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Encounters with the Archdruid Celebration of Learning
A close read of Encounters with the Archdruid. Write an essay in which you respond to all these questions:
a. What was the writer’s purpose of intent in writing this?
b. How did he go about achieving this purpose or intention? In other words, what techniques were used? (For instance, you might address elements such as diction, figurative language, anecodotes, point of view, tone, structure and sequence, dialogue, setting, symbol…)
c. How successful was this work? What effect did it have on you? Did it fulfill the writer’s intent?

Think back over conversations you have had with friends, family members, co-workers, or classmates. Select a conversation in which the other

person wanted to talk about something that was troubling him or her. As you replay this conversation in your mind, think about how well you did

in terms of empathic listening.

-Explain whether you found yourself being critical when the person really just needed someone to listen.
-Identify whether you let the person know, by your words or actions, you cared about his or her dilemma, even if you were not able to help in

any other way.
-Analyze your listening performance.

-Be sure not to disclose any private information; you can change the names of the people involved or the circumstances as needed to maintain

privacy.

 

Unit 2 Exam
https://dcccd.blackboard.com/bbcswebdav/pid-11609745-dt-content-rid-54093229_1/xid-54093229_1
https://dcccd.blackboard.com/bbcswebdav/pid-11609745-dt-content-rid-54093228_1/xid-54093228_1

Read two different accounts of the Boston Massacre, 1770 (documents attached), and examine the image (located below). In a short essay, answer the

questions listed below.

 

Part 1 Questions: Using the documents, the image, and the textbook, write a short essay (minimum 200 words) answering the following questions:
1. What are the primary differences in how each author described this event?

2. Why do you think each author chose to describe the event in that way?

3. What elements of the image below reinforce the account from document 1?

4. How do you think this imagery affected Bostonians and other American colonists? Why?

Image: Engraved by Paul Paul Revere and titled, “A Bloody Massacre.”

Part 2 (40 points)
For part 2 of the Unit 2 Exam, choose ONLY 1 essay question from the list below, which covers chapters 5 and 6 in the textbook. Grades will be based on

the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.

Part 2 Essay Questions
1 – What problems did the British government face after the Seven Years’ War, and what solutions did it propose? How reasonable were London’s

solutions, and in what ways did the colonists view them as an attack on their liberty?
2 – Revolution is a dynamic process with consequences no one can anticipate. Explain the initial goals of the colonists in 1765 at the time of the

Stamp Act and the evolution of their ultimate decision to declare independence in 1776.
3 – Many students believe that the Revolutionary War was a short and relatively painless war. However, for Americans, only the Vietnam War lasted

longer than the Revolutionary War. In a thoughtful essay, describe why the war was so lengthy and what the costs involved were for the British and for

the Americans.

Unit 2 Exam: Part 2 (40 points)
For part 2 of the Unit 2 Exam, choose ONLY 1 essay question from the list below, which covers chapters 7 and 8 in the textbook. Grades will be based on

the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.

Part 1 Essay Questions:
1 – Compare the Articles of Confederation to the Constitution. Which document did a better job of protecting liberties? Running a government? Explain

your answer with specific examples.
2 – Who became full-fledged members of the American political community under the U.S. Constitution? Fully explain what criteria were used and who was

excluded from membership.
3 – Explain the arguments of the Anti-Federalists. How did they define liberty and what role did they see government having in protecting that liberty?
4 – Under President Washington, Secretary of War Henry Knox had hoped to pursue a more peaceful policy with the Indians. How did U.S. policy concerning

the Indians unfold in the 1790s?
5 – In what ways can Thomas Jefferson’s presidency be considered a revolution? Did his presidency deliver an Empire of Liberty as he envisioned? Why or

why not?

 

———————————————————————–
Document
Boston Massacre Article
This article from the March 12, 1770 edition of the Boston Gazette recounted the events of the previous week that would come to be known as the Boston

Massacre. As you read the account, determine to which side the newspaper seemed most sympathetic. What details does the article expand on? What other

aspects of the story does the article seem to touch upon only lightly? Were these British soldiers involved in a premeditated massacre of unarmed

innocents, as some colonists later insisted, or were they instead caught up in a long and free-floating melee with local thugs that spiraled out of

control? What more fundamental tensions between the British soldiers and the local citizens might have accounted for this tragic outburst of violence?

A few minutes after nine o’clock four youths, named Edward Archbald, William Merchant, Francis Archbald, and John Leech, jun., came down Cornhill

together, and separating at Doctor Loring’s corner, the two former were passing the narrow alley leading Mr. Murray’s barrack in which was a soldier

brandishing a broad sword of an uncommon size against the walls, out of which he struck fire plentifully. A person of mean countenance. armed with a

large cudgel bore him company. Edward Archbald admonished Mr. Merchant to take care of the sword, on which the soldier turned round and struck Archbald

on the arm, then pushed at Merchant and pierced through his clothes inside the arm close to the armpit and grazed the skin. Merchant then struck the

soldier with a short stick he had; and the other person ran to the barrack and brought with him two soldiers, one armed with a pair of tongs, the other

with a shovel. He with the tongs pursued Archbald back through the alley, collared and laid him over the head with the tongs. The noise brought people

together; and John Hicks, a young lad, coming up, knocked the soldier down but let him get up again; and more lads gathering, drove them back to the

barrack where the boys stood some time as it were to keep them in. In less than a minute ten or twelve of them came out with drawn cutlasses, clubs,

and bayonets and set upon the unarmed boys and young folk who stood them a little while but, finding the inequality of their equipment, dispersed. On

hearing the noise, one Samuel Atwood came up to see what was the matter; and entering the alley from dock square, heard the latter part of the combat;

and when the boys had dispersed he met the ten or twelve soldiers aforesaid rushing down the alley towards the square and asked them if they intended

to murder people? They answered Yes, by G-d, root and branch! With that one of them struck Mr. Atwood with a club which was repeated by another; and

being unarmed, he turned to go off and received a wound on the left shoulder which reached the bone and gave him much pain. Retreating a few steps, Mr.

Atwood met two officers and said, gentlemen, what is the matter They answered, you’ll see by and by. Immediately after, those heroes appeared in the

square, asking where were the boogers? where were the cowards? But notwithstanding their fierceness to naked men, one of them advanced towards a youth

who had a split of a raw stave in his hand and said, damn them, here is one of them. But the young man seeing a person near him with a drawn sword and

good cane ready to support him, held up his stave in defiance; and they quietly passed by him up the little alley by Mr. Silsby’s to King Street where

they attacked single and unarmed persons till they raised much clamour, and then turned down Cornhill Street, insulting all they met in like manner and

pursuing some to their very doors. Thirty or forty persons, mostly lads, being by this means gathered in King Street, Capt. Preston with a party of men

with charged bayonets, came from the main guard to the commissioner’s house, the soldiers pushing their bayonets, crying, make way! They took place by

the custom house and, continuing to push to drive the people off pricked some in several places, on which they were clamorous and, it is said, threw

snow balls. On this, the Captain commanded them to fire; and more snow balls coming, he again said, damn you, fire, be the consequence what it will!

One soldier then fired, and a townsman with a cudgel struck him over the hands with such force that he dropped his firelock; and, rushing forward,

aimed a blow at the Captain’s head which grazed his hat and fell pretty heavy upon his arm. However, the soldiers continued the fire successively till

seven or eight or, as some say, eleven guns were discharged. By this fatal manoeuvre three men were laid dead on the spot and two more struggling for

life; but what showed a degree of cruelty unknown to British troops, at least since the house of Hanover has directed their operation, was an attempt

to fire upon or push with their bayonets the persons who undertook to remove the slain and wounded! Mr. Benjamin Leigh, now undertaker in the Delph

manufactory, came up and after some conversation with Capt. Preston relative to his conduct in this affair, advised him to draw off his men, with which

he complied. The dead are Mr. Samuel Gray, killed on the spot, the ball entering his head and beating off a large portion of his skull. A mulatto man

named Crispus Attucks, who was born in Framingham, but lately belonged to New-Providence and was here in order to go for North Carolina, also killed

instantly, two balls entering his breast, one of them in special goring the right lobe of the lungs and a great part of the liver most horribly. Mr.

James Caldwell, mate of Capt. Morton’s vessel, in like manner killed by two balls entering his back. Mr. Samuel Maverick, a promising youth of

seventeen years of age, son of the widow Maverick, and an apprentice to Mr. Greenwood, ivory-turner, mortally wounded; a ball went through his belly

and was cut out at his back. He died the next morning. A lad named Christopher Monk, about seventeen years of age, an apprentice to Mr. Walker,

shipwright, wounded; a ball entered his back about four inches above the left kidney near the spine and was cut out of the breast on the same side.

Apprehended he will die. A lad named John Clark, about seventeen years of age, whose parents live at Medford, and an apprentice to Capt. Samuel Howard

of this town, wounded; a ball entered just above his groin and came out at his hip on the opposite side. Apprehended he will die. Mr. Edward Payne of

this town, merchant, standing at his entry door received a ball in his arm which shattered some of the bones. Mr. John Green, tailor, coming up

Leverett’s Lane, received a ball just under his hip and lodged in the under part of his thigh, which was extracted. Mr. Robert Patterson, a seafaring

man, who was the person that had his trousers shot through in Richardson ‘s affair, wounded; a ball went through his right arm, and he suffered a great

loss of blood. Mr. Patrick Carr, about thirty years of age, who worked with Mr. Field, leather breeches-maker in Queen Street, wounded; a ball entered

near his hip and went out at his side. A lad named David Parker, an apprentice to Mr. Eddy, the wheelwright, wounded; a ball entered his thig

 

The Boston Massacre, 1770
The British Perspective Captain Thomas Preston was commander of the British squad that evening. He, along with the other members of the squad, was

tried for murder in a Boston Court. In the following trial testimony, Captain Peterson describes the events of that evening. On Monday night about 8

o’clock two soldiers were attacked and beat. But the party of the townspeople in order to carry matters to the utmost length, broke into two meeting

houses and rang the alarm bells, which I supposed was for fire as usual, but was soon undeceived. About 9 some of the guard came to and informed me the

town inhabitants were assembling to attack the troops, and that the bells were ringing as the signal for that purpose and not for fire, and the beacon

intended to be fired to bring in the distant people of the country. This, as I was captain of the day, occasioned my repairing immediately to the main

guard. In my way there I saw the people in great commotion, and heard them use the most cruel and horrid threats against the troops. In a few minutes

after I reached the guard, about 100 people passed it, and went towards the custom house where the King’s money is lodged. They immediately surrounded

the sentry posted there, and with clubs and other weapons threatened to execute their vengeance on him. I was soon informed by a townsman their

intention was to carry off the soldier from his post and probably murder him: on which I desired him to return for further intelligence, and he soon

came back and assured me he heard the mob declare they would murder him. This I feared might be a prelude to their plundering the King’s chest. I

immediately sent a non-commissioned officer and 12 men to protect both the sentry and the King’s money, and very soon followed myself to prevent, if

possible, all disorder, fearing lest the officer and soldiers, by the insults and provocations of the rioters, should be thrown off their guard and

commit some rash act. They soon rushed through the people, and by charging their bayonets in half-circles, kept them at a little distance. Nay, so far

was I from intending the death of any person that I suffered the troops to go to the spot where the unhappy affair took place without any loading in

their pieces; nor did I ever give orders for loading them. This remiss conduct in me perhaps merits censure; yet it is evidence, resulting from the

nature of things, which is the best and surest that can be offered, that my intention was not to act offensively, but the contrary part, and that not

without compulsion. The mob still increased and were more outrageous, striking their clubs or bludgeons one against another, and calling out, ‘Come on

you rascals, you bloody backs, you lobster scoundrels, fire if you dare, G-d damn you, fire and be damned, we know you dare not,’ and much more such

language was used. At this time I was between the soldiers and the mob, parleying with, and endeavoring all in my power to persuade them to retire

peaceably, but to no purpose. They advanced to the points of the bayonets, struck some of them and even the muzzles of the pieces, and seemed to be

endeavoring to close with the soldiers. On which some well behaved persons asked me if the guns were charged. I replied yes. They then asked me if I

intended to order the men to fire. I answered no, by no means, observing to them that I was advanced before the muzzles of the men’s pieces, and must

fall a sacrifice if they fired; that the soldiers were upon the half cock and charged bayonets, and my giving the word fire under those circumstances

would prove me to be no officer. While I was thus speaking, one of the soldiers having received a severe blow with a stick, stepped a little on one

side and instantly fired, on which turning to and asking him why he fired without orders, I was struck with a club on my arm, which for some time

deprived me of the use of it, which blow had it been placed on my head most probably would have de-stroyed me. On this a general attack was made on the

men by a great number of heavy clubs and snowballs being thrown at them, by which all our lives were in imminent danger, some persons at the same time

from behind calling out, ‘damn your bloods-why don’t you fire.’ Instantly three or four of the soldiers fired, one after another, and directly after

three more in the same confusion and hurry. The mob then ran away, except three unhappy men who instantly expired, ; . . one more is since dead, three

others are dangerously, and four slightly wounded. The whole of this melancholy affair was transacted in almost 20 minutes. On my asking the soldiers

why they fired without orders, they said they heard the word fire and supposed it came from me. This might be the case as many of the mob called out

fire, fire, but I assured the men that I gave no such order; that my words were, don’t fire, stop your firing. In short, it was scarcely possible for

the soldiers to know who said fire, or don’t fire, or stop your firing. On the people’s assembling again to take away the dead bodies, the soldiers

supposing them coming to attack them, were making ready to fire again, which I pre-vented by striking up their firelocks with my hand. Immediately

after a townsman came and told me that 4 or 5000 people were assembled in the next street, and had sworn to take my life with every man’s with me. On

which I judged it unsafe to remain there any longer, and therefore sent the party and sentry to the main guard, where the street is narrow and short,

there telling them off into street firings, divided and planted them at each end of the street to secure their rear, momently expecting an attack, as

there was a constant cry of the inhabitants ‘to arms, to arms, turn out with your guns;’ and the town drums beating to arms, I ordered my drums to beat

to arms, and being soon after joined by the different companies of the 29th regiment, I formed them as the guard into street firings. References: This

eyewitness account appears in: Charles-Edwards, T. and B. Richardson, They Saw it Happen, An Anthology of Eyewitness’s Accounts of Events in British

History 1689-1897 (1958); Hansen, Harry, The Boston Massacre; an episode of dissent and violence (1970). How To Cite This Article: “The Boston

Massacre, The British View, 1770,” EyeWitness to History, www.eyewitnesstohistory.com (2009).

 

Please include evidence of knowledge of tissue and organ structure and function to physiologic alterations in systems and analyze the cause and effect relationship in response to disease.

Carlton, a six-year-old boy, was playing on a sandy beach with his mother. He began to run along the shoreline when he stepped on the sharp edge of a shell, giving himself a deep cut on his foot. His mother washed his foot in the lake and put on his running shoe to take him home. One day later, Carlton’s foot looked worse. The gash was red and painful. The foot was warm to touch and appeared swollen. Carlton’s mom put some gauze over the wound and prepared to take him to the local community health clinic.
1. What is the physiologic mechanism causing the wound to become red, hot, swollen, and painful? How is this different than the inflammatory response that might occur in an internal organ?
2. What are the immunologic events that are happening at the local level during Carlton’s acute inflammatory response?
3. Nutrition plays an important factor in wound healing. What stages of wound healing would be affected by a deficiency in vitamins A and C?

Cite at least 4 sources: journal articles or evidenced-based websites to support the content. (Sources must be within five years).
Do not use .com, Wikipedia, or up-to-date, etc., for your sources.

Parts IV, V: Using the principles and tools of Corporate Finance, form an estimate of the Weighted Average Cost of Capital (WACC) for the firm (Delta Air Lines, Inc.); see attached essay with edits started. Then, use the dividend-discount model to estimate the value of a share of your firm’s stock and compare this estimate to the current market value.

Part VI – complete a Capital Structure Analysis, Capital Budgeting Analysis and form Funding Growth Strategies for the Firm. You must also compile a bibliography and list of data/sources. Review this week’s instructional materials for complete assignment requirements.

Synthesis Presentation Assignment (artifact for class)

 

Case

The CEO of a marketing research company does not like young people.  He feels that all people under 30 years of age are addicted to social media and want nothing more than to have fun and do not focus on their work responsibilities.  He does not trust them, and he prefers not to have anyone under 30 working in his company.

 The marketing research firm has had some good contracts doing market research for several new and existing companies.  The market research this firm does is mainly for companies that sell consumer electronics such as Bluetooth devices, gaming products and other audio products. The objective of market research is to determine if there is a market for a product and if there is, the type of potential clients have to be identified. 

The CEO is now interested in having the business grow, and perhaps even expand into foreign markets.  He strongly feels that it is older, more experienced and mature employees that will help him most effectively expand his business.  He feels he can better control this type of employee because his style is more dictatorial and structured. 

 

Instructions

Synthesizing the concepts you have learned in this class (i.e. Leadership style, ethics, motivation, culture, communication, theories of leadership, leadership behavior, effective leadership, dynamic concepts of Leadership: Technology and Globalization, sustainability, social responsibility, managing and resolving organizational conflict, etc.), address and analyze the issues involved with this case. 

Synthesizing means you use the various topics learned in class in addressing this case.  In order to receive full credit, you must address all of the major issues/concepts covered in this course.  This case lends itself to using the issues learned in class.

Further, the paper must be free of any grammar and spelling errors.  Please proofread your work before submission; this is very important.  This synthesis assignment will be one of your artifacts which the BASOL department will ask you to submit prior to completing the program and it needs to represent your best work. 

Your paper should be at least 4 pages in length, double-spaced, 12 point, Times New Roman font. 

Submission

Please email your paper to my Blackboard email using the subject “Synthesis Project”.

 

 

 

Classic English Literature

Summer Reading Assignment

Part 1 (25%)
Response Essay:
Directions:
1. Complete each of the sentence starters below.
2. Choose five of your sentences to expand to one paragraph each on a separate sheet of paper.
3. Write a response essay following the outline provided on the back of this page.

Sentence Starters:
I noticed…
I wonder…
I was reminded…
I think…
I’m surprised that…
I’d like to know…
I realized…
If I were…
The central issue(s) is/are…
One consequence of _______could be…
If ________, then…
I’m not sure…
Although it seems…

 

Essay Outline:
Introduction
● Identify the author’s purpose in writing the text. Go beyond the basic purpose (to entertain). Consider why the author chose to write and share

this particular story
● Identify the intended audience. Go beyond identifying the intended age group. Consider the interests and experiences of a potential reader.
Body Paragraphs
● The reflections written based on the sentence starters above will make up your body paragraphs.
● As you determine the order of paragraphs, consider revising for continuity and transitions.
Conclusion
● Give your review of the book. Go beyond simply whether or not your liked the book or whether or not you recommend it. Think deeper in

justifying your review. What are the appealing features of the writing? What is lacking? Etc.
 

Part 2 (25%)
Four Corners Project:
Using the blank page given by your teacher, fold the paper to create four even squares. Write the title and author of your novel across the top of the

page. Label the boxes with the four terms shown below (Conflict, Symbolism, Irony, and Character). Next, give a short quote, explanation, and

illustration. Your illustrations should be in color, and your project should show quality work. (Hint: For conflict, irony, and character, make sure

that you include the type.)
The Jungle

Conflict By Upton Sinclair

Symbolism
Irony Character

For conflict, irony, and character, make sure that you include the type.
● Conflict: man vs. man, man vs. self, man vs. society
● Irony: verbal, situational, dramatic
● Character: protagonist, antagonist

Part 3 (50%)
Book Test: September 1st
You will be assessed on your knowledge and understanding of the book you chose for summer reading. Please be prepared to answer comprehension and

analysis questions in class on Friday, September 1st.

 

Academic Honesty Statement:
By signing this document, I am indicated that I read the book listed above and that the reflection essay I am submitting is my own, original work. I

understand that submitting work that is not my own, will result in a grade of zero with no opportunity to redo the assignment.

Signature: ___________________________________ Date: ___________________

 

http://writerslabs.com/download/576094876_support_The_Awakening_by_Kate_Chopin_IQt6ghIQIgm4qDG.pdf/The_Awakening_by_Kate_Chopin.pdf

 

Detail Social History
When people come in for their first interview with you, you as the human services professional need to collect important information that will help you and the client with the problems that the client is experiencing. This information provides the foundation for the development of services for your client.

In this assignment, you are asked to take a social history from a friend. The important thing here is for you to practice doing a social history and then organizing the information in a useful format such as the one discussed in Chapter 16 of our text.

Is Child Obesity a Reflection of Parental Negligence?

Psychology

Sarah Lynn Joyner
a. Member of the community
b. 84 years old
c. Born and Raised in Brooklet, GA on a cotton farm; 4 brothers, 7 sisters; 2 parent household
Moved to Nassau County in 1950’s.
d. High School Diploma. Class of 1952.
e. Married once. Married for twenty years before husband passed away in 1973.
f. 5 children, 8 grandchildren, 11 great-grand children
g. Cotton Farmer until the age of 21 when she met her husband and Home maker after that.
h. Georgia and Florida
Please include any additional information you know about this person.

1. What/who was the biggest influence in their life? There may be several please feel free to elaborate.

Her dad, because he taught her to work hard and live simply.

2. What developmental stage (adolescence, early adulthood, etc.) was their favorite (and why)?

Late adulthood, because there is little to worry about and she can enjoy all of her children and grandchildren.

3. Which stage was the most challenging and why?

Middle adulthood, because she became widowed with 4 emerging adult children and a adolescence child of thirteen. So, adjusting to no income made her rethink things and she made her children to get jobs if they were to live in her home.

4. What are the most rewarding aspects of their life now? What are the most challenging aspects of their life now?

The most rewarding aspects of her life now is watching her grandchildren grow and succeed and have families of their own.

5. What habits/practices/beliefs do they have that they believe positively benefitted their health and wellbeing? How did they start? Who taught them the habit or belief? What good habits do they now know they should have started as teens/young adults? (Address each sub-question your paper.)

The belief in Jesus Christ helped her through her toughest times. This belief started as a young child. She was raised in a strong Christian home. She learned at a young age to look to God for answers by her mother and father.
She has good health habits by sticking to a low-calorie, low-sugar diet. They started when she was diagnosed with Diabetes. She fully believes if she would have started when she was a teen that she wouldn’t have the health issues that she does now.

6. What bad habits/practices/beliefs would they change if they could go back to their teens/young adults? How did they start?

She wouldn’t have chewed Tobacco. It is an ugly habit that she learned from her family members. All of her family chewed tobacco.

7. What major historical events did he/she witness and at what ages? How did these events affect him/her?

She heard about the bombing of pearl harbor over the radio on December 7th, 1941 and became very afraid.
FDR became president for a third term. She didn’t understand what it all meant, but her dad didn’t like him. So, she formed an opinion based on her father’s opinion.

8. What types of music, television shows, and movies were popular during their junior high and high school years? How are they different from what is popular today?

She listened to music from singers like Patsy Cline and Kitty Wells during her high school years. Her favorite song was “It wasn’t God who Made Honky Tonk Angels.” She remembers watching Jane Eyre and Dr. Jekell and Mr. Hyde in her high school years, but can’t recall any TV shows.

9. In their opinion how has society changed for the better? How has it changed for the worse?

Society has changed for the better in ways of communications. She said that she wishes that they had video chat when her husband was at war. Society has changed for the worst in ways that people are evil. Nobody looks out for each other anymore.

10. What are the life lessons they learned along the way? What is the one piece of advice they would give to a young adult?

The main life lesson she learned was work hard is better than laziness. If you’ve worked hard, at the end of the day, you’ll feel good about it and get farther in life. She says that she would tell all young adults to trust God for answers.

Using all of the introductory information and all the required questions and any other information you have, type a paper reporting…

*I. the information you gathered about this person (there should be several pages describing the person – 60 points);

*II. what you learned from this person’s life & what can you incorporate into your life (there should be a few paragraphs elaborating on this – 10 points);

*III. how you and this person are similar and different and describe how conducting this interview affected you and your relationship with this person (there should be a few paragraphs elaborating on this – 10 points);

*IV. theories from life-span development that are linked to or provide an explanation for various aspects of the individual’s life story into your paper (there should be a few paragraphs elaborating on this – 10 points).

*V. Your paper should meet the format/grammar guidelines listed below – 10 points.

Please include a title page with your name, title, course name & reference number. Papers should be double spaced with a 1-inch margin and 11-12pt font. Pages should be numbered. DO NOT manipulate the spacing, margins, or font to make your paper appear longer. I expect a minimum of 5 pages. You must use proper grammar/English. Please see the writing tutors in the Library to assist in editing your paper. Do not use a question/answer format or the bullets/numbering you see on this sheet.