Read the poem [part by part] and explain, part by part, how that poem reflects Blanche's "predicament." [10] Is Kafka's Metamorphosis "existentialist"? Read Sartre's lecture on existentialism [in the "Kafka" module] and apply some of its features to the story. I've highlighted a lot of Sartre's lecture, so it should be a bit easier to read. [11] Thomas DeQuincy wrote an essay on Shakespeare's Macbeth called "On the Knocking at the Gate in Macbeth." What, essentially, is DeQuincy illustrating philosophically and why is it important? Go through DeQuincy's essay and quote a few parts to illustrate. [12] There is a criticism/essay in the poetry module called "Eliot's Journey to Faith." It discusses T.S. Eliot's life as a young poet and tries to understand the reasons why he gravitated toward Catholicism as his faith. He seemed attracted to the structures of the church, to the theater of the church, and to the traditions of the church. In Preludes Eliot describes a modern city and the people in it. Does the essay suggest to you, and in what ways, that Eliot was longing for certitude of some kind? For faith in something? Watch the Zoom recording for more on this. [13] Compare the "grandiose" and "public" voice of Walt Whitman [as evidenced in his Out of the Cradle Endlessly Rocking], his seeming desire to be seen as the national poet, the public voice, with Emily Dickinson's more intimate voice [as evidenced in any of the examples given in Martha Hale Shackford's "Atlantic" essay on Dickinson]. How are these poets different in this way? [14] In the short fiction module there is a criticism called "The Minotaur in Jorge Luis Borges The House of Asterion." Midway through the criticism there's a switch to the subject of the "Monster" in fiction. It is titled, "From earlier in the essay on monsters" and it is in blue so it's easy to find. Read this part of the criticism [it's quite interesting] on the subject of monsters in literature, identify a few key features, and discuss how the minotaur of Borges' myth is or is not a monster archetype. Is it transgressive, is it a scapegoat, does it exist to be destroyed? These are all categories of what makes something/someone monstrous. It fits these features [it meets these requirements], but is it spiritually a monster? That's where you want to bring the discussion...[15] There are three voices in Whitman’s “Out of the Cradle Endlessly Rocking” one critic referred to as "afflatus" [an inspired experience whose Latin translation is to blow on or breathe life into]. What are these three voices? Where are they located? [give examples of each], and what is Whitman saying here by the presentation of these three voices [the "afflatus"]? Remember that one of the voices can be further broken down into three separate voices in time.
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