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  • [Solved] VIII

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    Identify a task that you would need to perform in your current career or future career, and explain in detail how you would apply the knowledge you have learned in this course to succeed at performing the task in a real-world scenario. Your submission should be in paper format and include at least t…

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    Assignment Prompt & Instructions

    Identify a task that you would need to perform in your current career or future career, and explain in detail how you would apply the knowledge you have learned in this course to succeed at performing the task in a real-world scenario. Your submission should be in paper format and include at least two well-constructed paragraphs indicating how you will apply the knowledge gained from this course.

    Your journal entry must be at least 200 words in length. No references or citations are necessary.

    – [\
    \
    UnitVIII.pdf](https://www.sweetstudy.com/files/unitviii-pdf-10225063 "UnitVIII.pdf")

    – 2 years ago

  • [Solved] world cultures

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    see attachment – 2 years ago **files (3)** – ## worldculturesmodule1lectuer.docx – worldculturesmodule1assigmentromangovernment.docx – worldculturesmodule1assigmentromangovernment.docx **## worldculturesmodule1lectuer.docx** Introduction After the death of Alexander in 323 B.C.E, his empire was divi…

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    Assignment Prompt & Instructions

    see attachment

    – 2 years ago

    **files (3)**

    – ## worldculturesmodule1lectuer.docx

    – worldculturesmodule1assigmentromangovernment.docx
    – worldculturesmodule1assigmentromangovernment.docx

    **## worldculturesmodule1lectuer.docx**

    Introduction

    After the death of Alexander in 323 B.C.E, his empire was divided among his generals. For the next few hundred years the Greek culture settled in the customs of the people it had invaded through Alexander. However, while this was happening the Roman people were starting to create their own landmark in history. Eventually, Rome conquered everything Alexander had taken before and more. The Romans were not so interested in culture itself, but in managing their business in effective ways. Rome started as a tribe and ended up being the empire that gave us law, engineering, and a will to always move forward toward their goals. Romans never gave up even when they were defeated. But there is no such thing as a Roman Empire in the present. Let us see what happened to the Romans from republic to empire, to vanishing. Some people might argue that the Romans did not vanish. They are in our architecture, in our aqueducts, in our government. They are in the fact what the Christian religion was able to use to spread its message, later conquering the empire itself.

    The village called Rome in central Italy was settled by an Iron Age tribe called the Latins. From them, the Romans inherited the Latin language which does not survive today as a common language but is used in science. The rest of Italy was settled by Etruscans, Greeks, and Phoenicians. All these cultures came at different moments through time to establish colonies in today’s Italy. The Latins absorbed the culture of other peoples. From the Etruscans, they inherited urban planning, the use of the arch and sarcophagi art (Fiero, 2020). From the Greeks: gods and goddesses, and the Classical style.

    Zucker, S. – Smarthistory. (2014).
    [https://www.flickr.com/photos/profzucker/15623415937/Links to an external site.](https://www.flickr.com/photos/profzucker/15623415937/)

    Around 509 B.C.E., the Latins overthrew Etruscan rule. There is a legend that up to this day we do not know if it is true, that a Roman woman called Lucretia was raped by the son of an Etruscan king and this made the Romans mad, and they dethroned the Etruscan king. but part of being Roman was telling these types of stories to create a sense of belonging and pride. We will see that the Romans kept using this type of heroic and honor-related stories to spread a sense of pride about being Roman.

    Butko. (2017).
    [https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpg)

    After getting rid of the Etruscan king the Romans decided to form a Res publica, a "public thing". From now on the Romans were going to take care of their own business and they started developing a cautious approach when any of the members of the community would develop too much power. We will see later how this manifested in the assassination of Julius Caesar. But the government the Romans put together was constituted by members of the patrician families. The patricians were the rich in the Roman republic. They thought that by being patrician by birth gave them the right to rule.

    The popular assembly was made up of plebeians, or members of the plebs. These were the majority. The plebeians had no power and were victim to the decisions dictated by the ruling class of patricians. It took hundreds of years but eventually the plebeians gained two elected magistrates that, although they could not be members of the senate, had the power to overturn any law proposed by the patricians. By 287 B.C.E. the plebeians gained the privilege of making laws. Eventually some of the plebeians became wealthy through their businesses but aligned with the interests of the patricians.

    | | |
    | — | — |
    | The Republic: Key Y=Terms |
    | **imperium** | The right to issue commands and to enforce them by fines, arrests, and corporal, or even capital, punishment (Kagan, et al, 2004) |
    | **patrician** | Powerful class of large landowners (Fiero, 2020) |
    | **plebeian** | More populous class of farmers and small landowners (Fiero, 2020) |
    | **consuls** | Elected magistrates selected in pairs |
    | **censor** | Identified citizens and classified them according to age and property (Kagan, et al, 2004) |
    | **senate** | Composed of Roman patricians who owned most of the land and inherited their right to be senators. No plebeians were allowed in the senate |
    | **tribunes** | Elected plebeian representatives of the plebeian tribal assembly |
    | **Struggle of the Orders** | Plebeians campaign to achieve political, legal, and social equality. It was met with violence from the patricians. After 200 years of intermittent efforts the plebeians succeeded (Kagan, et al, 2004) |
    | **The Twelve Tables** | Plebeians access to the laws. Before the Twelve Tables plebeians were subjected to arbitrary legal decisions. The Twelve Tables put the laws into writing so they couldn’t be changed at will. |

    Rome was in constant conflict with its immediate neighbors, either because they wanted to expand or because they were being invaded. As Rome expanded within Italy, it adopted different approaches toward the people they conquered. Eventually they realized that it was more effective to turn them to their side by including them in their army, giving them special participation in Rome's interests, or by giving them citizenship. Rome basically united all Italy by either negotiation or force. We could say that at this moment in history Italy was Rome, or at least it was ruled by the government settled in Rome. We must remember that even at this moment Rome still considered itself a republic.

    | | |
    | — | — |
    | The Punic Wars |
    | **B.C.E.** | |
    | **264 – 241** | **First Punic War** |
    | **238** | Rome seizes Sardinia and Corsica |
    | **221** | Hannibal takes command of Punic army in Spain |
    | **218 – 202** | **Second Punic War** |
    | **216** | Battle of Cannae |
    | **209** | Scipio takes New Carthage |
    | **202** | Battle of Zama |
    | **149 – 146** | **Third Punic War** |
    | **146** | Destruction of Carthage |

    Kagan, et al. (2004).

    As Rome took over all of Italy it dominated commerce and trade in the Mediterranean. However, there was a country named Carthage that had settled in the north of Africa, across from Rome, that was very successful in business and had established colonies in key points around the Mediterranean Sea to trade freely with them. The Phoenicians were originally from the east coast of the Mediterranean and had fled to the north of Africa. They were very successful in trading, so they became a direct competition to Rome. A series of conflict involving colonies in the south of Italy got the Romans and the Carthaginians involved in what has been called the Punic Wars. After many years the conflict ended with destruction of Carthage in 146 B.C.E.

    Now Rome did not have any more competition. From then on, Rome was the only power around the Mediterranean so they called it Mare Nostrum, our sea.  By the end of the first century B.C.E., the Roman Empire included much of present-day Europe, North Africa, and southwest Asia. To run an empire, the Romans needed to be efficient administrators. To rule by force, they needed an army that was disciplined and which became the backbone of the Empire.

    The Republic Collapses (133 – 30 B.C.E.)

    As Rome expanded, the meaning of
    _republic_ changed. Although Romans still thought they had a republic, it was starting to feel more like an empire. The army was composed of patricians and people who were wealthy enough to have their own war equipment. When the Roman army invaded a country, the soldiers got richer. So, the rich got richer and the poor, poorer. The senate members grew richer as the lands they acquired through conquering gave them also slaves which were very cheap labor. The army grew more powerful, and Rome was obliged to keep expanding continuously. The farms owned by the patricians and worked by slaves drove small farmers out of business.

    All attempts to reform the government failed. The power of making final decisions was in the hands of a corrupted senate that was not willing to give up their place. The first century B.C.E. became the age of military dictators (Fiero, 2020).

    Enters Gaius Julius Caesar

    mmarftrejo. (2010).
    [https://www.flickr.com/photos/mmarftrejo/4291237518Links to an external site.](https://www.flickr.com/photos/mmarftrejo/4291237518)

    Caesar was a patrician. But his heart, or his wit, was with the plebeians. He knew that the plebs had the numbers to get things done. Caesar was very popular among the people. He was being extremely successful in his military campaigns in Gaul (modern France), Asia Minor, and Egypt (with Cleopatra). The level of corruption in the senate was extremely influential in what Rome could achieve. Caesar was becoming too popular, big, and strong for the senate. They asked him to return to Rome, disbanding his army in the process. Caesar knew that if he returned to Rome as a common civilian he would be put on trial and his enemies would find a way to put him away, or worse.

    Caesar then paid no attention to the senate’s orders and marched on Rome crossing the Rubicon River, which was a symbolic move, but also a very dangerous one. The moment Caesar entered Roman limits with his army he became an outlaw.

    But there was no one to stop him. Pompey, who had been a friend before, and now had been assigned by the senate to fight Caesar, had left Rome with his own army because he knew he did not stand a chance against Caesar fighting inside Rome. Eventually Caesar conquered all his enemies and ended up dictator of Rome. He put together many populist reforms that won him the support of the people, but not so much of the ones in power, the senate, who were afraid of Caesar acquiring too much power. In 44 B.C.E. he was assassinated when he entered the senate by a conspiracy put together by some of the senators. The death of Caesar was a major shift in the history of ancient Rome. His grandnephew, Octavian, inherited Caesar’s empire. Octavian is the first emperor of Rome that openly controlled everything being done in the empire with a subtle, almost invisible hand that forced everyone around him to obey or else.

    **worldculturesmodule1assigmentromangovernment.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/worldculturesmodule1assigmentromangovernment-docx)

    **worldculturesmodule1assigmentromangovernment.docx**

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    **worldculturesmodule1assigmentromangovernment.docx**

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    **## worldculturesmodule1lectuer.docx**

    Introduction

    After the death of Alexander in 323 B.C.E, his empire was divided among his generals. For the next few hundred years the Greek culture settled in the customs of the people it had invaded through Alexander. However, while this was happening the Roman people were starting to create their own landmark in history. Eventually, Rome conquered everything Alexander had taken before and more. The Romans were not so interested in culture itself, but in managing their business in effective ways. Rome started as a tribe and ended up being the empire that gave us law, engineering, and a will to always move forward toward their goals. Romans never gave up even when they were defeated. But there is no such thing as a Roman Empire in the present. Let us see what happened to the Romans from republic to empire, to vanishing. Some people might argue that the Romans did not vanish. They are in our architecture, in our aqueducts, in our government. They are in the fact what the Christian religion was able to use to spread its message, later conquering the empire itself.

    The village called Rome in central Italy was settled by an Iron Age tribe called the Latins. From them, the Romans inherited the Latin language which does not survive today as a common language but is used in science. The rest of Italy was settled by Etruscans, Greeks, and Phoenicians. All these cultures came at different moments through time to establish colonies in today’s Italy. The Latins absorbed the culture of other peoples. From the Etruscans, they inherited urban planning, the use of the arch and sarcophagi art (Fiero, 2020). From the Greeks: gods and goddesses, and the Classical style.

    Zucker, S. – Smarthistory. (2014).
    [https://www.flickr.com/photos/profzucker/15623415937/Links to an external site.](https://www.flickr.com/photos/profzucker/15623415937/)

    Around 509 B.C.E., the Latins overthrew Etruscan rule. There is a legend that up to this day we do not know if it is true, that a Roman woman called Lucretia was raped by the son of an Etruscan king and this made the Romans mad, and they dethroned the Etruscan king. but part of being Roman was telling these types of stories to create a sense of belonging and pride. We will see that the Romans kept using this type of heroic and honor-related stories to spread a sense of pride about being Roman.

    Butko. (2017).
    [https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpg)

    After getting rid of the Etruscan king the Romans decided to form a Res publica, a "public thing". From now on the Romans were going to take care of their own business and they started developing a cautious approach when any of the members of the community would develop too much power. We will see later how this manifested in the assassination of Julius Caesar. But the government the Romans put together was constituted by members of the patrician families. The patricians were the rich in the Roman republic. They thought that by being patrician by birth gave them the right to rule.

    The popular assembly was made up of plebeians, or members of the plebs. These were the majority. The plebeians had no power and were victim to the decisions dictated by the ruling class of patricians. It took hundreds of years but eventually the plebeians gained two elected magistrates that, although they could not be members of the senate, had the power to overturn any law proposed by the patricians. By 287 B.C.E. the plebeians gained the privilege of making laws. Eventually some of the plebeians became wealthy through their businesses but aligned with the interests of the patricians.

    | | |
    | — | — |
    | The Republic: Key Y=Terms |
    | **imperium** | The right to issue commands and to enforce them by fines, arrests, and corporal, or even capital, punishment (Kagan, et al, 2004) |
    | **patrician** | Powerful class of large landowners (Fiero, 2020) |
    | **plebeian** | More populous class of farmers and small landowners (Fiero, 2020) |
    | **consuls** | Elected magistrates selected in pairs |
    | **censor** | Identified citizens and classified them according to age and property (Kagan, et al, 2004) |
    | **senate** | Composed of Roman patricians who owned most of the land and inherited their right to be senators. No plebeians were allowed in the senate |
    | **tribunes** | Elected plebeian representatives of the plebeian tribal assembly |
    | **Struggle of the Orders** | Plebeians campaign to achieve political, legal, and social equality. It was met with violence from the patricians. After 200 years of intermittent efforts the plebeians succeeded (Kagan, et al, 2004) |
    | **The Twelve Tables** | Plebeians access to the laws. Before the Twelve Tables plebeians were subjected to arbitrary legal decisions. The Twelve Tables put the laws into writing so they couldn’t be changed at will. |

    Rome was in constant conflict with its immediate neighbors, either because they wanted to expand or because they were being invaded. As Rome expanded within Italy, it adopted different approaches toward the people they conquered. Eventually they realized that it was more effective to turn them to their side by including them in their army, giving them special participation in Rome's interests, or by giving them citizenship. Rome basically united all Italy by either negotiation or force. We could say that at this moment in history Italy was Rome, or at least it was ruled by the government settled in Rome. We must remember that even at this moment Rome still considered itself a republic.

    | | |
    | — | — |
    | The Punic Wars |
    | **B.C.E.** | |
    | **264 – 241** | **First Punic War** |
    | **238** | Rome seizes Sardinia and Corsica |
    | **221** | Hannibal takes command of Punic army in Spain |
    | **218 – 202** | **Second Punic War** |
    | **216** | Battle of Cannae |
    | **209** | Scipio takes New Carthage |
    | **202** | Battle of Zama |
    | **149 – 146** | **Third Punic War** |
    | **146** | Destruction of Carthage |

    Kagan, et al. (2004).

    As Rome took over all of Italy it dominated commerce and trade in the Mediterranean. However, there was a country named Carthage that had settled in the north of Africa, across from Rome, that was very successful in business and had established colonies in key points around the Mediterranean Sea to trade freely with them. The Phoenicians were originally from the east coast of the Mediterranean and had fled to the north of Africa. They were very successful in trading, so they became a direct competition to Rome. A series of conflict involving colonies in the south of Italy got the Romans and the Carthaginians involved in what has been called the Punic Wars. After many years the conflict ended with destruction of Carthage in 146 B.C.E.

    Now Rome did not have any more competition. From then on, Rome was the only power around the Mediterranean so they called it Mare Nostrum, our sea.  By the end of the first century B.C.E., the Roman Empire included much of present-day Europe, North Africa, and southwest Asia. To run an empire, the Romans needed to be efficient administrators. To rule by force, they needed an army that was disciplined and which became the backbone of the Empire.

    The Republic Collapses (133 – 30 B.C.E.)

    As Rome expanded, the meaning of
    _republic_ changed. Although Romans still thought they had a republic, it was starting to feel more like an empire. The army was composed of patricians and people who were wealthy enough to have their own war equipment. When the Roman army invaded a country, the soldiers got richer. So, the rich got richer and the poor, poorer. The senate members grew richer as the lands they acquired through conquering gave them also slaves which were very cheap labor. The army grew more powerful, and Rome was obliged to keep expanding continuously. The farms owned by the patricians and worked by slaves drove small farmers out of business.

    All attempts to reform the government failed. The power of making final decisions was in the hands of a corrupted senate that was not willing to give up their place. The first century B.C.E. became the age of military dictators (Fiero, 2020).

    Enters Gaius Julius Caesar

    mmarftrejo. (2010).
    [https://www.flickr.com/photos/mmarftrejo/4291237518Links to an external site.](https://www.flickr.com/photos/mmarftrejo/4291237518)

    Caesar was a patrician. But his heart, or his wit, was with the plebeians. He knew that the plebs had the numbers to get things done. Caesar was very popular among the people. He was being extremely successful in his military campaigns in Gaul (modern France), Asia Minor, and Egypt (with Cleopatra). The level of corruption in the senate was extremely influential in what Rome could achieve. Caesar was becoming too popular, big, and strong for the senate. They asked him to return to Rome, disbanding his army in the process. Caesar knew that if he returned to Rome as a common civilian he would be put on trial and his enemies would find a way to put him away, or worse.

    Caesar then paid no attention to the senate’s orders and marched on Rome crossing the Rubicon River, which was a symbolic move, but also a very dangerous one. The moment Caesar entered Roman limits with his army he became an outlaw.

    But there was no one to stop him. Pompey, who had been a friend before, and now had been assigned by the senate to fight Caesar, had left Rome with his own army because he knew he did not stand a chance against Caesar fighting inside Rome. Eventually Caesar conquered all his enemies and ended up dictator of Rome. He put together many populist reforms that won him the support of the people, but not so much of the ones in power, the senate, who were afraid of Caesar acquiring too much power. In 44 B.C.E. he was assassinated when he entered the senate by a conspiracy put together by some of the senators. The death of Caesar was a major shift in the history of ancient Rome. His grandnephew, Octavian, inherited Caesar’s empire. Octavian is the first emperor of Rome that openly controlled everything being done in the empire with a subtle, almost invisible hand that forced everyone around him to obey or else.

    **worldculturesmodule1assigmentromangovernment.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/worldculturesmodule1assigmentromangovernment-docx)

    **worldculturesmodule1assigmentromangovernment.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/worldculturesmodule1assigmentromangovernment-docx-10225055)

    **## worldculturesmodule1lectuer.docx**

    Introduction

    After the death of Alexander in 323 B.C.E, his empire was divided among his generals. For the next few hundred years the Greek culture settled in the customs of the people it had invaded through Alexander. However, while this was happening the Roman people were starting to create their own landmark in history. Eventually, Rome conquered everything Alexander had taken before and more. The Romans were not so interested in culture itself, but in managing their business in effective ways. Rome started as a tribe and ended up being the empire that gave us law, engineering, and a will to always move forward toward their goals. Romans never gave up even when they were defeated. But there is no such thing as a Roman Empire in the present. Let us see what happened to the Romans from republic to empire, to vanishing. Some people might argue that the Romans did not vanish. They are in our architecture, in our aqueducts, in our government. They are in the fact what the Christian religion was able to use to spread its message, later conquering the empire itself.

    The village called Rome in central Italy was settled by an Iron Age tribe called the Latins. From them, the Romans inherited the Latin language which does not survive today as a common language but is used in science. The rest of Italy was settled by Etruscans, Greeks, and Phoenicians. All these cultures came at different moments through time to establish colonies in today’s Italy. The Latins absorbed the culture of other peoples. From the Etruscans, they inherited urban planning, the use of the arch and sarcophagi art (Fiero, 2020). From the Greeks: gods and goddesses, and the Classical style.

    Zucker, S. – Smarthistory. (2014).
    [https://www.flickr.com/photos/profzucker/15623415937/Links to an external site.](https://www.flickr.com/photos/profzucker/15623415937/)

    Around 509 B.C.E., the Latins overthrew Etruscan rule. There is a legend that up to this day we do not know if it is true, that a Roman woman called Lucretia was raped by the son of an Etruscan king and this made the Romans mad, and they dethroned the Etruscan king. but part of being Roman was telling these types of stories to create a sense of belonging and pride. We will see that the Romans kept using this type of heroic and honor-related stories to spread a sense of pride about being Roman.

    Butko. (2017).
    [https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpg)

    After getting rid of the Etruscan king the Romans decided to form a Res publica, a "public thing". From now on the Romans were going to take care of their own business and they started developing a cautious approach when any of the members of the community would develop too much power. We will see later how this manifested in the assassination of Julius Caesar. But the government the Romans put together was constituted by members of the patrician families. The patricians were the rich in the Roman republic. They thought that by being patrician by birth gave them the right to rule.

    The popular assembly was made up of plebeians, or members of the plebs. These were the majority. The plebeians had no power and were victim to the decisions dictated by the ruling class of patricians. It took hundreds of years but eventually the plebeians gained two elected magistrates that, although they could not be members of the senate, had the power to overturn any law proposed by the patricians. By 287 B.C.E. the plebeians gained the privilege of making laws. Eventually some of the plebeians became wealthy through their businesses but aligned with the interests of the patricians.

    | | |
    | — | — |
    | The Republic: Key Y=Terms |
    | **imperium** | The right to issue commands and to enforce them by fines, arrests, and corporal, or even capital, punishment (Kagan, et al, 2004) |
    | **patrician** | Powerful class of large landowners (Fiero, 2020) |
    | **plebeian** | More populous class of farmers and small landowners (Fiero, 2020) |
    | **consuls** | Elected magistrates selected in pairs |
    | **censor** | Identified citizens and classified them according to age and property (Kagan, et al, 2004) |
    | **senate** | Composed of Roman patricians who owned most of the land and inherited their right to be senators. No plebeians were allowed in the senate |
    | **tribunes** | Elected plebeian representatives of the plebeian tribal assembly |
    | **Struggle of the Orders** | Plebeians campaign to achieve political, legal, and social equality. It was met with violence from the patricians. After 200 years of intermittent efforts the plebeians succeeded (Kagan, et al, 2004) |
    | **The Twelve Tables** | Plebeians access to the laws. Before the Twelve Tables plebeians were subjected to arbitrary legal decisions. The Twelve Tables put the laws into writing so they couldn’t be changed at will. |

    Rome was in constant conflict with its immediate neighbors, either because they wanted to expand or because they were being invaded. As Rome expanded within Italy, it adopted different approaches toward the people they conquered. Eventually they realized that it was more effective to turn them to their side by including them in their army, giving them special participation in Rome's interests, or by giving them citizenship. Rome basically united all Italy by either negotiation or force. We could say that at this moment in history Italy was Rome, or at least it was ruled by the government settled in Rome. We must remember that even at this moment Rome still considered itself a republic.

    | | |
    | — | — |
    | The Punic Wars |
    | **B.C.E.** | |
    | **264 – 241** | **First Punic War** |
    | **238** | Rome seizes Sardinia and Corsica |
    | **221** | Hannibal takes command of Punic army in Spain |
    | **218 – 202** | **Second Punic War** |
    | **216** | Battle of Cannae |
    | **209** | Scipio takes New Carthage |
    | **202** | Battle of Zama |
    | **149 – 146** | **Third Punic War** |
    | **146** | Destruction of Carthage |

    Kagan, et al. (2004).

    As Rome took over all of Italy it dominated commerce and trade in the Mediterranean. However, there was a country named Carthage that had settled in the north of Africa, across from Rome, that was very successful in business and had established colonies in key points around the Mediterranean Sea to trade freely with them. The Phoenicians were originally from the east coast of the Mediterranean and had fled to the north of Africa. They were very successful in trading, so they became a direct competition to Rome. A series of conflict involving colonies in the south of Italy got the Romans and the Carthaginians involved in what has been called the Punic Wars. After many years the conflict ended with destruction of Carthage in 146 B.C.E.

    Now Rome did not have any more competition. From then on, Rome was the only power around the Mediterranean so they called it Mare Nostrum, our sea.  By the end of the first century B.C.E., the Roman Empire included much of present-day Europe, North Africa, and southwest Asia. To run an empire, the Romans needed to be efficient administrators. To rule by force, they needed an army that was disciplined and which became the backbone of the Empire.

    The Republic Collapses (133 – 30 B.C.E.)

    As Rome expanded, the meaning of
    _republic_ changed. Although Romans still thought they had a republic, it was starting to feel more like an empire. The army was composed of patricians and people who were wealthy enough to have their own war equipment. When the Roman army invaded a country, the soldiers got richer. So, the rich got richer and the poor, poorer. The senate members grew richer as the lands they acquired through conquering gave them also slaves which were very cheap labor. The army grew more powerful, and Rome was obliged to keep expanding continuously. The farms owned by the patricians and worked by slaves drove small farmers out of business.

    All attempts to reform the government failed. The power of making final decisions was in the hands of a corrupted senate that was not willing to give up their place. The first century B.C.E. became the age of military dictators (Fiero, 2020).

    Enters Gaius Julius Caesar

    mmarftrejo. (2010).
    [https://www.flickr.com/photos/mmarftrejo/4291237518Links to an external site.](https://www.flickr.com/photos/mmarftrejo/4291237518)

    Caesar was a patrician. But his heart, or his wit, was with the plebeians. He knew that the plebs had the numbers to get things done. Caesar was very popular among the people. He was being extremely successful in his military campaigns in Gaul (modern France), Asia Minor, and Egypt (with Cleopatra). The level of corruption in the senate was extremely influential in what Rome could achieve. Caesar was becoming too popular, big, and strong for the senate. They asked him to return to Rome, disbanding his army in the process. Caesar knew that if he returned to Rome as a common civilian he would be put on trial and his enemies would find a way to put him away, or worse.

    Caesar then paid no attention to the senate’s orders and marched on Rome crossing the Rubicon River, which was a symbolic move, but also a very dangerous one. The moment Caesar entered Roman limits with his army he became an outlaw.

    But there was no one to stop him. Pompey, who had been a friend before, and now had been assigned by the senate to fight Caesar, had left Rome with his own army because he knew he did not stand a chance against Caesar fighting inside Rome. Eventually Caesar conquered all his enemies and ended up dictator of Rome. He put together many populist reforms that won him the support of the people, but not so much of the ones in power, the senate, who were afraid of Caesar acquiring too much power. In 44 B.C.E. he was assassinated when he entered the senate by a conspiracy put together by some of the senators. The death of Caesar was a major shift in the history of ancient Rome. His grandnephew, Octavian, inherited Caesar’s empire. Octavian is the first emperor of Rome that openly controlled everything being done in the empire with a subtle, almost invisible hand that forced everyone around him to obey or else.

    **worldculturesmodule1assigmentromangovernment.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/worldculturesmodule1assigmentromangovernment-docx)

    **worldculturesmodule1assigmentromangovernment.docx**

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  • [Solved] biology

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    In-depth study guidance and analytical solution covering biology.

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  • [Solved] Asssigment

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    – 2 years ago **files (1)** – ## NursingTopicEssayAssignment.docx **## NursingTopicEssayAssignment.docx** Nursing Topic Essay Assignment **Exercise Instructions** **Assignment Instructions: Nursing Research Essay** **Objective:My area miami** Select a specific area of nursing that captivates your in…

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    – 2 years ago

    **files (1)**

    – ## NursingTopicEssayAssignment.docx

    **## NursingTopicEssayAssignment.docx**

    Nursing Topic Essay Assignment

    **Exercise Instructions**

    **Assignment Instructions: Nursing Research Essay**

    **Objective:My area miami**

    Select a specific area of nursing that captivates your interest.
    **Compose a comprehensive essay, ranging from 300 to 500 words**, that delves into the intricacies of nursing research within your chosen area. It is recommended that you consider the topic carefully as this topic, should be the topic for your course research project: see week 4 assignments.

    Your essay should elucidate the following points:

    1.
    **The Significance of Nursing Research**:

    · Explore how nursing research in your selected area contributes to advancements in applied medicine.

    · Discuss the potential achievements and innovations that can arise from dedicated nursing research in this field.

    · Articulate the value and impact of such research on patient care, healthcare practices, and overall medical knowledge.

    1.
    **Research Methods and Approaches**:

    · Identify the most effective methods for conducting nursing research in your chosen area.

    · Highlight specific topics or research questions you plan to investigate.

    · Explain how these topics are relevant to your literature review and contribute to a deeper understanding of the subject.

    1.
    **Guiding Questions**:

    · What role does nursing research play in the development of applied medicine in your chosen area?

    · What are the best methods for conducting research in this field? Provide a detailed overview of your approach.

    **Additional Guidelines:**

    · Review the writing rubric carefully to ensure your essay meets the specified criteria. Minimally 3 EBP research ARTICLES are required.

    · Utilize scholarly references as per the rubric to support your topic choice and arguments. Ensure your references align with the requirements outlined in the rubric.

    · You may need to consult academic databases to gather relevant information and references for your essay.

    **## NursingTopicEssayAssignment.docx**

    Nursing Topic Essay Assignment

    **Exercise Instructions**

    **Assignment Instructions: Nursing Research Essay**

    **Objective:My area miami**

    Select a specific area of nursing that captivates your interest.
    **Compose a comprehensive essay, ranging from 300 to 500 words**, that delves into the intricacies of nursing research within your chosen area. It is recommended that you consider the topic carefully as this topic, should be the topic for your course research project: see week 4 assignments.

    Your essay should elucidate the following points:

    1.
    **The Significance of Nursing Research**:

    · Explore how nursing research in your selected area contributes to advancements in applied medicine.

    · Discuss the potential achievements and innovations that can arise from dedicated nursing research in this field.

    · Articulate the value and impact of such research on patient care, healthcare practices, and overall medical knowledge.

    1.
    **Research Methods and Approaches**:

    · Identify the most effective methods for conducting nursing research in your chosen area.

    · Highlight specific topics or research questions you plan to investigate.

    · Explain how these topics are relevant to your literature review and contribute to a deeper understanding of the subject.

    1.
    **Guiding Questions**:

    · What role does nursing research play in the development of applied medicine in your chosen area?

    · What are the best methods for conducting research in this field? Provide a detailed overview of your approach.

    **Additional Guidelines:**

    · Review the writing rubric carefully to ensure your essay meets the specified criteria. Minimally 3 EBP research ARTICLES are required.

    · Utilize scholarly references as per the rubric to support your topic choice and arguments. Ensure your references align with the requirements outlined in the rubric.

    · You may need to consult academic databases to gather relevant information and references for your essay.

  • [Solved] Discussion

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    – 2 years ago **files (3)** – ## assignment2.docx – ## assignment.docx – ## work.docx **## assignment2.docx** Assignment 2 As a leader in your field, you will likely be involved in diversity, equity, and inclusion (DEI) efforts in your organization. This will have implications for how you behave as …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (3)**

    – ## assignment2.docx

    – ## assignment.docx

    – ## work.docx

    **## assignment2.docx**

    Assignment 2

    As a leader in your field, you will likely be involved in diversity, equity, and inclusion (DEI) efforts in your organization. This will have implications for how you behave as a leader.

    Write a 350- to 525-word analysis discussing the leadership implications of embracing diversity, equity, and inclusion in the workplace. In your analysis, explain how you will establish yourself as a leader of DEI efforts using the Scholar-Practitioner-Leader model.

    Discussion 4

    Explain the difference between diversity and inclusion. As a leader, how might you further the diversity narrative or actions in your organization?

    **## assignment.docx**

    **Assignment 1**

    **Conduct** an interview with the organizational leader you selected.

    _Note_: If there are restrictions that prevent you from having a face-to-face interview, please reach out to your faculty member.

    **Include** the following questions in your interview. You can add additional questions of your own if you choose. You will be including the questions and responses in an appendix for the assessment.

    · What can leaders do to inspire teams to perform to the best of their abilities?

    · What challenges do you face in maximizing team performance? What actions do you take to alleviate these challenges?

    · What are the top 5 leadership skills for successfully building and leading teams?

    · How do excellent leaders develop followership?

    · What are some important decision-making strategies that leaders might use? Which of these strategies do you feel is most effective, and why?

    · What are some ethical concerns faced by leaders? How might you deal with these ethical concerns?

    Remember, in qualitative research, when the data from interviews are analyzed and the findings discussed, the researcher will use some quotes from interviewees to validate the discussion. You will do this in your synthesized discussion, as described below.

    _Tip_: You may find it helpful to locate a qualitative research dissertation in the
    [ProQuest Dissertations and Theses](https://library.phoenix.edu/proquest_dissertations_theses) database to gain additional insight into reporting findings and how researchers provide quotes from interviews.

    **Write** a 350- to 525-word synthesis summarizing the constructs of leadership decision-making, ethics, and followership in relationship to the Scholar-Practitioner-Leader model. Your synthesis should:

    · Describe how leaders can inspire teams to perform to the best of their abilities.

    · Explain challenges faced in maximizing team performance and how these challenges can be mitigated.

    · Summarize the top 5 leadership skills for successfully building and leading teams.

    · Describe important decision-making strategies that this leader finds effective.

    · Outline ethical concerns faced by leaders.

    · Explain how excellent leaders develop followership.

    Assignment 2

    Write a 350- to 525-word analysis discussing the leadership implications of embracing diversity, equity, and inclusion in the workplace. In your analysis, explain how you will establish yourself as a leader of DEI efforts using the Scholar-Practitioner-Leader model.

    .

    **## work.docx**

    · Discussion 1

    ·

    ·

    · Should Russ Saffold intervene to help his team handle this crisis? If so, what type of leadership action should he take, and why?

    · What leadership actions, if any, should team members take?

    · What should Russ Saffold do, if anything, to mitigate the two opposing positions regarding outsourcing of IT?

    · What characteristics of team excellence are currently lacking in this team?

    Discussion 2

    Consider your daily work life. Describe the leadership strengths or talents you rely on most. Explain the results or outcomes of using your strengths on team performance

    **Conduct** an interview with the organizational leader you selected.

    _Note_: If there are restrictions that prevent you from having a face-to-face interview, please reach out to your faculty member.

    **Include** the following questions in your interview. You can add additional questions of your own if you choose. You will be including the questions and responses in an appendix for the assessment.

    · What can leaders do to inspire teams to perform to the best of their abilities?

    · What challenges do you face in maximizing team performance? What actions do you take to alleviate these challenges?

    · What are the top 5 leadership skills for successfully building and leading teams?

    · How do excellent leaders develop followership?

    · What are some important decision-making strategies that leaders might use? Which of these strategies do you feel is most effective, and why?

    · What are some ethical concerns faced by leaders? How might you deal with these ethical concerns?

    Remember, in qualitative research, when the data from interviews are analyzed and the findings discussed, the researcher will use some quotes from interviewees to validate the discussion. You will do this in your synthesized discussion, as described below.

    _Tip_: You may find it helpful to locate a qualitative research dissertation in the
    [ProQuest Dissertations and Theses](https://library.phoenix.edu/proquest_dissertations_theses) database to gain additional insight into reporting findings and how researchers provide quotes from interviews.

    **Write** a 350- to 525-word synthesis summarizing the constructs of leadership decision-making, ethics, and followership in relationship to the Scholar-Practitioner-Leader model. Your synthesis should:

    · Describe how leaders can inspire teams to perform to the best of their abilities.

    · Explain challenges faced in maximizing team performance and how these challenges can be mitigated.

    · Summarize the top 5 leadership skills for successfully building and leading teams.

    · Describe important decision-making strategies that this leader finds effective.

    · Outline ethical concerns faced by leaders.

    · Explain how excellent leaders develop followership.

    **Support** your synthesis with information from this week’s readings and other peer-reviewed sources.

    Discussion 3

    What did you learn about yourself as an inclusive leader? How might you better develop leadership skills to be a more inclusive leader in your organization?

    Discussion 4

    Explain the difference between diversity and inclusion. As a leader, how might you further the diversity narrative or actions in your organization?

    As a leader in your field, you will likely be involved in diversity, equity, and inclusion (DEI) efforts in your organization. This will have implications for how you behave as a leader.

    Write a 350- to 525-word analysis discussing the leadership implications of embracing diversity, equity, and inclusion in the workplace. In your analysis, explain how you will establish yourself as a leader of DEI efforts using the Scholar-Practitioner-Leader model.

    .

    **## work.docx**

    · Discussion 1

    ·

    ·

    · Should Russ Saffold intervene to help his team handle this crisis? If so, what type of leadership action should he take, and why?

    · What leadership actions, if any, should team members take?

    · What should Russ Saffold do, if anything, to mitigate the two opposing positions regarding outsourcing of IT?

    · What characteristics of team excellence are currently lacking in this team?

    Discussion 2

    Consider your daily work life. Describe the leadership strengths or talents you rely on most. Explain the results or outcomes of using your strengths on team performance

    **Conduct** an interview with the organizational leader you selected.

    _Note_: If there are restrictions that prevent you from having a face-to-face interview, please reach out to your faculty member.

    **Include** the following questions in your interview. You can add additional questions of your own if you choose. You will be including the questions and responses in an appendix for the assessment.

    · What can leaders do to inspire teams to perform to the best of their abilities?

    · What challenges do you face in maximizing team performance? What actions do you take to alleviate these challenges?

    · What are the top 5 leadership skills for successfully building and leading teams?

    · How do excellent leaders develop followership?

    · What are some important decision-making strategies that leaders might use? Which of these strategies do you feel is most effective, and why?

    · What are some ethical concerns faced by leaders? How might you deal with these ethical concerns?

    Remember, in qualitative research, when the data from interviews are analyzed and the findings discussed, the researcher will use some quotes from interviewees to validate the discussion. You will do this in your synthesized discussion, as described below.

    _Tip_: You may find it helpful to locate a qualitative research dissertation in the
    [ProQuest Dissertations and Theses](https://library.phoenix.edu/proquest_dissertations_theses) database to gain additional insight into reporting findings and how researchers provide quotes from interviews.

    **Write** a 350- to 525-word synthesis summarizing the constructs of leadership decision-making, ethics, and followership in relationship to the Scholar-Practitioner-Leader model. Your synthesis should:

    · Describe how leaders can inspire teams to perform to the best of their abilities.

    · Explain challenges faced in maximizing team performance and how these challenges can be mitigated.

    · Summarize the top 5 leadership skills for successfully building and leading teams.

    · Describe important decision-making strategies that this leader finds effective.

    · Outline ethical concerns faced by leaders.

    · Explain how excellent leaders develop followership.

    **Support** your synthesis with information from this week’s readings and other peer-reviewed sources.

    Discussion 3

    What did you learn about yourself as an inclusive leader? How might you better develop leadership skills to be a more inclusive leader in your organization?

    Discussion 4

    Explain the difference between diversity and inclusion. As a leader, how might you further the diversity narrative or actions in your organization?

    As a leader in your field, you will likely be involved in diversity, equity, and inclusion (DEI) efforts in your organization. This will have implications for how you behave as a leader.

    Write a 350- to 525-word analysis discussing the leadership implications of embracing diversity, equity, and inclusion in the workplace. In your analysis, explain how you will establish yourself as a leader of DEI efforts using the Scholar-Practitioner-Leader model.

    .

    **## assignment2.docx**

    Assignment 2

    As a leader in your field, you will likely be involved in diversity, equity, and inclusion (DEI) efforts in your organization. This will have implications for how you behave as a leader.

    Write a 350- to 525-word analysis discussing the leadership implications of embracing diversity, equity, and inclusion in the workplace. In your analysis, explain how you will establish yourself as a leader of DEI efforts using the Scholar-Practitioner-Leader model.

    Discussion 4

    Explain the difference between diversity and inclusion. As a leader, how might you further the diversity narrative or actions in your organization?

    **## assignment.docx**

    **Assignment 1**

    **Conduct** an interview with the organizational leader you selected.

    _Note_: If there are restrictions that prevent you from having a face-to-face interview, please reach out to your faculty member.

    **Include** the following questions in your interview. You can add additional questions of your own if you choose. You will be including the questions and responses in an appendix for the assessment.

    · What can leaders do to inspire teams to perform to the best of their abilities?

    · What challenges do you face in maximizing team performance? What actions do you take to alleviate these challenges?

    · What are the top 5 leadership skills for successfully building and leading teams?

    · How do excellent leaders develop followership?

    · What are some important decision-making strategies that leaders might use? Which of these strategies do you feel is most effective, and why?

    · What are some ethical concerns faced by leaders? How might you deal with these ethical concerns?

    Remember, in qualitative research, when the data from interviews are analyzed and the findings discussed, the researcher will use some quotes from interviewees to validate the discussion. You will do this in your synthesized discussion, as described below.

    _Tip_: You may find it helpful to locate a qualitative research dissertation in the
    [ProQuest Dissertations and Theses](https://library.phoenix.edu/proquest_dissertations_theses) database to gain additional insight into reporting findings and how researchers provide quotes from interviews.

    **Write** a 350- to 525-word synthesis summarizing the constructs of leadership decision-making, ethics, and followership in relationship to the Scholar-Practitioner-Leader model. Your synthesis should:

    · Describe how leaders can inspire teams to perform to the best of their abilities.

    · Explain challenges faced in maximizing team performance and how these challenges can be mitigated.

    · Summarize the top 5 leadership skills for successfully building and leading teams.

    · Describe important decision-making strategies that this leader finds effective.

    · Outline ethical concerns faced by leaders.

    · Explain how excellent leaders develop followership.

    Assignment 2

    Write a 350- to 525-word analysis discussing the leadership implications of embracing diversity, equity, and inclusion in the workplace. In your analysis, explain how you will establish yourself as a leader of DEI efforts using the Scholar-Practitioner-Leader model.

    .

    **## work.docx**

    · Discussion 1

    ·

    ·

    · Should Russ Saffold intervene to help his team handle this crisis? If so, what type of leadership action should he take, and why?

    · What leadership actions, if any, should team members take?

    · What should Russ Saffold do, if anything, to mitigate the two opposing positions regarding outsourcing of IT?

    · What characteristics of team excellence are currently lacking in this team?

    Discussion 2

    Consider your daily work life. Describe the leadership strengths or talents you rely on most. Explain the results or outcomes of using your strengths on team performance

    **Conduct** an interview with the organizational leader you selected.

    _Note_: If there are restrictions that prevent you from having a face-to-face interview, please reach out to your faculty member.

    **Include** the following questions in your interview. You can add additional questions of your own if you choose. You will be including the questions and responses in an appendix for the assessment.

    · What can leaders do to inspire teams to perform to the best of their abilities?

    · What challenges do you face in maximizing team performance? What actions do you take to alleviate these challenges?

    · What are the top 5 leadership skills for successfully building and leading teams?

    · How do excellent leaders develop followership?

    · What are some important decision-making strategies that leaders might use? Which of these strategies do you feel is most effective, and why?

    · What are some ethical concerns faced by leaders? How might you deal with these ethical concerns?

    Remember, in qualitative research, when the data from interviews are analyzed and the findings discussed, the researcher will use some quotes from interviewees to validate the discussion. You will do this in your synthesized discussion, as described below.

    _Tip_: You may find it helpful to locate a qualitative research dissertation in the
    [ProQuest Dissertations and Theses](https://library.phoenix.edu/proquest_dissertations_theses) database to gain additional insight into reporting findings and how researchers provide quotes from interviews.

    **Write** a 350- to 525-word synthesis summarizing the constructs of leadership decision-making, ethics, and followership in relationship to the Scholar-Practitioner-Leader model. Your synthesis should:

    · Describe how leaders can inspire teams to perform to the best of their abilities.

    · Explain challenges faced in maximizing team performance and how these challenges can be mitigated.

    · Summarize the top 5 leadership skills for successfully building and leading teams.

    · Describe important decision-making strategies that this leader finds effective.

    · Outline ethical concerns faced by leaders.

    · Explain how excellent leaders develop followership.

    **Support** your synthesis with information from this week’s readings and other peer-reviewed sources.

    Discussion 3

    What did you learn about yourself as an inclusive leader? How might you better develop leadership skills to be a more inclusive leader in your organization?

    Discussion 4

    Explain the difference between diversity and inclusion. As a leader, how might you further the diversity narrative or actions in your organization?

    As a leader in your field, you will likely be involved in diversity, equity, and inclusion (DEI) efforts in your organization. This will have implications for how you behave as a leader.

    Write a 350- to 525-word analysis discussing the leadership implications of embracing diversity, equity, and inclusion in the workplace. In your analysis, explain how you will establish yourself as a leader of DEI efforts using the Scholar-Practitioner-Leader model.

    .

    **## assignment2.docx**

    Assignment 2

    As a leader in your field, you will likely be involved in diversity, equity, and inclusion (DEI) efforts in your organization. This will have implications for how you behave as a leader.

    Write a 350- to 525-word analysis discussing the leadership implications of embracing diversity, equity, and inclusion in the workplace. In your analysis, explain how you will establish yourself as a leader of DEI efforts using the Scholar-Practitioner-Leader model.

    Discussion 4

    Explain the difference between diversity and inclusion. As a leader, how might you further the diversity narrative or actions in your organization?

    **## assignment.docx**

    **Assignment 1**

    **Conduct** an interview with the organizational leader you selected.

    _Note_: If there are restrictions that prevent you from having a face-to-face interview, please reach out to your faculty member.

    **Include** the following questions in your interview. You can add additional questions of your own if you choose. You will be including the questions and responses in an appendix for the assessment.

    · What can leaders do to inspire teams to perform to the best of their abilities?

    · What challenges do you face in maximizing team performance? What actions do you take to alleviate these challenges?

    · What are the top 5 leadership skills for successfully building and leading teams?

    · How do excellent leaders develop followership?

    · What are some important decision-making strategies that leaders might use? Which of these strategies do you feel is most effective, and why?

    · What are some ethical concerns faced by leaders? How might you deal with these ethical concerns?

    Remember, in qualitative research, when the data from interviews are analyzed and the findings discussed, the researcher will use some quotes from interviewees to validate the discussion. You will do this in your synthesized discussion, as described below.

    _Tip_: You may find it helpful to locate a qualitative research dissertation in the
    [ProQuest Dissertations and Theses](https://library.phoenix.edu/proquest_dissertations_theses) database to gain additional insight into reporting findings and how researchers provide quotes from interviews.

    **Write** a 350- to 525-word synthesis summarizing the constructs of leadership decision-making, ethics, and followership in relationship to the Scholar-Practitioner-Leader model. Your synthesis should:

    · Describe how leaders can inspire teams to perform to the best of their abilities.

    · Explain challenges faced in maximizing team performance and how these challenges can be mitigated.

    · Summarize the top 5 leadership skills for successfully building and leading teams.

    · Describe important decision-making strategies that this leader finds effective.

    · Outline ethical concerns faced by leaders.

    · Explain how excellent leaders develop followership.

    Assignment 2

    Write a 350- to 525-word analysis discussing the leadership implications of embracing diversity, equity, and inclusion in the workplace. In your analysis, explain how you will establish yourself as a leader of DEI efforts using the Scholar-Practitioner-Leader model.

    .

    **## work.docx**

    · Discussion 1

    ·

    ·

    · Should Russ Saffold intervene to help his team handle this crisis? If so, what type of leadership action should he take, and why?

    · What leadership actions, if any, should team members take?

    · What should Russ Saffold do, if anything, to mitigate the two opposing positions regarding outsourcing of IT?

    · What characteristics of team excellence are currently lacking in this team?

    Discussion 2

    Consider your daily work life. Describe the leadership strengths or talents you rely on most. Explain the results or outcomes of using your strengths on team performance

    **Conduct** an interview with the organizational leader you selected.

    _Note_: If there are restrictions that prevent you from having a face-to-face interview, please reach out to your faculty member.

    **Include** the following questions in your interview. You can add additional questions of your own if you choose. You will be including the questions and responses in an appendix for the assessment.

    · What can leaders do to inspire teams to perform to the best of their abilities?

    · What challenges do you face in maximizing team performance? What actions do you take to alleviate these challenges?

    · What are the top 5 leadership skills for successfully building and leading teams?

    · How do excellent leaders develop followership?

    · What are some important decision-making strategies that leaders might use? Which of these strategies do you feel is most effective, and why?

    · What are some ethical concerns faced by leaders? How might you deal with these ethical concerns?

    Remember, in qualitative research, when the data from interviews are analyzed and the findings discussed, the researcher will use some quotes from interviewees to validate the discussion. You will do this in your synthesized discussion, as described below.

    _Tip_: You may find it helpful to locate a qualitative research dissertation in the
    [ProQuest Dissertations and Theses](https://library.phoenix.edu/proquest_dissertations_theses) database to gain additional insight into reporting findings and how researchers provide quotes from interviews.

    **Write** a 350- to 525-word synthesis summarizing the constructs of leadership decision-making, ethics, and followership in relationship to the Scholar-Practitioner-Leader model. Your synthesis should:

    · Describe how leaders can inspire teams to perform to the best of their abilities.

    · Explain challenges faced in maximizing team performance and how these challenges can be mitigated.

    · Summarize the top 5 leadership skills for successfully building and leading teams.

    · Describe important decision-making strategies that this leader finds effective.

    · Outline ethical concerns faced by leaders.

    · Explain how excellent leaders develop followership.

    **Support** your synthesis with information from this week’s readings and other peer-reviewed sources.

    Discussion 3

    What did you learn about yourself as an inclusive leader? How might you better develop leadership skills to be a more inclusive leader in your organization?

    Discussion 4

    Explain the difference between diversity and inclusion. As a leader, how might you further the diversity narrative or actions in your organization?

    As a leader in your field, you will likely be involved in diversity, equity, and inclusion (DEI) efforts in your organization. This will have implications for how you behave as a leader.

    Write a 350- to 525-word analysis discussing the leadership implications of embracing diversity, equity, and inclusion in the workplace. In your analysis, explain how you will establish yourself as a leader of DEI efforts using the Scholar-Practitioner-Leader model.

    .

  • [Solved] world cultures

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attachment – 2 years ago **files (3)** – ## worldculturesmodule1discussion.docx – ## worldculturesreadingandmultimedia1.docx – ## worldculturesmodule1lectuer.docx **## worldculturesmodule1discussion.docx** I **nstructions:** 1. Look up the consequences of Julius Caesar’s assassination. 2. Come…

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    see attachment

    – 2 years ago

    **files (3)**

    – ## worldculturesmodule1discussion.docx

    – ## worldculturesreadingandmultimedia1.docx

    – ## worldculturesmodule1lectuer.docx

    **## worldculturesmodule1discussion.docx**

    I
    **nstructions:**

    1. Look up the consequences of Julius Caesar’s assassination.

    2. Come up with a scenario in which Caesar wouldn’t have been assassinated.

    3. Think three possibilities of your own and explain why you think those.

    4. Submit your assignment in Word and in the space provided for this discussion.

    If you are new to Canvas, follow
    [these directionsLinks to an external site.](https://community.canvaslms.com/t5/Student-Guide/How-do-I-reply-to-a-discussion-as-a-student/ta-p/334) for participating in the discussion and to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

    **Submission Instructions:**

    · Submit your initial discussion post by 11:59 p.m. ET on Wednesday.  Then, react critically to at least two of your classmates' discussion posts by 11:59 p.m. ET on Sunday.

    · Contribute a minimum of 150 words to the initial post. It should include at least two 2 academic sources, formatted, and cited in APA.

    · Comment on at least two other students adding at least one new idea to their own scenarios.

    · Follow established
    netiquetteLinks to an external site. guidelines when participating in forums.

    **Reply**

    **## worldculturesreadingandmultimedia1.docx**

    Readings

    Bell, S., & Carpino, A. A. (Eds.). (2016). Etruscan domestic architecture, hydraulic engineering, and water management technologies: Innovations and legacy to Rome. In
    _A companion to the etruscans_ (pp. 129 – 142). John Wiley & Sons, Incorporated.
    [https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=4189531&ppg=159Links to an external site.](https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=4189531&ppg=159)

    Docter, R. F., Boussoffara, R., & Keurs, P. ter. (2015).
    _Carthage : Fact and myth_. Sidestone Press.
    [https://go.exlibris.link/FTg4Tyy5Links to an external site.](https://go.exlibris.link/FTg4Tyy5)

    Goldsworthy, A. K. (2006).
    _Caesar: Life of a colossus._ Yale University Press.
    [https://ebookcentral.proquest.com/lib/uestepr-ebooks/detail.action?docID=3420296Links to an external site.](https://ebookcentral.proquest.com/lib/uestepr-ebooks/detail.action?docID=3420296)

    Shotter, D. (2005). The final act: Antonious, Octavian and Lepidus.In
    _The fall of the roman republic_ (2nd ed., pp. 90-97). Routledge.
    [https://go.exlibris.link/2LszlGWFLinks to an external site.](https://go.exlibris.link/2LszlGWF)

    Multimedia

    BBC Worldwide Learning. (2006). Caesar (
    _Ancient Rome – The rise and fall of an empire)_ [Video]. Films On Demand.
    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=185554&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=185554&tScript=0)

    BBC Worldwide Learning. (2010).
    _Republic of virtue: Ancient worlds_[Video]. Films On Demand.
    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0)

    Eagle Rock Entertainment. (1996).
    _Ancient Rome_[Video]. Films On Demand.
    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=8684&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=8684&tScript=0)

    Films Ideas. (2003).
    _Roman/Neolithic period to modern day: Timelines of ancient civilizations_[Video]. Films On Demand.

    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=65622&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=65622&tScript=0)

    History Education. (2008).
    _Julius Caesar_ _(Rome: Rise and fall of an empire)_ [Video]. Films On Demand.
    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=43006&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=43006&tScript=0)

    Supplemental Resources

    Dunstan, W. E. (2011).
    _Ancient Rome_. Rowman & Littlefield Publishers.
    [https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=634226&query=ancient+romeLinks to an external site.](https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=634226&query=ancient+rome)

    Heather, P. (2005).
    _The fall of the Roman empire: A new history of Rome and the barbarians_. Oxford University Press.
    [https://go.exlibris.link/zpHCY9s9Links to an external site.](https://go.exlibris.link/zpHCY9s9)

    **## worldculturesmodule1lectuer.docx**

    Introduction

    After the death of Alexander in 323 B.C.E, his empire was divided among his generals. For the next few hundred years the Greek culture settled in the customs of the people it had invaded through Alexander. However, while this was happening the Roman people were starting to create their own landmark in history. Eventually, Rome conquered everything Alexander had taken before and more. The Romans were not so interested in culture itself, but in managing their business in effective ways. Rome started as a tribe and ended up being the empire that gave us law, engineering, and a will to always move forward toward their goals. Romans never gave up even when they were defeated. But there is no such thing as a Roman Empire in the present. Let us see what happened to the Romans from republic to empire, to vanishing. Some people might argue that the Romans did not vanish. They are in our architecture, in our aqueducts, in our government. They are in the fact what the Christian religion was able to use to spread its message, later conquering the empire itself.

    The village called Rome in central Italy was settled by an Iron Age tribe called the Latins. From them, the Romans inherited the Latin language which does not survive today as a common language but is used in science. The rest of Italy was settled by Etruscans, Greeks, and Phoenicians. All these cultures came at different moments through time to establish colonies in today’s Italy. The Latins absorbed the culture of other peoples. From the Etruscans, they inherited urban planning, the use of the arch and sarcophagi art (Fiero, 2020). From the Greeks: gods and goddesses, and the Classical style.

    Zucker, S. – Smarthistory. (2014).
    [https://www.flickr.com/photos/profzucker/15623415937/Links to an external site.](https://www.flickr.com/photos/profzucker/15623415937/)

    Around 509 B.C.E., the Latins overthrew Etruscan rule. There is a legend that up to this day we do not know if it is true, that a Roman woman called Lucretia was raped by the son of an Etruscan king and this made the Romans mad, and they dethroned the Etruscan king. but part of being Roman was telling these types of stories to create a sense of belonging and pride. We will see that the Romans kept using this type of heroic and honor-related stories to spread a sense of pride about being Roman.

    Butko. (2017).
    [https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpg)

    After getting rid of the Etruscan king the Romans decided to form a Res publica, a "public thing". From now on the Romans were going to take care of their own business and they started developing a cautious approach when any of the members of the community would develop too much power. We will see later how this manifested in the assassination of Julius Caesar. But the government the Romans put together was constituted by members of the patrician families. The patricians were the rich in the Roman republic. They thought that by being patrician by birth gave them the right to rule.

    The popular assembly was made up of plebeians, or members of the plebs. These were the majority. The plebeians had no power and were victim to the decisions dictated by the ruling class of patricians. It took hundreds of years but eventually the plebeians gained two elected magistrates that, although they could not be members of the senate, had the power to overturn any law proposed by the patricians. By 287 B.C.E. the plebeians gained the privilege of making laws. Eventually some of the plebeians became wealthy through their businesses but aligned with the interests of the patricians.

    | | |
    | — | — |
    | The Republic: Key Y=Terms |
    | **imperium** | The right to issue commands and to enforce them by fines, arrests, and corporal, or even capital, punishment (Kagan, et al, 2004) |
    | **patrician** | Powerful class of large landowners (Fiero, 2020) |
    | **plebeian** | More populous class of farmers and small landowners (Fiero, 2020) |
    | **consuls** | Elected magistrates selected in pairs |
    | **censor** | Identified citizens and classified them according to age and property (Kagan, et al, 2004) |
    | **senate** | Composed of Roman patricians who owned most of the land and inherited their right to be senators. No plebeians were allowed in the senate |
    | **tribunes** | Elected plebeian representatives of the plebeian tribal assembly |
    | **Struggle of the Orders** | Plebeians campaign to achieve political, legal, and social equality. It was met with violence from the patricians. After 200 years of intermittent efforts the plebeians succeeded (Kagan, et al, 2004) |
    | **The Twelve Tables** | Plebeians access to the laws. Before the Twelve Tables plebeians were subjected to arbitrary legal decisions. The Twelve Tables put the laws into writing so they couldn’t be changed at will. |

    Rome was in constant conflict with its immediate neighbors, either because they wanted to expand or because they were being invaded. As Rome expanded within Italy, it adopted different approaches toward the people they conquered. Eventually they realized that it was more effective to turn them to their side by including them in their army, giving them special participation in Rome's interests, or by giving them citizenship. Rome basically united all Italy by either negotiation or force. We could say that at this moment in history Italy was Rome, or at least it was ruled by the government settled in Rome. We must remember that even at this moment Rome still considered itself a republic.

    | | |
    | — | — |
    | The Punic Wars |
    | **B.C.E.** | |
    | **264 – 241** | **First Punic War** |
    | **238** | Rome seizes Sardinia and Corsica |
    | **221** | Hannibal takes command of Punic army in Spain |
    | **218 – 202** | **Second Punic War** |
    | **216** | Battle of Cannae |
    | **209** | Scipio takes New Carthage |
    | **202** | Battle of Zama |
    | **149 – 146** | **Third Punic War** |
    | **146** | Destruction of Carthage |

    Kagan, et al. (2004).

    As Rome took over all of Italy it dominated commerce and trade in the Mediterranean. However, there was a country named Carthage that had settled in the north of Africa, across from Rome, that was very successful in business and had established colonies in key points around the Mediterranean Sea to trade freely with them. The Phoenicians were originally from the east coast of the Mediterranean and had fled to the north of Africa. They were very successful in trading, so they became a direct competition to Rome. A series of conflict involving colonies in the south of Italy got the Romans and the Carthaginians involved in what has been called the Punic Wars. After many years the conflict ended with destruction of Carthage in 146 B.C.E.

    Now Rome did not have any more competition. From then on, Rome was the only power around the Mediterranean so they called it Mare Nostrum, our sea.  By the end of the first century B.C.E., the Roman Empire included much of present-day Europe, North Africa, and southwest Asia. To run an empire, the Romans needed to be efficient administrators. To rule by force, they needed an army that was disciplined and which became the backbone of the Empire.

    The Republic Collapses (133 – 30 B.C.E.)

    As Rome expanded, the meaning of
    _republic_ changed. Although Romans still thought they had a republic, it was starting to feel more like an empire. The army was composed of patricians and people who were wealthy enough to have their own war equipment. When the Roman army invaded a country, the soldiers got richer. So, the rich got richer and the poor, poorer. The senate members grew richer as the lands they acquired through conquering gave them also slaves which were very cheap labor. The army grew more powerful, and Rome was obliged to keep expanding continuously. The farms owned by the patricians and worked by slaves drove small farmers out of business.

    All attempts to reform the government failed. The power of making final decisions was in the hands of a corrupted senate that was not willing to give up their place. The first century B.C.E. became the age of military dictators (Fiero, 2020).

    Enters Gaius Julius Caesar

    mmarftrejo. (2010).
    [https://www.flickr.com/photos/mmarftrejo/4291237518Links to an external site.](https://www.flickr.com/photos/mmarftrejo/4291237518)

    Caesar was a patrician. But his heart, or his wit, was with the plebeians. He knew that the plebs had the numbers to get things done. Caesar was very popular among the people. He was being extremely successful in his military campaigns in Gaul (modern France), Asia Minor, and Egypt (with Cleopatra). The level of corruption in the senate was extremely influential in what Rome could achieve. Caesar was becoming too popular, big, and strong for the senate. They asked him to return to Rome, disbanding his army in the process. Caesar knew that if he returned to Rome as a common civilian he would be put on trial and his enemies would find a way to put him away, or worse.

    Caesar then paid no attention to the senate’s orders and marched on Rome crossing the Rubicon River, which was a symbolic move, but also a very dangerous one. The moment Caesar entered Roman limits with his army he became an outlaw.

    But there was no one to stop him. Pompey, who had been a friend before, and now had been assigned by the senate to fight Caesar, had left Rome with his own army because he knew he did not stand a chance against Caesar fighting inside Rome. Eventually Caesar conquered all his enemies and ended up dictator of Rome. He put together many populist reforms that won him the support of the people, but not so much of the ones in power, the senate, who were afraid of Caesar acquiring too much power. In 44 B.C.E. he was assassinated when he entered the senate by a conspiracy put together by some of the senators. The death of Caesar was a major shift in the history of ancient Rome. His grandnephew, Octavian, inherited Caesar’s empire. Octavian is the first emperor of Rome that openly controlled everything being done in the empire with a subtle, almost invisible hand that forced everyone around him to obey or else.

    **## worldculturesmodule1lectuer.docx**

    Introduction

    After the death of Alexander in 323 B.C.E, his empire was divided among his generals. For the next few hundred years the Greek culture settled in the customs of the people it had invaded through Alexander. However, while this was happening the Roman people were starting to create their own landmark in history. Eventually, Rome conquered everything Alexander had taken before and more. The Romans were not so interested in culture itself, but in managing their business in effective ways. Rome started as a tribe and ended up being the empire that gave us law, engineering, and a will to always move forward toward their goals. Romans never gave up even when they were defeated. But there is no such thing as a Roman Empire in the present. Let us see what happened to the Romans from republic to empire, to vanishing. Some people might argue that the Romans did not vanish. They are in our architecture, in our aqueducts, in our government. They are in the fact what the Christian religion was able to use to spread its message, later conquering the empire itself.

    The village called Rome in central Italy was settled by an Iron Age tribe called the Latins. From them, the Romans inherited the Latin language which does not survive today as a common language but is used in science. The rest of Italy was settled by Etruscans, Greeks, and Phoenicians. All these cultures came at different moments through time to establish colonies in today’s Italy. The Latins absorbed the culture of other peoples. From the Etruscans, they inherited urban planning, the use of the arch and sarcophagi art (Fiero, 2020). From the Greeks: gods and goddesses, and the Classical style.

    Zucker, S. – Smarthistory. (2014).
    [https://www.flickr.com/photos/profzucker/15623415937/Links to an external site.](https://www.flickr.com/photos/profzucker/15623415937/)

    Around 509 B.C.E., the Latins overthrew Etruscan rule. There is a legend that up to this day we do not know if it is true, that a Roman woman called Lucretia was raped by the son of an Etruscan king and this made the Romans mad, and they dethroned the Etruscan king. but part of being Roman was telling these types of stories to create a sense of belonging and pride. We will see that the Romans kept using this type of heroic and honor-related stories to spread a sense of pride about being Roman.

    Butko. (2017).
    [https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpg)

    After getting rid of the Etruscan king the Romans decided to form a Res publica, a "public thing". From now on the Romans were going to take care of their own business and they started developing a cautious approach when any of the members of the community would develop too much power. We will see later how this manifested in the assassination of Julius Caesar. But the government the Romans put together was constituted by members of the patrician families. The patricians were the rich in the Roman republic. They thought that by being patrician by birth gave them the right to rule.

    The popular assembly was made up of plebeians, or members of the plebs. These were the majority. The plebeians had no power and were victim to the decisions dictated by the ruling class of patricians. It took hundreds of years but eventually the plebeians gained two elected magistrates that, although they could not be members of the senate, had the power to overturn any law proposed by the patricians. By 287 B.C.E. the plebeians gained the privilege of making laws. Eventually some of the plebeians became wealthy through their businesses but aligned with the interests of the patricians.

    | | |
    | — | — |
    | The Republic: Key Y=Terms |
    | **imperium** | The right to issue commands and to enforce them by fines, arrests, and corporal, or even capital, punishment (Kagan, et al, 2004) |
    | **patrician** | Powerful class of large landowners (Fiero, 2020) |
    | **plebeian** | More populous class of farmers and small landowners (Fiero, 2020) |
    | **consuls** | Elected magistrates selected in pairs |
    | **censor** | Identified citizens and classified them according to age and property (Kagan, et al, 2004) |
    | **senate** | Composed of Roman patricians who owned most of the land and inherited their right to be senators. No plebeians were allowed in the senate |
    | **tribunes** | Elected plebeian representatives of the plebeian tribal assembly |
    | **Struggle of the Orders** | Plebeians campaign to achieve political, legal, and social equality. It was met with violence from the patricians. After 200 years of intermittent efforts the plebeians succeeded (Kagan, et al, 2004) |
    | **The Twelve Tables** | Plebeians access to the laws. Before the Twelve Tables plebeians were subjected to arbitrary legal decisions. The Twelve Tables put the laws into writing so they couldn’t be changed at will. |

    Rome was in constant conflict with its immediate neighbors, either because they wanted to expand or because they were being invaded. As Rome expanded within Italy, it adopted different approaches toward the people they conquered. Eventually they realized that it was more effective to turn them to their side by including them in their army, giving them special participation in Rome's interests, or by giving them citizenship. Rome basically united all Italy by either negotiation or force. We could say that at this moment in history Italy was Rome, or at least it was ruled by the government settled in Rome. We must remember that even at this moment Rome still considered itself a republic.

    | | |
    | — | — |
    | The Punic Wars |
    | **B.C.E.** | |
    | **264 – 241** | **First Punic War** |
    | **238** | Rome seizes Sardinia and Corsica |
    | **221** | Hannibal takes command of Punic army in Spain |
    | **218 – 202** | **Second Punic War** |
    | **216** | Battle of Cannae |
    | **209** | Scipio takes New Carthage |
    | **202** | Battle of Zama |
    | **149 – 146** | **Third Punic War** |
    | **146** | Destruction of Carthage |

    Kagan, et al. (2004).

    As Rome took over all of Italy it dominated commerce and trade in the Mediterranean. However, there was a country named Carthage that had settled in the north of Africa, across from Rome, that was very successful in business and had established colonies in key points around the Mediterranean Sea to trade freely with them. The Phoenicians were originally from the east coast of the Mediterranean and had fled to the north of Africa. They were very successful in trading, so they became a direct competition to Rome. A series of conflict involving colonies in the south of Italy got the Romans and the Carthaginians involved in what has been called the Punic Wars. After many years the conflict ended with destruction of Carthage in 146 B.C.E.

    Now Rome did not have any more competition. From then on, Rome was the only power around the Mediterranean so they called it Mare Nostrum, our sea.  By the end of the first century B.C.E., the Roman Empire included much of present-day Europe, North Africa, and southwest Asia. To run an empire, the Romans needed to be efficient administrators. To rule by force, they needed an army that was disciplined and which became the backbone of the Empire.

    The Republic Collapses (133 – 30 B.C.E.)

    As Rome expanded, the meaning of
    _republic_ changed. Although Romans still thought they had a republic, it was starting to feel more like an empire. The army was composed of patricians and people who were wealthy enough to have their own war equipment. When the Roman army invaded a country, the soldiers got richer. So, the rich got richer and the poor, poorer. The senate members grew richer as the lands they acquired through conquering gave them also slaves which were very cheap labor. The army grew more powerful, and Rome was obliged to keep expanding continuously. The farms owned by the patricians and worked by slaves drove small farmers out of business.

    All attempts to reform the government failed. The power of making final decisions was in the hands of a corrupted senate that was not willing to give up their place. The first century B.C.E. became the age of military dictators (Fiero, 2020).

    Enters Gaius Julius Caesar

    mmarftrejo. (2010).
    [https://www.flickr.com/photos/mmarftrejo/4291237518Links to an external site.](https://www.flickr.com/photos/mmarftrejo/4291237518)

    Caesar was a patrician. But his heart, or his wit, was with the plebeians. He knew that the plebs had the numbers to get things done. Caesar was very popular among the people. He was being extremely successful in his military campaigns in Gaul (modern France), Asia Minor, and Egypt (with Cleopatra). The level of corruption in the senate was extremely influential in what Rome could achieve. Caesar was becoming too popular, big, and strong for the senate. They asked him to return to Rome, disbanding his army in the process. Caesar knew that if he returned to Rome as a common civilian he would be put on trial and his enemies would find a way to put him away, or worse.

    Caesar then paid no attention to the senate’s orders and marched on Rome crossing the Rubicon River, which was a symbolic move, but also a very dangerous one. The moment Caesar entered Roman limits with his army he became an outlaw.

    But there was no one to stop him. Pompey, who had been a friend before, and now had been assigned by the senate to fight Caesar, had left Rome with his own army because he knew he did not stand a chance against Caesar fighting inside Rome. Eventually Caesar conquered all his enemies and ended up dictator of Rome. He put together many populist reforms that won him the support of the people, but not so much of the ones in power, the senate, who were afraid of Caesar acquiring too much power. In 44 B.C.E. he was assassinated when he entered the senate by a conspiracy put together by some of the senators. The death of Caesar was a major shift in the history of ancient Rome. His grandnephew, Octavian, inherited Caesar’s empire. Octavian is the first emperor of Rome that openly controlled everything being done in the empire with a subtle, almost invisible hand that forced everyone around him to obey or else.

    **## worldculturesmodule1discussion.docx**

    I
    **nstructions:**

    1. Look up the consequences of Julius Caesar’s assassination.

    2. Come up with a scenario in which Caesar wouldn’t have been assassinated.

    3. Think three possibilities of your own and explain why you think those.

    4. Submit your assignment in Word and in the space provided for this discussion.

    If you are new to Canvas, follow
    [these directionsLinks to an external site.](https://community.canvaslms.com/t5/Student-Guide/How-do-I-reply-to-a-discussion-as-a-student/ta-p/334) for participating in the discussion and to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

    **Submission Instructions:**

    · Submit your initial discussion post by 11:59 p.m. ET on Wednesday.  Then, react critically to at least two of your classmates' discussion posts by 11:59 p.m. ET on Sunday.

    · Contribute a minimum of 150 words to the initial post. It should include at least two 2 academic sources, formatted, and cited in APA.

    · Comment on at least two other students adding at least one new idea to their own scenarios.

    · Follow established
    netiquetteLinks to an external site. guidelines when participating in forums.

    **Reply**

    **## worldculturesreadingandmultimedia1.docx**

    Readings

    Bell, S., & Carpino, A. A. (Eds.). (2016). Etruscan domestic architecture, hydraulic engineering, and water management technologies: Innovations and legacy to Rome. In
    _A companion to the etruscans_ (pp. 129 – 142). John Wiley & Sons, Incorporated.
    [https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=4189531&ppg=159Links to an external site.](https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=4189531&ppg=159)

    Docter, R. F., Boussoffara, R., & Keurs, P. ter. (2015).
    _Carthage : Fact and myth_. Sidestone Press.
    [https://go.exlibris.link/FTg4Tyy5Links to an external site.](https://go.exlibris.link/FTg4Tyy5)

    Goldsworthy, A. K. (2006).
    _Caesar: Life of a colossus._ Yale University Press.
    [https://ebookcentral.proquest.com/lib/uestepr-ebooks/detail.action?docID=3420296Links to an external site.](https://ebookcentral.proquest.com/lib/uestepr-ebooks/detail.action?docID=3420296)

    Shotter, D. (2005). The final act: Antonious, Octavian and Lepidus.In
    _The fall of the roman republic_ (2nd ed., pp. 90-97). Routledge.
    [https://go.exlibris.link/2LszlGWFLinks to an external site.](https://go.exlibris.link/2LszlGWF)

    Multimedia

    BBC Worldwide Learning. (2006). Caesar (
    _Ancient Rome – The rise and fall of an empire)_ [Video]. Films On Demand.
    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=185554&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=185554&tScript=0)

    BBC Worldwide Learning. (2010).
    _Republic of virtue: Ancient worlds_[Video]. Films On Demand.
    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0)

    Eagle Rock Entertainment. (1996).
    _Ancient Rome_[Video]. Films On Demand.
    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=8684&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=8684&tScript=0)

    Films Ideas. (2003).
    _Roman/Neolithic period to modern day: Timelines of ancient civilizations_[Video]. Films On Demand.

    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=65622&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=65622&tScript=0)

    History Education. (2008).
    _Julius Caesar_ _(Rome: Rise and fall of an empire)_ [Video]. Films On Demand.
    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=43006&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=43006&tScript=0)

    Supplemental Resources

    Dunstan, W. E. (2011).
    _Ancient Rome_. Rowman & Littlefield Publishers.
    [https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=634226&query=ancient+romeLinks to an external site.](https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=634226&query=ancient+rome)

    Heather, P. (2005).
    _The fall of the Roman empire: A new history of Rome and the barbarians_. Oxford University Press.
    [https://go.exlibris.link/zpHCY9s9Links to an external site.](https://go.exlibris.link/zpHCY9s9)

    **## worldculturesmodule1lectuer.docx**

    Introduction

    After the death of Alexander in 323 B.C.E, his empire was divided among his generals. For the next few hundred years the Greek culture settled in the customs of the people it had invaded through Alexander. However, while this was happening the Roman people were starting to create their own landmark in history. Eventually, Rome conquered everything Alexander had taken before and more. The Romans were not so interested in culture itself, but in managing their business in effective ways. Rome started as a tribe and ended up being the empire that gave us law, engineering, and a will to always move forward toward their goals. Romans never gave up even when they were defeated. But there is no such thing as a Roman Empire in the present. Let us see what happened to the Romans from republic to empire, to vanishing. Some people might argue that the Romans did not vanish. They are in our architecture, in our aqueducts, in our government. They are in the fact what the Christian religion was able to use to spread its message, later conquering the empire itself.

    The village called Rome in central Italy was settled by an Iron Age tribe called the Latins. From them, the Romans inherited the Latin language which does not survive today as a common language but is used in science. The rest of Italy was settled by Etruscans, Greeks, and Phoenicians. All these cultures came at different moments through time to establish colonies in today’s Italy. The Latins absorbed the culture of other peoples. From the Etruscans, they inherited urban planning, the use of the arch and sarcophagi art (Fiero, 2020). From the Greeks: gods and goddesses, and the Classical style.

    Zucker, S. – Smarthistory. (2014).
    [https://www.flickr.com/photos/profzucker/15623415937/Links to an external site.](https://www.flickr.com/photos/profzucker/15623415937/)

    Around 509 B.C.E., the Latins overthrew Etruscan rule. There is a legend that up to this day we do not know if it is true, that a Roman woman called Lucretia was raped by the son of an Etruscan king and this made the Romans mad, and they dethroned the Etruscan king. but part of being Roman was telling these types of stories to create a sense of belonging and pride. We will see that the Romans kept using this type of heroic and honor-related stories to spread a sense of pride about being Roman.

    Butko. (2017).
    [https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpg)

    After getting rid of the Etruscan king the Romans decided to form a Res publica, a "public thing". From now on the Romans were going to take care of their own business and they started developing a cautious approach when any of the members of the community would develop too much power. We will see later how this manifested in the assassination of Julius Caesar. But the government the Romans put together was constituted by members of the patrician families. The patricians were the rich in the Roman republic. They thought that by being patrician by birth gave them the right to rule.

    The popular assembly was made up of plebeians, or members of the plebs. These were the majority. The plebeians had no power and were victim to the decisions dictated by the ruling class of patricians. It took hundreds of years but eventually the plebeians gained two elected magistrates that, although they could not be members of the senate, had the power to overturn any law proposed by the patricians. By 287 B.C.E. the plebeians gained the privilege of making laws. Eventually some of the plebeians became wealthy through their businesses but aligned with the interests of the patricians.

    | | |
    | — | — |
    | The Republic: Key Y=Terms |
    | **imperium** | The right to issue commands and to enforce them by fines, arrests, and corporal, or even capital, punishment (Kagan, et al, 2004) |
    | **patrician** | Powerful class of large landowners (Fiero, 2020) |
    | **plebeian** | More populous class of farmers and small landowners (Fiero, 2020) |
    | **consuls** | Elected magistrates selected in pairs |
    | **censor** | Identified citizens and classified them according to age and property (Kagan, et al, 2004) |
    | **senate** | Composed of Roman patricians who owned most of the land and inherited their right to be senators. No plebeians were allowed in the senate |
    | **tribunes** | Elected plebeian representatives of the plebeian tribal assembly |
    | **Struggle of the Orders** | Plebeians campaign to achieve political, legal, and social equality. It was met with violence from the patricians. After 200 years of intermittent efforts the plebeians succeeded (Kagan, et al, 2004) |
    | **The Twelve Tables** | Plebeians access to the laws. Before the Twelve Tables plebeians were subjected to arbitrary legal decisions. The Twelve Tables put the laws into writing so they couldn’t be changed at will. |

    Rome was in constant conflict with its immediate neighbors, either because they wanted to expand or because they were being invaded. As Rome expanded within Italy, it adopted different approaches toward the people they conquered. Eventually they realized that it was more effective to turn them to their side by including them in their army, giving them special participation in Rome's interests, or by giving them citizenship. Rome basically united all Italy by either negotiation or force. We could say that at this moment in history Italy was Rome, or at least it was ruled by the government settled in Rome. We must remember that even at this moment Rome still considered itself a republic.

    | | |
    | — | — |
    | The Punic Wars |
    | **B.C.E.** | |
    | **264 – 241** | **First Punic War** |
    | **238** | Rome seizes Sardinia and Corsica |
    | **221** | Hannibal takes command of Punic army in Spain |
    | **218 – 202** | **Second Punic War** |
    | **216** | Battle of Cannae |
    | **209** | Scipio takes New Carthage |
    | **202** | Battle of Zama |
    | **149 – 146** | **Third Punic War** |
    | **146** | Destruction of Carthage |

    Kagan, et al. (2004).

    As Rome took over all of Italy it dominated commerce and trade in the Mediterranean. However, there was a country named Carthage that had settled in the north of Africa, across from Rome, that was very successful in business and had established colonies in key points around the Mediterranean Sea to trade freely with them. The Phoenicians were originally from the east coast of the Mediterranean and had fled to the north of Africa. They were very successful in trading, so they became a direct competition to Rome. A series of conflict involving colonies in the south of Italy got the Romans and the Carthaginians involved in what has been called the Punic Wars. After many years the conflict ended with destruction of Carthage in 146 B.C.E.

    Now Rome did not have any more competition. From then on, Rome was the only power around the Mediterranean so they called it Mare Nostrum, our sea.  By the end of the first century B.C.E., the Roman Empire included much of present-day Europe, North Africa, and southwest Asia. To run an empire, the Romans needed to be efficient administrators. To rule by force, they needed an army that was disciplined and which became the backbone of the Empire.

    The Republic Collapses (133 – 30 B.C.E.)

    As Rome expanded, the meaning of
    _republic_ changed. Although Romans still thought they had a republic, it was starting to feel more like an empire. The army was composed of patricians and people who were wealthy enough to have their own war equipment. When the Roman army invaded a country, the soldiers got richer. So, the rich got richer and the poor, poorer. The senate members grew richer as the lands they acquired through conquering gave them also slaves which were very cheap labor. The army grew more powerful, and Rome was obliged to keep expanding continuously. The farms owned by the patricians and worked by slaves drove small farmers out of business.

    All attempts to reform the government failed. The power of making final decisions was in the hands of a corrupted senate that was not willing to give up their place. The first century B.C.E. became the age of military dictators (Fiero, 2020).

    Enters Gaius Julius Caesar

    mmarftrejo. (2010).
    [https://www.flickr.com/photos/mmarftrejo/4291237518Links to an external site.](https://www.flickr.com/photos/mmarftrejo/4291237518)

    Caesar was a patrician. But his heart, or his wit, was with the plebeians. He knew that the plebs had the numbers to get things done. Caesar was very popular among the people. He was being extremely successful in his military campaigns in Gaul (modern France), Asia Minor, and Egypt (with Cleopatra). The level of corruption in the senate was extremely influential in what Rome could achieve. Caesar was becoming too popular, big, and strong for the senate. They asked him to return to Rome, disbanding his army in the process. Caesar knew that if he returned to Rome as a common civilian he would be put on trial and his enemies would find a way to put him away, or worse.

    Caesar then paid no attention to the senate’s orders and marched on Rome crossing the Rubicon River, which was a symbolic move, but also a very dangerous one. The moment Caesar entered Roman limits with his army he became an outlaw.

    But there was no one to stop him. Pompey, who had been a friend before, and now had been assigned by the senate to fight Caesar, had left Rome with his own army because he knew he did not stand a chance against Caesar fighting inside Rome. Eventually Caesar conquered all his enemies and ended up dictator of Rome. He put together many populist reforms that won him the support of the people, but not so much of the ones in power, the senate, who were afraid of Caesar acquiring too much power. In 44 B.C.E. he was assassinated when he entered the senate by a conspiracy put together by some of the senators. The death of Caesar was a major shift in the history of ancient Rome. His grandnephew, Octavian, inherited Caesar’s empire. Octavian is the first emperor of Rome that openly controlled everything being done in the empire with a subtle, almost invisible hand that forced everyone around him to obey or else.

    **## worldculturesmodule1discussion.docx**

    I
    **nstructions:**

    1. Look up the consequences of Julius Caesar’s assassination.

    2. Come up with a scenario in which Caesar wouldn’t have been assassinated.

    3. Think three possibilities of your own and explain why you think those.

    4. Submit your assignment in Word and in the space provided for this discussion.

    If you are new to Canvas, follow
    [these directionsLinks to an external site.](https://community.canvaslms.com/t5/Student-Guide/How-do-I-reply-to-a-discussion-as-a-student/ta-p/334) for participating in the discussion and to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

    **Submission Instructions:**

    · Submit your initial discussion post by 11:59 p.m. ET on Wednesday.  Then, react critically to at least two of your classmates' discussion posts by 11:59 p.m. ET on Sunday.

    · Contribute a minimum of 150 words to the initial post. It should include at least two 2 academic sources, formatted, and cited in APA.

    · Comment on at least two other students adding at least one new idea to their own scenarios.

    · Follow established
    netiquetteLinks to an external site. guidelines when participating in forums.

    **Reply**

    **## worldculturesreadingandmultimedia1.docx**

    Readings

    Bell, S., & Carpino, A. A. (Eds.). (2016). Etruscan domestic architecture, hydraulic engineering, and water management technologies: Innovations and legacy to Rome. In
    _A companion to the etruscans_ (pp. 129 – 142). John Wiley & Sons, Incorporated.
    [https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=4189531&ppg=159Links to an external site.](https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=4189531&ppg=159)

    Docter, R. F., Boussoffara, R., & Keurs, P. ter. (2015).
    _Carthage : Fact and myth_. Sidestone Press.
    [https://go.exlibris.link/FTg4Tyy5Links to an external site.](https://go.exlibris.link/FTg4Tyy5)

    Goldsworthy, A. K. (2006).
    _Caesar: Life of a colossus._ Yale University Press.
    [https://ebookcentral.proquest.com/lib/uestepr-ebooks/detail.action?docID=3420296Links to an external site.](https://ebookcentral.proquest.com/lib/uestepr-ebooks/detail.action?docID=3420296)

    Shotter, D. (2005). The final act: Antonious, Octavian and Lepidus.In
    _The fall of the roman republic_ (2nd ed., pp. 90-97). Routledge.
    [https://go.exlibris.link/2LszlGWFLinks to an external site.](https://go.exlibris.link/2LszlGWF)

    Multimedia

    BBC Worldwide Learning. (2006). Caesar (
    _Ancient Rome – The rise and fall of an empire)_ [Video]. Films On Demand.
    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=185554&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=185554&tScript=0)

    BBC Worldwide Learning. (2010).
    _Republic of virtue: Ancient worlds_[Video]. Films On Demand.
    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=55138&tScript=0)

    Eagle Rock Entertainment. (1996).
    _Ancient Rome_[Video]. Films On Demand.
    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=8684&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=8684&tScript=0)

    Films Ideas. (2003).
    _Roman/Neolithic period to modern day: Timelines of ancient civilizations_[Video]. Films On Demand.

    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=65622&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=65622&tScript=0)

    History Education. (2008).
    _Julius Caesar_ _(Rome: Rise and fall of an empire)_ [Video]. Films On Demand.
    [https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=43006&tScript=0Links to an external site.](https://fod-infobase-com.librarylogin.uagm.edu/p_ViewVideo.aspx?xtid=43006&tScript=0)

    Supplemental Resources

    Dunstan, W. E. (2011).
    _Ancient Rome_. Rowman & Littlefield Publishers.
    [https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=634226&query=ancient+romeLinks to an external site.](https://ebookcentral.proquest.com/lib/uestepr-ebooks/reader.action?docID=634226&query=ancient+rome)

    Heather, P. (2005).
    _The fall of the Roman empire: A new history of Rome and the barbarians_. Oxford University Press.
    [https://go.exlibris.link/zpHCY9s9Links to an external site.](https://go.exlibris.link/zpHCY9s9)

    **## worldculturesmodule1lectuer.docx**

    Introduction

    After the death of Alexander in 323 B.C.E, his empire was divided among his generals. For the next few hundred years the Greek culture settled in the customs of the people it had invaded through Alexander. However, while this was happening the Roman people were starting to create their own landmark in history. Eventually, Rome conquered everything Alexander had taken before and more. The Romans were not so interested in culture itself, but in managing their business in effective ways. Rome started as a tribe and ended up being the empire that gave us law, engineering, and a will to always move forward toward their goals. Romans never gave up even when they were defeated. But there is no such thing as a Roman Empire in the present. Let us see what happened to the Romans from republic to empire, to vanishing. Some people might argue that the Romans did not vanish. They are in our architecture, in our aqueducts, in our government. They are in the fact what the Christian religion was able to use to spread its message, later conquering the empire itself.

    The village called Rome in central Italy was settled by an Iron Age tribe called the Latins. From them, the Romans inherited the Latin language which does not survive today as a common language but is used in science. The rest of Italy was settled by Etruscans, Greeks, and Phoenicians. All these cultures came at different moments through time to establish colonies in today’s Italy. The Latins absorbed the culture of other peoples. From the Etruscans, they inherited urban planning, the use of the arch and sarcophagi art (Fiero, 2020). From the Greeks: gods and goddesses, and the Classical style.

    Zucker, S. – Smarthistory. (2014).
    [https://www.flickr.com/photos/profzucker/15623415937/Links to an external site.](https://www.flickr.com/photos/profzucker/15623415937/)

    Around 509 B.C.E., the Latins overthrew Etruscan rule. There is a legend that up to this day we do not know if it is true, that a Roman woman called Lucretia was raped by the son of an Etruscan king and this made the Romans mad, and they dethroned the Etruscan king. but part of being Roman was telling these types of stories to create a sense of belonging and pride. We will see that the Romans kept using this type of heroic and honor-related stories to spread a sense of pride about being Roman.

    Butko. (2017).
    [https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpgLinks to an external site.](https://commons.wikimedia.org/wiki/File:Temple_of_Saturn,_Roman_Forum,_Rome_(39026371221).jpg)

    After getting rid of the Etruscan king the Romans decided to form a Res publica, a "public thing". From now on the Romans were going to take care of their own business and they started developing a cautious approach when any of the members of the community would develop too much power. We will see later how this manifested in the assassination of Julius Caesar. But the government the Romans put together was constituted by members of the patrician families. The patricians were the rich in the Roman republic. They thought that by being patrician by birth gave them the right to rule.

    The popular assembly was made up of plebeians, or members of the plebs. These were the majority. The plebeians had no power and were victim to the decisions dictated by the ruling class of patricians. It took hundreds of years but eventually the plebeians gained two elected magistrates that, although they could not be members of the senate, had the power to overturn any law proposed by the patricians. By 287 B.C.E. the plebeians gained the privilege of making laws. Eventually some of the plebeians became wealthy through their businesses but aligned with the interests of the patricians.

    | | |
    | — | — |
    | The Republic: Key Y=Terms |
    | **imperium** | The right to issue commands and to enforce them by fines, arrests, and corporal, or even capital, punishment (Kagan, et al, 2004) |
    | **patrician** | Powerful class of large landowners (Fiero, 2020) |
    | **plebeian** | More populous class of farmers and small landowners (Fiero, 2020) |
    | **consuls** | Elected magistrates selected in pairs |
    | **censor** | Identified citizens and classified them according to age and property (Kagan, et al, 2004) |
    | **senate** | Composed of Roman patricians who owned most of the land and inherited their right to be senators. No plebeians were allowed in the senate |
    | **tribunes** | Elected plebeian representatives of the plebeian tribal assembly |
    | **Struggle of the Orders** | Plebeians campaign to achieve political, legal, and social equality. It was met with violence from the patricians. After 200 years of intermittent efforts the plebeians succeeded (Kagan, et al, 2004) |
    | **The Twelve Tables** | Plebeians access to the laws. Before the Twelve Tables plebeians were subjected to arbitrary legal decisions. The Twelve Tables put the laws into writing so they couldn’t be changed at will. |

    Rome was in constant conflict with its immediate neighbors, either because they wanted to expand or because they were being invaded. As Rome expanded within Italy, it adopted different approaches toward the people they conquered. Eventually they realized that it was more effective to turn them to their side by including them in their army, giving them special participation in Rome's interests, or by giving them citizenship. Rome basically united all Italy by either negotiation or force. We could say that at this moment in history Italy was Rome, or at least it was ruled by the government settled in Rome. We must remember that even at this moment Rome still considered itself a republic.

    | | |
    | — | — |
    | The Punic Wars |
    | **B.C.E.** | |
    | **264 – 241** | **First Punic War** |
    | **238** | Rome seizes Sardinia and Corsica |
    | **221** | Hannibal takes command of Punic army in Spain |
    | **218 – 202** | **Second Punic War** |
    | **216** | Battle of Cannae |
    | **209** | Scipio takes New Carthage |
    | **202** | Battle of Zama |
    | **149 – 146** | **Third Punic War** |
    | **146** | Destruction of Carthage |

    Kagan, et al. (2004).

    As Rome took over all of Italy it dominated commerce and trade in the Mediterranean. However, there was a country named Carthage that had settled in the north of Africa, across from Rome, that was very successful in business and had established colonies in key points around the Mediterranean Sea to trade freely with them. The Phoenicians were originally from the east coast of the Mediterranean and had fled to the north of Africa. They were very successful in trading, so they became a direct competition to Rome. A series of conflict involving colonies in the south of Italy got the Romans and the Carthaginians involved in what has been called the Punic Wars. After many years the conflict ended with destruction of Carthage in 146 B.C.E.

    Now Rome did not have any more competition. From then on, Rome was the only power around the Mediterranean so they called it Mare Nostrum, our sea.  By the end of the first century B.C.E., the Roman Empire included much of present-day Europe, North Africa, and southwest Asia. To run an empire, the Romans needed to be efficient administrators. To rule by force, they needed an army that was disciplined and which became the backbone of the Empire.

    The Republic Collapses (133 – 30 B.C.E.)

    As Rome expanded, the meaning of
    _republic_ changed. Although Romans still thought they had a republic, it was starting to feel more like an empire. The army was composed of patricians and people who were wealthy enough to have their own war equipment. When the Roman army invaded a country, the soldiers got richer. So, the rich got richer and the poor, poorer. The senate members grew richer as the lands they acquired through conquering gave them also slaves which were very cheap labor. The army grew more powerful, and Rome was obliged to keep expanding continuously. The farms owned by the patricians and worked by slaves drove small farmers out of business.

    All attempts to reform the government failed. The power of making final decisions was in the hands of a corrupted senate that was not willing to give up their place. The first century B.C.E. became the age of military dictators (Fiero, 2020).

    Enters Gaius Julius Caesar

    mmarftrejo. (2010).
    [https://www.flickr.com/photos/mmarftrejo/4291237518Links to an external site.](https://www.flickr.com/photos/mmarftrejo/4291237518)

    Caesar was a patrician. But his heart, or his wit, was with the plebeians. He knew that the plebs had the numbers to get things done. Caesar was very popular among the people. He was being extremely successful in his military campaigns in Gaul (modern France), Asia Minor, and Egypt (with Cleopatra). The level of corruption in the senate was extremely influential in what Rome could achieve. Caesar was becoming too popular, big, and strong for the senate. They asked him to return to Rome, disbanding his army in the process. Caesar knew that if he returned to Rome as a common civilian he would be put on trial and his enemies would find a way to put him away, or worse.

    Caesar then paid no attention to the senate’s orders and marched on Rome crossing the Rubicon River, which was a symbolic move, but also a very dangerous one. The moment Caesar entered Roman limits with his army he became an outlaw.

    But there was no one to stop him. Pompey, who had been a friend before, and now had been assigned by the senate to fight Caesar, had left Rome with his own army because he knew he did not stand a chance against Caesar fighting inside Rome. Eventually Caesar conquered all his enemies and ended up dictator of Rome. He put together many populist reforms that won him the support of the people, but not so much of the ones in power, the senate, who were afraid of Caesar acquiring too much power. In 44 B.C.E. he was assassinated when he entered the senate by a conspiracy put together by some of the senators. The death of Caesar was a major shift in the history of ancient Rome. His grandnephew, Octavian, inherited Caesar’s empire. Octavian is the first emperor of Rome that openly controlled everything being done in the empire with a subtle, almost invisible hand that forced everyone around him to obey or else.

  • [Solved] Cloud Computing

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Many organizations have adopted cloud computing. In this assignment, you will research cloud computing and explore its advantages and disadvantages. You will also consider best practices for adopting cloud computing, selecting a particular cloud computing service model, and assessing and mitigating …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    Many organizations have adopted cloud computing. In this assignment, you will research cloud computing and explore its advantages and disadvantages. You will also consider best practices for adopting cloud computing, selecting a particular cloud computing service model, and assessing and mitigating security risks.

    For your research, please consult Chapters 13 and 14 of your textbook and these articles:

    – " [A Brief Review: Security Issues in Cloud Computing and Their Solutions](http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=138666095&site=eds-live&scope=site)."
    – " [Cloud Computing Security Risks: Identification and Assessment](http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=139240729&site=eds-live&scope=site)."
    – " [Cloud Computing – Recent Trends in Information Technology](http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=136460620&site=eds-live&scope=site)."

    **Note:** If you wish you may consult additional articles, but this is not required.

    ## **Requirements**

    Specifically, you will write a 3-4 page paper in which you:

    1. Outline the planning process that needs to be in place before adopting cloud computing.
    – Be sure to identify the stakeholders who need to be involved and the discussions that need to take place.
    2. Evaluate the advantages and disadvantages of cloud computing.
    3. Describe the methodology you would use to select a cloud computing service model.
    4. Review the security risks and mitigation activities that need to take place before adopting cloud computing.
    5. Go to [Basic Search: Strayer University Online Library](https://research.strayer.edu/) to locate and integrate into the assignment at least three quality, peer-reviewed academic resources, written within the past five years.

    – Include your textbook as one of your resources.
    – Wikipedia and similar websites do not qualify as quality resources.

    ## **Formatting**

    This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the [Library site](https://library.strayer.edu/sws) for all support. Check with your professor for any additional instructions.

    ## **Learning Outcomes**

    The specific course learning outcome associated with this assignment is:

    – Review the basic security implications of modern computing environments.

    – [\
    \
    EBSCO-FullText-03_12_20251.pdf](https://www.sweetstudy.com/files/ebsco-fulltext-03-12-20251-pdf "EBSCO-FullText-03_12_20251.pdf")
    – [\
    \
    EBSCO-FullText-03_12_2025.pdf](https://www.sweetstudy.com/files/ebsco-fulltext-03-12-2025-pdf "EBSCO-FullText-03_12_2025.pdf")

    – 2 years ago

  • [Solved] english

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attachment – 2 years ago **files (3)** – ## englishlecture12.docx – ## englishlecture11.docx – englishcmodule1assignmenttopicoutline.docx **## englishlecture12.docx** CRAAP Test: Is Your Source Worthy of Inclusion in Your Essay Research? If you want to succeed at your assignments or research, yo…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    see attachment

    – 2 years ago

    **files (3)**

    – ## englishlecture12.docx

    – ## englishlecture11.docx

    – englishcmodule1assignmenttopicoutline.docx

    **## englishlecture12.docx**

    CRAAP Test: Is Your Source Worthy of Inclusion in Your Essay Research?

    If you want to succeed at your assignments or research, you should only use quality information. Use the following criteria, also known as the
    CRAAP Test, to evaluate any information source critically.

    [Video: Evaluating SourcesLinks to an external site.](https://www.youtube.com/watch?v=EyMT08mD7Ds)

    Western University. (2012, January 13).
    _Evaluating sources_. [Video]. YouTube. https://www.youtube.com/watch?v=EyMT08mD7Ds

    Academic Integrity and Plagiarism

    Academic Integrity-University Code of Conduct

    Academic honesty is fundamental in an educational environment. Instructors expect students to fulfill their academic obligations through honest and independent effort. Students need to demonstrate academic integrity: the respectful and truthful attribution of credit to those who have provided words and ideas that are used in research assignments.

    Plagiarism

    Plagiarism uses other people’s ideas, words, theories, illustrations or graphics, opinions, or facts without giving credit. Plagiarism is treated seriously and is part of the university code of conduct because it is seen as academic misconduct or simply cheating.

    Follow these rules to avoid plagiarism:

    1.
    **Cite Sources:** cite sources using APA Style citations in TWO places:

    ·

    · An “in-text citation” includes brief information a reader will need to find the complete reference in your list of sources within the paragraphs.

    · In a “References” or “Bibliography” page at the end of the paper. Check this link for further details:
    [General FormatLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

    2.
    **Include Quotations:** use a word-for-word duplication of an author’s original writing. See the Purdue University’s
    [Handout: Quoting OthersLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

    3.
    **Paraphrase:** Restate sources’ ideas using your voice and credit the source. See Purdue University’s
    [Paraphrase: Write It in Your Own WordsLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

    4.
    **Present Own Ideas**: Express the meaning of something written or spoken using different words. Students’ ideas, informed by research, are what professors look for. It’s the student’s voice that matters to the professor. See:
    [Synthesis of Your Own IdeasLinks to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

    5.
    **Use a Plagiarism Checker:** For example, the Blackboard SafeAssign tool compares submitted assignments against a set of academic papers to identify areas of overlap between the submitted assignment and existing works. See:
    [Submit an assignment using SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

    Practice

    Click on the alternative that did NOT plagiarize information from the original text. Alternatively,
    [click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724?wrap=1) [Download click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724/download?download_frd=1).

    Creating a Safe Environment

    In this course, you will need to have open and respectful discourse with your classmates regarding various topics, including giving and receiving feedback. Keep a growth mindset when giving and receiving feedback so that you can apply any suggested revisions to your assignments. Remember that keeping an open mind and seeing things from different perspectives is key to growth. Therefore, it will be essential to create a safe environment where everyone can share their thoughts and opinions.

    These general etiquette rules serve as guidelines for online class discussions.

    1.
    **Think and edit before you post.** Make sure that your comment is accurate, appropriate, and precise.

    2.
    **DON’T SHOUT: TYPING IN ALL CAPS IS AGGRESSIVE**. If you are constantly using exclamation marks, you can sound disingenuous!

    3.
    **Participate, but don’t dominate.** Dare to initiate a discussion. Everyone has an equal chance to share. It generally helps to read the entire thread before replying. This way, you won’t restate points already made and contribute new information to the discussion.

    4.
    **Cite your sources.** Refer to the class readings & previous lectures in your discussion posts and credit the source.

    **References**

    Blackboard. (n.d.).
    _Submit with SafeAssign_.
    [https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

    Ohio State University. (n.d.).
    _Synthesis of your own ideas_. Lumen Learning.
    [https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/Links to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

    Purdue Online Writing Lab. (n.d.).
    _General format_. Purdue Writing Lab.
    [https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

    Purdue Online Writing Lab. (n.d.).
    _Handout: Quoting others_. Purdue Writing Lab.
    [https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.htmlLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

    Purdue Online Writing Lab. (n.d.).
    _Paraphrasing: Write it in your own words_. Purdue Writing Lab.
    [https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

    Stone, E. A., & Charlson, M. (2021).
    _The better college essay: From start to finish_. City Limits Publishing.

    Turabian, K. L. (2019).
    _Student`s guide to writing college papers_(5th ed.). University of Chicago Press.

    **## englishlecture11.docx**

    Reading as a Foundation

    Close Reading as a Strategy: "Reading Out Of" a Text Rather Than "Reading Into" It

    Close reading is the technique of carefully reading and analyzing a passage to understand its meaning, what it suggests, and how it connects to its context.

    There are several strategies for getting to a meaningful close reading:

    1. Taking Notes

             How are words used? If the same term appears at the beginning and end, does it mean different things in both places?

    ·

    ·
    **Practice**

    · Read the following article:
    [Here's How Isaac Newton Remembered Everything He ReadLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html).

    · Then, answer: which Isaac Newton's notetaking technique helps you remember what you have read? Explain and provide an example.

    Mochari, I. (2015).
    _Here's How Isaac Newton Remembered Everything He Read_. INC. https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html
    [Links to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

    2. Analyzing a Passage

              (especially the use of words)

    ·

    ·  Tips for analyzing the terms:

    · Narrative Voice

    · Who is speaking in this passage?

    · What narrative perspective is being used in this passage?

    · What characters does it give you access to?

    · Tone:

    · Is the speaker being direct, factual, open?

    · Does the voice carry any emotion? Or is it detached from its subject?

    · Do you hear irony (what is said is different from what is meant)? If so, where?

    · Rhetorical and Literary devices:

    · Do you notice any figurative language, such as metaphors and similes?

    · Do you observe any imagery?

    · Are the language and sentences sound important (e.g., rhyme, repetition, choppy or long sentences)?

    · What is the effect of the literary devices and techniques? (e.g., do they add emphasis or connect key ideas?)

    3. Constructing a Descriptive Thesis

    Construct a summary that answers: HOW was the language used in the passage.? For example, you could argue that a passage uses short, simple sentences or that it uses irony or a combination of these things.

    4. Construct an Argument About the Passage

    Construct a thesis that answers: WHY is the language used in this way (or ways)?

    ·

    · Why might the author be using intellectual, elaborate, or plain words?

    · Why might the author be using complicated or simple sentences?

    · Who is the narrator? Why are we given access to the consciousness of these particular characters? Why not others?

    · What might the images represent? Is there a common theme?

    · Why might the tone of the passage be emotional (or detached)?

    **Practice Close Reading Skills**

    ·

    · Apply the close reading strategies on this table with guide questions to create a one-page analysis of the article
    [COVID pounded nursing homes in a series of deadly outbreaks, says new reportLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html) by Edward Sherman.

    | | |
    | — | — |
    | Applying Closed Reading Strategies |
    | **Close Reading Strategies** |
    | **Strategy** | **Your Answers** |
    | **Taking Notes:** How are words used? | |
    | **Analyzing the passage:** What narrative, voice, tone, and literary device does the author use? | |
    | **Constructing a descriptive thesis:** How was the language used in the passage? | |
    | **Constructing an argument about the passage:** Why was the language used in a particular way? | |

    Check your understanding:
    [Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493?wrap=1) [Download Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493/download?download_frd=1)

    5. Developing an Outline Based on Your Thesis, Examples, and Analysis

    Outlining is an excellent way to plan how to organize an essay and be sure you are on the right track and are working in an organized manner. It helps you distinguish between ideas that are of equal importance and ones that are of lesser importance. You build your paper based on the framework created by the outline. There are two types of formal outlines: the topic outline and the sentence outline. This module focuses on the topic outline. Microsoft Word can make outlines.

    See this post for instructions:
    [How to Make and Format an Outline in Microsoft WordLinks to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

    Carver, M. (2017).
    _How can I create an outline in Word easily?_ Maranatha Christian Academy. https://helpdesk.ma-kc.org/hc/en-us/articles/115002411287-How-can-I-create-an-outline-in-Word-easily-

           Here is an example of an outline:

    Additional Resource

    Create an Outline from Scratch

    In Word, outlines are also called multilevel lists. The following steps show how to write a new outline from scratch.

    Click
    **Home** and, in the
    **Paragraph group**, click the arrow next to
    **Multilevel List**.

    1. Choose an outline style from the
    **List Library**. Point to each outline style in the library to view all the levels for the style.

    2. Start typing to begin the list. Press Enter when you finish the line to start a new line.

    3. To start a new list level, press the Tab key and begin typing

    4. Press Enter to return to the previous list level.

    **Tips:**

    · When you start a paragraph with an asterisk and a space (
    ***** ) or with number 1 and a period (
    **1**.), Word displays the
    **AutoCorrect Options** button and begins building a bulleted or numbered list. If you don't want a bulleted or numbered list, click the
    **AutoCorrect Options** button and click
    **Stop Automatically Creating Bulleted Lists** or
    **Stop Automatically Creating Numbered Lists**.

    **References**

    Aquino-Cutcher, A., Asplin, W., Bohlke, D., & Lambert, J. (2015).
    _Final draft: Final draft level 3 student's book_. Cambridge University Press.

    Inoshita, A., Garland, K., Sims, K., Tsutsui, J. K., & Williams, T. (2019).
    _English composition: Connect, collaborate, communicate._ University of Hawai’i at Manoa Outreach College.

    Joy, S. (2023, November 1).
    _How to make and format an outline in Microsoft Word._ Envato Tuts.
    [https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084Links to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

    Mochari, I. (2015, October 19).
    _Here's how Isaac Newton remembered everything he read. The scientific genius had very specific habits when he pored over books in his favorite library._ Inc.
    [https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.htmlLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

    Sherman, T. (2021, May 27).
    _COVID pounded nursing homes in a series of deadly outbreaks, says new report_. Nj.
    [https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.htmlLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html)

    **englishcmodule1assignmenttopicoutline.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/englishcmodule1assignmenttopicoutline-docx)

    **englishcmodule1assignmenttopicoutline.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/englishcmodule1assignmenttopicoutline-docx)

    **## englishlecture12.docx**

    CRAAP Test: Is Your Source Worthy of Inclusion in Your Essay Research?

    If you want to succeed at your assignments or research, you should only use quality information. Use the following criteria, also known as the
    CRAAP Test, to evaluate any information source critically.

    [Video: Evaluating SourcesLinks to an external site.](https://www.youtube.com/watch?v=EyMT08mD7Ds)

    Western University. (2012, January 13).
    _Evaluating sources_. [Video]. YouTube. https://www.youtube.com/watch?v=EyMT08mD7Ds

    Academic Integrity and Plagiarism

    Academic Integrity-University Code of Conduct

    Academic honesty is fundamental in an educational environment. Instructors expect students to fulfill their academic obligations through honest and independent effort. Students need to demonstrate academic integrity: the respectful and truthful attribution of credit to those who have provided words and ideas that are used in research assignments.

    Plagiarism

    Plagiarism uses other people’s ideas, words, theories, illustrations or graphics, opinions, or facts without giving credit. Plagiarism is treated seriously and is part of the university code of conduct because it is seen as academic misconduct or simply cheating.

    Follow these rules to avoid plagiarism:

    1.
    **Cite Sources:** cite sources using APA Style citations in TWO places:

    ·

    · An “in-text citation” includes brief information a reader will need to find the complete reference in your list of sources within the paragraphs.

    · In a “References” or “Bibliography” page at the end of the paper. Check this link for further details:
    [General FormatLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

    2.
    **Include Quotations:** use a word-for-word duplication of an author’s original writing. See the Purdue University’s
    [Handout: Quoting OthersLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

    3.
    **Paraphrase:** Restate sources’ ideas using your voice and credit the source. See Purdue University’s
    [Paraphrase: Write It in Your Own WordsLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

    4.
    **Present Own Ideas**: Express the meaning of something written or spoken using different words. Students’ ideas, informed by research, are what professors look for. It’s the student’s voice that matters to the professor. See:
    [Synthesis of Your Own IdeasLinks to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

    5.
    **Use a Plagiarism Checker:** For example, the Blackboard SafeAssign tool compares submitted assignments against a set of academic papers to identify areas of overlap between the submitted assignment and existing works. See:
    [Submit an assignment using SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

    Practice

    Click on the alternative that did NOT plagiarize information from the original text. Alternatively,
    [click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724?wrap=1) [Download click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724/download?download_frd=1).

    Creating a Safe Environment

    In this course, you will need to have open and respectful discourse with your classmates regarding various topics, including giving and receiving feedback. Keep a growth mindset when giving and receiving feedback so that you can apply any suggested revisions to your assignments. Remember that keeping an open mind and seeing things from different perspectives is key to growth. Therefore, it will be essential to create a safe environment where everyone can share their thoughts and opinions.

    These general etiquette rules serve as guidelines for online class discussions.

    1.
    **Think and edit before you post.** Make sure that your comment is accurate, appropriate, and precise.

    2.
    **DON’T SHOUT: TYPING IN ALL CAPS IS AGGRESSIVE**. If you are constantly using exclamation marks, you can sound disingenuous!

    3.
    **Participate, but don’t dominate.** Dare to initiate a discussion. Everyone has an equal chance to share. It generally helps to read the entire thread before replying. This way, you won’t restate points already made and contribute new information to the discussion.

    4.
    **Cite your sources.** Refer to the class readings & previous lectures in your discussion posts and credit the source.

    **References**

    Blackboard. (n.d.).
    _Submit with SafeAssign_.
    [https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

    Ohio State University. (n.d.).
    _Synthesis of your own ideas_. Lumen Learning.
    [https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/Links to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

    Purdue Online Writing Lab. (n.d.).
    _General format_. Purdue Writing Lab.
    [https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

    Purdue Online Writing Lab. (n.d.).
    _Handout: Quoting others_. Purdue Writing Lab.
    [https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.htmlLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

    Purdue Online Writing Lab. (n.d.).
    _Paraphrasing: Write it in your own words_. Purdue Writing Lab.
    [https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

    Stone, E. A., & Charlson, M. (2021).
    _The better college essay: From start to finish_. City Limits Publishing.

    Turabian, K. L. (2019).
    _Student`s guide to writing college papers_(5th ed.). University of Chicago Press.

    **## englishlecture11.docx**

    Reading as a Foundation

    Close Reading as a Strategy: "Reading Out Of" a Text Rather Than "Reading Into" It

    Close reading is the technique of carefully reading and analyzing a passage to understand its meaning, what it suggests, and how it connects to its context.

    There are several strategies for getting to a meaningful close reading:

    1. Taking Notes

             How are words used? If the same term appears at the beginning and end, does it mean different things in both places?

    ·

    ·
    **Practice**

    · Read the following article:
    [Here's How Isaac Newton Remembered Everything He ReadLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html).

    · Then, answer: which Isaac Newton's notetaking technique helps you remember what you have read? Explain and provide an example.

    Mochari, I. (2015).
    _Here's How Isaac Newton Remembered Everything He Read_. INC. https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html
    [Links to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

    2. Analyzing a Passage

              (especially the use of words)

    ·

    ·  Tips for analyzing the terms:

    · Narrative Voice

    · Who is speaking in this passage?

    · What narrative perspective is being used in this passage?

    · What characters does it give you access to?

    · Tone:

    · Is the speaker being direct, factual, open?

    · Does the voice carry any emotion? Or is it detached from its subject?

    · Do you hear irony (what is said is different from what is meant)? If so, where?

    · Rhetorical and Literary devices:

    · Do you notice any figurative language, such as metaphors and similes?

    · Do you observe any imagery?

    · Are the language and sentences sound important (e.g., rhyme, repetition, choppy or long sentences)?

    · What is the effect of the literary devices and techniques? (e.g., do they add emphasis or connect key ideas?)

    3. Constructing a Descriptive Thesis

    Construct a summary that answers: HOW was the language used in the passage.? For example, you could argue that a passage uses short, simple sentences or that it uses irony or a combination of these things.

    4. Construct an Argument About the Passage

    Construct a thesis that answers: WHY is the language used in this way (or ways)?

    ·

    · Why might the author be using intellectual, elaborate, or plain words?

    · Why might the author be using complicated or simple sentences?

    · Who is the narrator? Why are we given access to the consciousness of these particular characters? Why not others?

    · What might the images represent? Is there a common theme?

    · Why might the tone of the passage be emotional (or detached)?

    **Practice Close Reading Skills**

    ·

    · Apply the close reading strategies on this table with guide questions to create a one-page analysis of the article
    [COVID pounded nursing homes in a series of deadly outbreaks, says new reportLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html) by Edward Sherman.

    | | |
    | — | — |
    | Applying Closed Reading Strategies |
    | **Close Reading Strategies** |
    | **Strategy** | **Your Answers** |
    | **Taking Notes:** How are words used? | |
    | **Analyzing the passage:** What narrative, voice, tone, and literary device does the author use? | |
    | **Constructing a descriptive thesis:** How was the language used in the passage? | |
    | **Constructing an argument about the passage:** Why was the language used in a particular way? | |

    Check your understanding:
    [Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493?wrap=1) [Download Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493/download?download_frd=1)

    5. Developing an Outline Based on Your Thesis, Examples, and Analysis

    Outlining is an excellent way to plan how to organize an essay and be sure you are on the right track and are working in an organized manner. It helps you distinguish between ideas that are of equal importance and ones that are of lesser importance. You build your paper based on the framework created by the outline. There are two types of formal outlines: the topic outline and the sentence outline. This module focuses on the topic outline. Microsoft Word can make outlines.

    See this post for instructions:
    [How to Make and Format an Outline in Microsoft WordLinks to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

    Carver, M. (2017).
    _How can I create an outline in Word easily?_ Maranatha Christian Academy. https://helpdesk.ma-kc.org/hc/en-us/articles/115002411287-How-can-I-create-an-outline-in-Word-easily-

           Here is an example of an outline:

    Additional Resource

    Create an Outline from Scratch

    In Word, outlines are also called multilevel lists. The following steps show how to write a new outline from scratch.

    Click
    **Home** and, in the
    **Paragraph group**, click the arrow next to
    **Multilevel List**.

    1. Choose an outline style from the
    **List Library**. Point to each outline style in the library to view all the levels for the style.

    2. Start typing to begin the list. Press Enter when you finish the line to start a new line.

    3. To start a new list level, press the Tab key and begin typing

    4. Press Enter to return to the previous list level.

    **Tips:**

    · When you start a paragraph with an asterisk and a space (
    ***** ) or with number 1 and a period (
    **1**.), Word displays the
    **AutoCorrect Options** button and begins building a bulleted or numbered list. If you don't want a bulleted or numbered list, click the
    **AutoCorrect Options** button and click
    **Stop Automatically Creating Bulleted Lists** or
    **Stop Automatically Creating Numbered Lists**.

    **References**

    Aquino-Cutcher, A., Asplin, W., Bohlke, D., & Lambert, J. (2015).
    _Final draft: Final draft level 3 student's book_. Cambridge University Press.

    Inoshita, A., Garland, K., Sims, K., Tsutsui, J. K., & Williams, T. (2019).
    _English composition: Connect, collaborate, communicate._ University of Hawai’i at Manoa Outreach College.

    Joy, S. (2023, November 1).
    _How to make and format an outline in Microsoft Word._ Envato Tuts.
    [https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084Links to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

    Mochari, I. (2015, October 19).
    _Here's how Isaac Newton remembered everything he read. The scientific genius had very specific habits when he pored over books in his favorite library._ Inc.
    [https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.htmlLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

    Sherman, T. (2021, May 27).
    _COVID pounded nursing homes in a series of deadly outbreaks, says new report_. Nj.
    [https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.htmlLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html)

    **englishcmodule1assignmenttopicoutline.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/englishcmodule1assignmenttopicoutline-docx)

    **## englishlecture12.docx**

    CRAAP Test: Is Your Source Worthy of Inclusion in Your Essay Research?

    If you want to succeed at your assignments or research, you should only use quality information. Use the following criteria, also known as the
    CRAAP Test, to evaluate any information source critically.

    [Video: Evaluating SourcesLinks to an external site.](https://www.youtube.com/watch?v=EyMT08mD7Ds)

    Western University. (2012, January 13).
    _Evaluating sources_. [Video]. YouTube. https://www.youtube.com/watch?v=EyMT08mD7Ds

    Academic Integrity and Plagiarism

    Academic Integrity-University Code of Conduct

    Academic honesty is fundamental in an educational environment. Instructors expect students to fulfill their academic obligations through honest and independent effort. Students need to demonstrate academic integrity: the respectful and truthful attribution of credit to those who have provided words and ideas that are used in research assignments.

    Plagiarism

    Plagiarism uses other people’s ideas, words, theories, illustrations or graphics, opinions, or facts without giving credit. Plagiarism is treated seriously and is part of the university code of conduct because it is seen as academic misconduct or simply cheating.

    Follow these rules to avoid plagiarism:

    1.
    **Cite Sources:** cite sources using APA Style citations in TWO places:

    ·

    · An “in-text citation” includes brief information a reader will need to find the complete reference in your list of sources within the paragraphs.

    · In a “References” or “Bibliography” page at the end of the paper. Check this link for further details:
    [General FormatLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

    2.
    **Include Quotations:** use a word-for-word duplication of an author’s original writing. See the Purdue University’s
    [Handout: Quoting OthersLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

    3.
    **Paraphrase:** Restate sources’ ideas using your voice and credit the source. See Purdue University’s
    [Paraphrase: Write It in Your Own WordsLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

    4.
    **Present Own Ideas**: Express the meaning of something written or spoken using different words. Students’ ideas, informed by research, are what professors look for. It’s the student’s voice that matters to the professor. See:
    [Synthesis of Your Own IdeasLinks to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

    5.
    **Use a Plagiarism Checker:** For example, the Blackboard SafeAssign tool compares submitted assignments against a set of academic papers to identify areas of overlap between the submitted assignment and existing works. See:
    [Submit an assignment using SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

    Practice

    Click on the alternative that did NOT plagiarize information from the original text. Alternatively,
    [click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724?wrap=1) [Download click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724/download?download_frd=1).

    Creating a Safe Environment

    In this course, you will need to have open and respectful discourse with your classmates regarding various topics, including giving and receiving feedback. Keep a growth mindset when giving and receiving feedback so that you can apply any suggested revisions to your assignments. Remember that keeping an open mind and seeing things from different perspectives is key to growth. Therefore, it will be essential to create a safe environment where everyone can share their thoughts and opinions.

    These general etiquette rules serve as guidelines for online class discussions.

    1.
    **Think and edit before you post.** Make sure that your comment is accurate, appropriate, and precise.

    2.
    **DON’T SHOUT: TYPING IN ALL CAPS IS AGGRESSIVE**. If you are constantly using exclamation marks, you can sound disingenuous!

    3.
    **Participate, but don’t dominate.** Dare to initiate a discussion. Everyone has an equal chance to share. It generally helps to read the entire thread before replying. This way, you won’t restate points already made and contribute new information to the discussion.

    4.
    **Cite your sources.** Refer to the class readings & previous lectures in your discussion posts and credit the source.

    **References**

    Blackboard. (n.d.).
    _Submit with SafeAssign_.
    [https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

    Ohio State University. (n.d.).
    _Synthesis of your own ideas_. Lumen Learning.
    [https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/Links to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

    Purdue Online Writing Lab. (n.d.).
    _General format_. Purdue Writing Lab.
    [https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

    Purdue Online Writing Lab. (n.d.).
    _Handout: Quoting others_. Purdue Writing Lab.
    [https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.htmlLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

    Purdue Online Writing Lab. (n.d.).
    _Paraphrasing: Write it in your own words_. Purdue Writing Lab.
    [https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

    Stone, E. A., & Charlson, M. (2021).
    _The better college essay: From start to finish_. City Limits Publishing.

    Turabian, K. L. (2019).
    _Student`s guide to writing college papers_(5th ed.). University of Chicago Press.

    **## englishlecture11.docx**

    Reading as a Foundation

    Close Reading as a Strategy: "Reading Out Of" a Text Rather Than "Reading Into" It

    Close reading is the technique of carefully reading and analyzing a passage to understand its meaning, what it suggests, and how it connects to its context.

    There are several strategies for getting to a meaningful close reading:

    1. Taking Notes

             How are words used? If the same term appears at the beginning and end, does it mean different things in both places?

    ·

    ·
    **Practice**

    · Read the following article:
    [Here's How Isaac Newton Remembered Everything He ReadLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html).

    · Then, answer: which Isaac Newton's notetaking technique helps you remember what you have read? Explain and provide an example.

    Mochari, I. (2015).
    _Here's How Isaac Newton Remembered Everything He Read_. INC. https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html
    [Links to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

    2. Analyzing a Passage

              (especially the use of words)

    ·

    ·  Tips for analyzing the terms:

    · Narrative Voice

    · Who is speaking in this passage?

    · What narrative perspective is being used in this passage?

    · What characters does it give you access to?

    · Tone:

    · Is the speaker being direct, factual, open?

    · Does the voice carry any emotion? Or is it detached from its subject?

    · Do you hear irony (what is said is different from what is meant)? If so, where?

    · Rhetorical and Literary devices:

    · Do you notice any figurative language, such as metaphors and similes?

    · Do you observe any imagery?

    · Are the language and sentences sound important (e.g., rhyme, repetition, choppy or long sentences)?

    · What is the effect of the literary devices and techniques? (e.g., do they add emphasis or connect key ideas?)

    3. Constructing a Descriptive Thesis

    Construct a summary that answers: HOW was the language used in the passage.? For example, you could argue that a passage uses short, simple sentences or that it uses irony or a combination of these things.

    4. Construct an Argument About the Passage

    Construct a thesis that answers: WHY is the language used in this way (or ways)?

    ·

    · Why might the author be using intellectual, elaborate, or plain words?

    · Why might the author be using complicated or simple sentences?

    · Who is the narrator? Why are we given access to the consciousness of these particular characters? Why not others?

    · What might the images represent? Is there a common theme?

    · Why might the tone of the passage be emotional (or detached)?

    **Practice Close Reading Skills**

    ·

    · Apply the close reading strategies on this table with guide questions to create a one-page analysis of the article
    [COVID pounded nursing homes in a series of deadly outbreaks, says new reportLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html) by Edward Sherman.

    | | |
    | — | — |
    | Applying Closed Reading Strategies |
    | **Close Reading Strategies** |
    | **Strategy** | **Your Answers** |
    | **Taking Notes:** How are words used? | |
    | **Analyzing the passage:** What narrative, voice, tone, and literary device does the author use? | |
    | **Constructing a descriptive thesis:** How was the language used in the passage? | |
    | **Constructing an argument about the passage:** Why was the language used in a particular way? | |

    Check your understanding:
    [Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493?wrap=1) [Download Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493/download?download_frd=1)

    5. Developing an Outline Based on Your Thesis, Examples, and Analysis

    Outlining is an excellent way to plan how to organize an essay and be sure you are on the right track and are working in an organized manner. It helps you distinguish between ideas that are of equal importance and ones that are of lesser importance. You build your paper based on the framework created by the outline. There are two types of formal outlines: the topic outline and the sentence outline. This module focuses on the topic outline. Microsoft Word can make outlines.

    See this post for instructions:
    [How to Make and Format an Outline in Microsoft WordLinks to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

    Carver, M. (2017).
    _How can I create an outline in Word easily?_ Maranatha Christian Academy. https://helpdesk.ma-kc.org/hc/en-us/articles/115002411287-How-can-I-create-an-outline-in-Word-easily-

           Here is an example of an outline:

    Additional Resource

    Create an Outline from Scratch

    In Word, outlines are also called multilevel lists. The following steps show how to write a new outline from scratch.

    Click
    **Home** and, in the
    **Paragraph group**, click the arrow next to
    **Multilevel List**.

    1. Choose an outline style from the
    **List Library**. Point to each outline style in the library to view all the levels for the style.

    2. Start typing to begin the list. Press Enter when you finish the line to start a new line.

    3. To start a new list level, press the Tab key and begin typing

    4. Press Enter to return to the previous list level.

    **Tips:**

    · When you start a paragraph with an asterisk and a space (
    ***** ) or with number 1 and a period (
    **1**.), Word displays the
    **AutoCorrect Options** button and begins building a bulleted or numbered list. If you don't want a bulleted or numbered list, click the
    **AutoCorrect Options** button and click
    **Stop Automatically Creating Bulleted Lists** or
    **Stop Automatically Creating Numbered Lists**.

    **References**

    Aquino-Cutcher, A., Asplin, W., Bohlke, D., & Lambert, J. (2015).
    _Final draft: Final draft level 3 student's book_. Cambridge University Press.

    Inoshita, A., Garland, K., Sims, K., Tsutsui, J. K., & Williams, T. (2019).
    _English composition: Connect, collaborate, communicate._ University of Hawai’i at Manoa Outreach College.

    Joy, S. (2023, November 1).
    _How to make and format an outline in Microsoft Word._ Envato Tuts.
    [https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084Links to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

    Mochari, I. (2015, October 19).
    _Here's how Isaac Newton remembered everything he read. The scientific genius had very specific habits when he pored over books in his favorite library._ Inc.
    [https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.htmlLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

    Sherman, T. (2021, May 27).
    _COVID pounded nursing homes in a series of deadly outbreaks, says new report_. Nj.
    [https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.htmlLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html)

    **englishcmodule1assignmenttopicoutline.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/englishcmodule1assignmenttopicoutline-docx)

  • [Solved] Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses.

    ✓ Verified Academic Solution Available

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  • [Solved] english

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attachment – 2 years ago **files (3)** – ## englishlecture12.docx – ## englishlecture11.docx – englishcmodule1assigmentclosereading.docx **## englishlecture12.docx** CRAAP Test: Is Your Source Worthy of Inclusion in Your Essay Research? If you want to succeed at your assignments or research, you…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    see attachment

    – 2 years ago

    **files (3)**

    – ## englishlecture12.docx

    – ## englishlecture11.docx

    – englishcmodule1assigmentclosereading.docx

    **## englishlecture12.docx**

    CRAAP Test: Is Your Source Worthy of Inclusion in Your Essay Research?

    If you want to succeed at your assignments or research, you should only use quality information. Use the following criteria, also known as the
    CRAAP Test, to evaluate any information source critically.

    [Video: Evaluating SourcesLinks to an external site.](https://www.youtube.com/watch?v=EyMT08mD7Ds)

    Western University. (2012, January 13).
    _Evaluating sources_. [Video]. YouTube. https://www.youtube.com/watch?v=EyMT08mD7Ds

    Academic Integrity and Plagiarism

    Academic Integrity-University Code of Conduct

    Academic honesty is fundamental in an educational environment. Instructors expect students to fulfill their academic obligations through honest and independent effort. Students need to demonstrate academic integrity: the respectful and truthful attribution of credit to those who have provided words and ideas that are used in research assignments.

    Plagiarism

    Plagiarism uses other people’s ideas, words, theories, illustrations or graphics, opinions, or facts without giving credit. Plagiarism is treated seriously and is part of the university code of conduct because it is seen as academic misconduct or simply cheating.

    Follow these rules to avoid plagiarism:

    1.
    **Cite Sources:** cite sources using APA Style citations in TWO places:

    ·

    · An “in-text citation” includes brief information a reader will need to find the complete reference in your list of sources within the paragraphs.

    · In a “References” or “Bibliography” page at the end of the paper. Check this link for further details:
    [General FormatLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

    2.
    **Include Quotations:** use a word-for-word duplication of an author’s original writing. See the Purdue University’s
    [Handout: Quoting OthersLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

    3.
    **Paraphrase:** Restate sources’ ideas using your voice and credit the source. See Purdue University’s
    [Paraphrase: Write It in Your Own WordsLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

    4.
    **Present Own Ideas**: Express the meaning of something written or spoken using different words. Students’ ideas, informed by research, are what professors look for. It’s the student’s voice that matters to the professor. See:
    [Synthesis of Your Own IdeasLinks to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

    5.
    **Use a Plagiarism Checker:** For example, the Blackboard SafeAssign tool compares submitted assignments against a set of academic papers to identify areas of overlap between the submitted assignment and existing works. See:
    [Submit an assignment using SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

    Practice

    Click on the alternative that did NOT plagiarize information from the original text. Alternatively,
    [click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724?wrap=1) [Download click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724/download?download_frd=1).

    Creating a Safe Environment

    In this course, you will need to have open and respectful discourse with your classmates regarding various topics, including giving and receiving feedback. Keep a growth mindset when giving and receiving feedback so that you can apply any suggested revisions to your assignments. Remember that keeping an open mind and seeing things from different perspectives is key to growth. Therefore, it will be essential to create a safe environment where everyone can share their thoughts and opinions.

    These general etiquette rules serve as guidelines for online class discussions.

    1.
    **Think and edit before you post.** Make sure that your comment is accurate, appropriate, and precise.

    2.
    **DON’T SHOUT: TYPING IN ALL CAPS IS AGGRESSIVE**. If you are constantly using exclamation marks, you can sound disingenuous!

    3.
    **Participate, but don’t dominate.** Dare to initiate a discussion. Everyone has an equal chance to share. It generally helps to read the entire thread before replying. This way, you won’t restate points already made and contribute new information to the discussion.

    4.
    **Cite your sources.** Refer to the class readings & previous lectures in your discussion posts and credit the source.

    **References**

    Blackboard. (n.d.).
    _Submit with SafeAssign_.
    [https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

    Ohio State University. (n.d.).
    _Synthesis of your own ideas_. Lumen Learning.
    [https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/Links to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

    Purdue Online Writing Lab. (n.d.).
    _General format_. Purdue Writing Lab.
    [https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

    Purdue Online Writing Lab. (n.d.).
    _Handout: Quoting others_. Purdue Writing Lab.
    [https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.htmlLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

    Purdue Online Writing Lab. (n.d.).
    _Paraphrasing: Write it in your own words_. Purdue Writing Lab.
    [https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

    Stone, E. A., & Charlson, M. (2021).
    _The better college essay: From start to finish_. City Limits Publishing.

    Turabian, K. L. (2019).
    _Student`s guide to writing college papers_(5th ed.). University of Chicago Press.

    **## englishlecture11.docx**

    Reading as a Foundation

    Close Reading as a Strategy: "Reading Out Of" a Text Rather Than "Reading Into" It

    Close reading is the technique of carefully reading and analyzing a passage to understand its meaning, what it suggests, and how it connects to its context.

    There are several strategies for getting to a meaningful close reading:

    1. Taking Notes

             How are words used? If the same term appears at the beginning and end, does it mean different things in both places?

    ·

    ·
    **Practice**

    · Read the following article:
    [Here's How Isaac Newton Remembered Everything He ReadLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html).

    · Then, answer: which Isaac Newton's notetaking technique helps you remember what you have read? Explain and provide an example.

    Mochari, I. (2015).
    _Here's How Isaac Newton Remembered Everything He Read_. INC. https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html
    [Links to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

    2. Analyzing a Passage

              (especially the use of words)

    ·

    ·  Tips for analyzing the terms:

    · Narrative Voice

    · Who is speaking in this passage?

    · What narrative perspective is being used in this passage?

    · What characters does it give you access to?

    · Tone:

    · Is the speaker being direct, factual, open?

    · Does the voice carry any emotion? Or is it detached from its subject?

    · Do you hear irony (what is said is different from what is meant)? If so, where?

    · Rhetorical and Literary devices:

    · Do you notice any figurative language, such as metaphors and similes?

    · Do you observe any imagery?

    · Are the language and sentences sound important (e.g., rhyme, repetition, choppy or long sentences)?

    · What is the effect of the literary devices and techniques? (e.g., do they add emphasis or connect key ideas?)

    3. Constructing a Descriptive Thesis

    Construct a summary that answers: HOW was the language used in the passage.? For example, you could argue that a passage uses short, simple sentences or that it uses irony or a combination of these things.

    4. Construct an Argument About the Passage

    Construct a thesis that answers: WHY is the language used in this way (or ways)?

    ·

    · Why might the author be using intellectual, elaborate, or plain words?

    · Why might the author be using complicated or simple sentences?

    · Who is the narrator? Why are we given access to the consciousness of these particular characters? Why not others?

    · What might the images represent? Is there a common theme?

    · Why might the tone of the passage be emotional (or detached)?

    **Practice Close Reading Skills**

    ·

    · Apply the close reading strategies on this table with guide questions to create a one-page analysis of the article
    [COVID pounded nursing homes in a series of deadly outbreaks, says new reportLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html) by Edward Sherman.

    | | |
    | — | — |
    | Applying Closed Reading Strategies |
    | **Close Reading Strategies** |
    | **Strategy** | **Your Answers** |
    | **Taking Notes:** How are words used? | |
    | **Analyzing the passage:** What narrative, voice, tone, and literary device does the author use? | |
    | **Constructing a descriptive thesis:** How was the language used in the passage? | |
    | **Constructing an argument about the passage:** Why was the language used in a particular way? | |

    Check your understanding:
    [Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493?wrap=1) [Download Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493/download?download_frd=1)

    5. Developing an Outline Based on Your Thesis, Examples, and Analysis

    Outlining is an excellent way to plan how to organize an essay and be sure you are on the right track and are working in an organized manner. It helps you distinguish between ideas that are of equal importance and ones that are of lesser importance. You build your paper based on the framework created by the outline. There are two types of formal outlines: the topic outline and the sentence outline. This module focuses on the topic outline. Microsoft Word can make outlines.

    See this post for instructions:
    [How to Make and Format an Outline in Microsoft WordLinks to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

    Carver, M. (2017).
    _How can I create an outline in Word easily?_ Maranatha Christian Academy. https://helpdesk.ma-kc.org/hc/en-us/articles/115002411287-How-can-I-create-an-outline-in-Word-easily-

           Here is an example of an outline:

    Additional Resource

    Create an Outline from Scratch

    In Word, outlines are also called multilevel lists. The following steps show how to write a new outline from scratch.

    Click
    **Home** and, in the
    **Paragraph group**, click the arrow next to
    **Multilevel List**.

    1. Choose an outline style from the
    **List Library**. Point to each outline style in the library to view all the levels for the style.

    2. Start typing to begin the list. Press Enter when you finish the line to start a new line.

    3. To start a new list level, press the Tab key and begin typing

    4. Press Enter to return to the previous list level.

    **Tips:**

    · When you start a paragraph with an asterisk and a space (
    ***** ) or with number 1 and a period (
    **1**.), Word displays the
    **AutoCorrect Options** button and begins building a bulleted or numbered list. If you don't want a bulleted or numbered list, click the
    **AutoCorrect Options** button and click
    **Stop Automatically Creating Bulleted Lists** or
    **Stop Automatically Creating Numbered Lists**.

    **References**

    Aquino-Cutcher, A., Asplin, W., Bohlke, D., & Lambert, J. (2015).
    _Final draft: Final draft level 3 student's book_. Cambridge University Press.

    Inoshita, A., Garland, K., Sims, K., Tsutsui, J. K., & Williams, T. (2019).
    _English composition: Connect, collaborate, communicate._ University of Hawai’i at Manoa Outreach College.

    Joy, S. (2023, November 1).
    _How to make and format an outline in Microsoft Word._ Envato Tuts.
    [https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084Links to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

    Mochari, I. (2015, October 19).
    _Here's how Isaac Newton remembered everything he read. The scientific genius had very specific habits when he pored over books in his favorite library._ Inc.
    [https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.htmlLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

    Sherman, T. (2021, May 27).
    _COVID pounded nursing homes in a series of deadly outbreaks, says new report_. Nj.
    [https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.htmlLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html)

    **englishcmodule1assigmentclosereading.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/englishcmodule1assigmentclosereading-docx)

    **englishcmodule1assigmentclosereading.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/englishcmodule1assigmentclosereading-docx)

    **## englishlecture12.docx**

    CRAAP Test: Is Your Source Worthy of Inclusion in Your Essay Research?

    If you want to succeed at your assignments or research, you should only use quality information. Use the following criteria, also known as the
    CRAAP Test, to evaluate any information source critically.

    [Video: Evaluating SourcesLinks to an external site.](https://www.youtube.com/watch?v=EyMT08mD7Ds)

    Western University. (2012, January 13).
    _Evaluating sources_. [Video]. YouTube. https://www.youtube.com/watch?v=EyMT08mD7Ds

    Academic Integrity and Plagiarism

    Academic Integrity-University Code of Conduct

    Academic honesty is fundamental in an educational environment. Instructors expect students to fulfill their academic obligations through honest and independent effort. Students need to demonstrate academic integrity: the respectful and truthful attribution of credit to those who have provided words and ideas that are used in research assignments.

    Plagiarism

    Plagiarism uses other people’s ideas, words, theories, illustrations or graphics, opinions, or facts without giving credit. Plagiarism is treated seriously and is part of the university code of conduct because it is seen as academic misconduct or simply cheating.

    Follow these rules to avoid plagiarism:

    1.
    **Cite Sources:** cite sources using APA Style citations in TWO places:

    ·

    · An “in-text citation” includes brief information a reader will need to find the complete reference in your list of sources within the paragraphs.

    · In a “References” or “Bibliography” page at the end of the paper. Check this link for further details:
    [General FormatLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

    2.
    **Include Quotations:** use a word-for-word duplication of an author’s original writing. See the Purdue University’s
    [Handout: Quoting OthersLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

    3.
    **Paraphrase:** Restate sources’ ideas using your voice and credit the source. See Purdue University’s
    [Paraphrase: Write It in Your Own WordsLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

    4.
    **Present Own Ideas**: Express the meaning of something written or spoken using different words. Students’ ideas, informed by research, are what professors look for. It’s the student’s voice that matters to the professor. See:
    [Synthesis of Your Own IdeasLinks to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

    5.
    **Use a Plagiarism Checker:** For example, the Blackboard SafeAssign tool compares submitted assignments against a set of academic papers to identify areas of overlap between the submitted assignment and existing works. See:
    [Submit an assignment using SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

    Practice

    Click on the alternative that did NOT plagiarize information from the original text. Alternatively,
    [click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724?wrap=1) [Download click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724/download?download_frd=1).

    Creating a Safe Environment

    In this course, you will need to have open and respectful discourse with your classmates regarding various topics, including giving and receiving feedback. Keep a growth mindset when giving and receiving feedback so that you can apply any suggested revisions to your assignments. Remember that keeping an open mind and seeing things from different perspectives is key to growth. Therefore, it will be essential to create a safe environment where everyone can share their thoughts and opinions.

    These general etiquette rules serve as guidelines for online class discussions.

    1.
    **Think and edit before you post.** Make sure that your comment is accurate, appropriate, and precise.

    2.
    **DON’T SHOUT: TYPING IN ALL CAPS IS AGGRESSIVE**. If you are constantly using exclamation marks, you can sound disingenuous!

    3.
    **Participate, but don’t dominate.** Dare to initiate a discussion. Everyone has an equal chance to share. It generally helps to read the entire thread before replying. This way, you won’t restate points already made and contribute new information to the discussion.

    4.
    **Cite your sources.** Refer to the class readings & previous lectures in your discussion posts and credit the source.

    **References**

    Blackboard. (n.d.).
    _Submit with SafeAssign_.
    [https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

    Ohio State University. (n.d.).
    _Synthesis of your own ideas_. Lumen Learning.
    [https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/Links to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

    Purdue Online Writing Lab. (n.d.).
    _General format_. Purdue Writing Lab.
    [https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

    Purdue Online Writing Lab. (n.d.).
    _Handout: Quoting others_. Purdue Writing Lab.
    [https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.htmlLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

    Purdue Online Writing Lab. (n.d.).
    _Paraphrasing: Write it in your own words_. Purdue Writing Lab.
    [https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

    Stone, E. A., & Charlson, M. (2021).
    _The better college essay: From start to finish_. City Limits Publishing.

    Turabian, K. L. (2019).
    _Student`s guide to writing college papers_(5th ed.). University of Chicago Press.

    **## englishlecture11.docx**

    Reading as a Foundation

    Close Reading as a Strategy: "Reading Out Of" a Text Rather Than "Reading Into" It

    Close reading is the technique of carefully reading and analyzing a passage to understand its meaning, what it suggests, and how it connects to its context.

    There are several strategies for getting to a meaningful close reading:

    1. Taking Notes

             How are words used? If the same term appears at the beginning and end, does it mean different things in both places?

    ·

    ·
    **Practice**

    · Read the following article:
    [Here's How Isaac Newton Remembered Everything He ReadLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html).

    · Then, answer: which Isaac Newton's notetaking technique helps you remember what you have read? Explain and provide an example.

    Mochari, I. (2015).
    _Here's How Isaac Newton Remembered Everything He Read_. INC. https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html
    [Links to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

    2. Analyzing a Passage

              (especially the use of words)

    ·

    ·  Tips for analyzing the terms:

    · Narrative Voice

    · Who is speaking in this passage?

    · What narrative perspective is being used in this passage?

    · What characters does it give you access to?

    · Tone:

    · Is the speaker being direct, factual, open?

    · Does the voice carry any emotion? Or is it detached from its subject?

    · Do you hear irony (what is said is different from what is meant)? If so, where?

    · Rhetorical and Literary devices:

    · Do you notice any figurative language, such as metaphors and similes?

    · Do you observe any imagery?

    · Are the language and sentences sound important (e.g., rhyme, repetition, choppy or long sentences)?

    · What is the effect of the literary devices and techniques? (e.g., do they add emphasis or connect key ideas?)

    3. Constructing a Descriptive Thesis

    Construct a summary that answers: HOW was the language used in the passage.? For example, you could argue that a passage uses short, simple sentences or that it uses irony or a combination of these things.

    4. Construct an Argument About the Passage

    Construct a thesis that answers: WHY is the language used in this way (or ways)?

    ·

    · Why might the author be using intellectual, elaborate, or plain words?

    · Why might the author be using complicated or simple sentences?

    · Who is the narrator? Why are we given access to the consciousness of these particular characters? Why not others?

    · What might the images represent? Is there a common theme?

    · Why might the tone of the passage be emotional (or detached)?

    **Practice Close Reading Skills**

    ·

    · Apply the close reading strategies on this table with guide questions to create a one-page analysis of the article
    [COVID pounded nursing homes in a series of deadly outbreaks, says new reportLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html) by Edward Sherman.

    | | |
    | — | — |
    | Applying Closed Reading Strategies |
    | **Close Reading Strategies** |
    | **Strategy** | **Your Answers** |
    | **Taking Notes:** How are words used? | |
    | **Analyzing the passage:** What narrative, voice, tone, and literary device does the author use? | |
    | **Constructing a descriptive thesis:** How was the language used in the passage? | |
    | **Constructing an argument about the passage:** Why was the language used in a particular way? | |

    Check your understanding:
    [Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493?wrap=1) [Download Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493/download?download_frd=1)

    5. Developing an Outline Based on Your Thesis, Examples, and Analysis

    Outlining is an excellent way to plan how to organize an essay and be sure you are on the right track and are working in an organized manner. It helps you distinguish between ideas that are of equal importance and ones that are of lesser importance. You build your paper based on the framework created by the outline. There are two types of formal outlines: the topic outline and the sentence outline. This module focuses on the topic outline. Microsoft Word can make outlines.

    See this post for instructions:
    [How to Make and Format an Outline in Microsoft WordLinks to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

    Carver, M. (2017).
    _How can I create an outline in Word easily?_ Maranatha Christian Academy. https://helpdesk.ma-kc.org/hc/en-us/articles/115002411287-How-can-I-create-an-outline-in-Word-easily-

           Here is an example of an outline:

    Additional Resource

    Create an Outline from Scratch

    In Word, outlines are also called multilevel lists. The following steps show how to write a new outline from scratch.

    Click
    **Home** and, in the
    **Paragraph group**, click the arrow next to
    **Multilevel List**.

    1. Choose an outline style from the
    **List Library**. Point to each outline style in the library to view all the levels for the style.

    2. Start typing to begin the list. Press Enter when you finish the line to start a new line.

    3. To start a new list level, press the Tab key and begin typing

    4. Press Enter to return to the previous list level.

    **Tips:**

    · When you start a paragraph with an asterisk and a space (
    ***** ) or with number 1 and a period (
    **1**.), Word displays the
    **AutoCorrect Options** button and begins building a bulleted or numbered list. If you don't want a bulleted or numbered list, click the
    **AutoCorrect Options** button and click
    **Stop Automatically Creating Bulleted Lists** or
    **Stop Automatically Creating Numbered Lists**.

    **References**

    Aquino-Cutcher, A., Asplin, W., Bohlke, D., & Lambert, J. (2015).
    _Final draft: Final draft level 3 student's book_. Cambridge University Press.

    Inoshita, A., Garland, K., Sims, K., Tsutsui, J. K., & Williams, T. (2019).
    _English composition: Connect, collaborate, communicate._ University of Hawai’i at Manoa Outreach College.

    Joy, S. (2023, November 1).
    _How to make and format an outline in Microsoft Word._ Envato Tuts.
    [https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084Links to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

    Mochari, I. (2015, October 19).
    _Here's how Isaac Newton remembered everything he read. The scientific genius had very specific habits when he pored over books in his favorite library._ Inc.
    [https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.htmlLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

    Sherman, T. (2021, May 27).
    _COVID pounded nursing homes in a series of deadly outbreaks, says new report_. Nj.
    [https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.htmlLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html)

    **englishcmodule1assigmentclosereading.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/englishcmodule1assigmentclosereading-docx)

    **## englishlecture12.docx**

    CRAAP Test: Is Your Source Worthy of Inclusion in Your Essay Research?

    If you want to succeed at your assignments or research, you should only use quality information. Use the following criteria, also known as the
    CRAAP Test, to evaluate any information source critically.

    [Video: Evaluating SourcesLinks to an external site.](https://www.youtube.com/watch?v=EyMT08mD7Ds)

    Western University. (2012, January 13).
    _Evaluating sources_. [Video]. YouTube. https://www.youtube.com/watch?v=EyMT08mD7Ds

    Academic Integrity and Plagiarism

    Academic Integrity-University Code of Conduct

    Academic honesty is fundamental in an educational environment. Instructors expect students to fulfill their academic obligations through honest and independent effort. Students need to demonstrate academic integrity: the respectful and truthful attribution of credit to those who have provided words and ideas that are used in research assignments.

    Plagiarism

    Plagiarism uses other people’s ideas, words, theories, illustrations or graphics, opinions, or facts without giving credit. Plagiarism is treated seriously and is part of the university code of conduct because it is seen as academic misconduct or simply cheating.

    Follow these rules to avoid plagiarism:

    1.
    **Cite Sources:** cite sources using APA Style citations in TWO places:

    ·

    · An “in-text citation” includes brief information a reader will need to find the complete reference in your list of sources within the paragraphs.

    · In a “References” or “Bibliography” page at the end of the paper. Check this link for further details:
    [General FormatLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

    2.
    **Include Quotations:** use a word-for-word duplication of an author’s original writing. See the Purdue University’s
    [Handout: Quoting OthersLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

    3.
    **Paraphrase:** Restate sources’ ideas using your voice and credit the source. See Purdue University’s
    [Paraphrase: Write It in Your Own WordsLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

    4.
    **Present Own Ideas**: Express the meaning of something written or spoken using different words. Students’ ideas, informed by research, are what professors look for. It’s the student’s voice that matters to the professor. See:
    [Synthesis of Your Own IdeasLinks to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

    5.
    **Use a Plagiarism Checker:** For example, the Blackboard SafeAssign tool compares submitted assignments against a set of academic papers to identify areas of overlap between the submitted assignment and existing works. See:
    [Submit an assignment using SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

    Practice

    Click on the alternative that did NOT plagiarize information from the original text. Alternatively,
    [click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724?wrap=1) [Download click here to download the practice exercise on Word](https://agmu.instructure.com/courses/37056/files/9290724/download?download_frd=1).

    Creating a Safe Environment

    In this course, you will need to have open and respectful discourse with your classmates regarding various topics, including giving and receiving feedback. Keep a growth mindset when giving and receiving feedback so that you can apply any suggested revisions to your assignments. Remember that keeping an open mind and seeing things from different perspectives is key to growth. Therefore, it will be essential to create a safe environment where everyone can share their thoughts and opinions.

    These general etiquette rules serve as guidelines for online class discussions.

    1.
    **Think and edit before you post.** Make sure that your comment is accurate, appropriate, and precise.

    2.
    **DON’T SHOUT: TYPING IN ALL CAPS IS AGGRESSIVE**. If you are constantly using exclamation marks, you can sound disingenuous!

    3.
    **Participate, but don’t dominate.** Dare to initiate a discussion. Everyone has an equal chance to share. It generally helps to read the entire thread before replying. This way, you won’t restate points already made and contribute new information to the discussion.

    4.
    **Cite your sources.** Refer to the class readings & previous lectures in your discussion posts and credit the source.

    **References**

    Blackboard. (n.d.).
    _Submit with SafeAssign_.
    [https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssignLinks to an external site.](https://help.blackboard.com/SafeAssign/Student/Submit_SafeAssign)

    Ohio State University. (n.d.).
    _Synthesis of your own ideas_. Lumen Learning.
    [https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/Links to an external site.](https://courses.lumenlearning.com/suny-fmcc-researchsuccess/chapter/synthesis-of-your-own-ideas/)

    Purdue Online Writing Lab. (n.d.).
    _General format_. Purdue Writing Lab.
    [https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

    Purdue Online Writing Lab. (n.d.).
    _Handout: Quoting others_. Purdue Writing Lab.
    [https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.htmlLinks to an external site.](https://owl.purdue.edu/owl/resources/preventing_plagiarism/avoiding_plagiarism/handout_quoting_others.html)

    Purdue Online Writing Lab. (n.d.).
    _Paraphrasing: Write it in your own words_. Purdue Writing Lab.
    [https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html)

    Stone, E. A., & Charlson, M. (2021).
    _The better college essay: From start to finish_. City Limits Publishing.

    Turabian, K. L. (2019).
    _Student`s guide to writing college papers_(5th ed.). University of Chicago Press.

    **## englishlecture11.docx**

    Reading as a Foundation

    Close Reading as a Strategy: "Reading Out Of" a Text Rather Than "Reading Into" It

    Close reading is the technique of carefully reading and analyzing a passage to understand its meaning, what it suggests, and how it connects to its context.

    There are several strategies for getting to a meaningful close reading:

    1. Taking Notes

             How are words used? If the same term appears at the beginning and end, does it mean different things in both places?

    ·

    ·
    **Practice**

    · Read the following article:
    [Here's How Isaac Newton Remembered Everything He ReadLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html).

    · Then, answer: which Isaac Newton's notetaking technique helps you remember what you have read? Explain and provide an example.

    Mochari, I. (2015).
    _Here's How Isaac Newton Remembered Everything He Read_. INC. https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html
    [Links to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

    2. Analyzing a Passage

              (especially the use of words)

    ·

    ·  Tips for analyzing the terms:

    · Narrative Voice

    · Who is speaking in this passage?

    · What narrative perspective is being used in this passage?

    · What characters does it give you access to?

    · Tone:

    · Is the speaker being direct, factual, open?

    · Does the voice carry any emotion? Or is it detached from its subject?

    · Do you hear irony (what is said is different from what is meant)? If so, where?

    · Rhetorical and Literary devices:

    · Do you notice any figurative language, such as metaphors and similes?

    · Do you observe any imagery?

    · Are the language and sentences sound important (e.g., rhyme, repetition, choppy or long sentences)?

    · What is the effect of the literary devices and techniques? (e.g., do they add emphasis or connect key ideas?)

    3. Constructing a Descriptive Thesis

    Construct a summary that answers: HOW was the language used in the passage.? For example, you could argue that a passage uses short, simple sentences or that it uses irony or a combination of these things.

    4. Construct an Argument About the Passage

    Construct a thesis that answers: WHY is the language used in this way (or ways)?

    ·

    · Why might the author be using intellectual, elaborate, or plain words?

    · Why might the author be using complicated or simple sentences?

    · Who is the narrator? Why are we given access to the consciousness of these particular characters? Why not others?

    · What might the images represent? Is there a common theme?

    · Why might the tone of the passage be emotional (or detached)?

    **Practice Close Reading Skills**

    ·

    · Apply the close reading strategies on this table with guide questions to create a one-page analysis of the article
    [COVID pounded nursing homes in a series of deadly outbreaks, says new reportLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html) by Edward Sherman.

    | | |
    | — | — |
    | Applying Closed Reading Strategies |
    | **Close Reading Strategies** |
    | **Strategy** | **Your Answers** |
    | **Taking Notes:** How are words used? | |
    | **Analyzing the passage:** What narrative, voice, tone, and literary device does the author use? | |
    | **Constructing a descriptive thesis:** How was the language used in the passage? | |
    | **Constructing an argument about the passage:** Why was the language used in a particular way? | |

    Check your understanding:
    [Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493?wrap=1) [Download Click here to download a Word document with sample answers.](https://agmu.instructure.com/courses/37056/files/9290493/download?download_frd=1)

    5. Developing an Outline Based on Your Thesis, Examples, and Analysis

    Outlining is an excellent way to plan how to organize an essay and be sure you are on the right track and are working in an organized manner. It helps you distinguish between ideas that are of equal importance and ones that are of lesser importance. You build your paper based on the framework created by the outline. There are two types of formal outlines: the topic outline and the sentence outline. This module focuses on the topic outline. Microsoft Word can make outlines.

    See this post for instructions:
    [How to Make and Format an Outline in Microsoft WordLinks to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

    Carver, M. (2017).
    _How can I create an outline in Word easily?_ Maranatha Christian Academy. https://helpdesk.ma-kc.org/hc/en-us/articles/115002411287-How-can-I-create-an-outline-in-Word-easily-

           Here is an example of an outline:

    Additional Resource

    Create an Outline from Scratch

    In Word, outlines are also called multilevel lists. The following steps show how to write a new outline from scratch.

    Click
    **Home** and, in the
    **Paragraph group**, click the arrow next to
    **Multilevel List**.

    1. Choose an outline style from the
    **List Library**. Point to each outline style in the library to view all the levels for the style.

    2. Start typing to begin the list. Press Enter when you finish the line to start a new line.

    3. To start a new list level, press the Tab key and begin typing

    4. Press Enter to return to the previous list level.

    **Tips:**

    · When you start a paragraph with an asterisk and a space (
    ***** ) or with number 1 and a period (
    **1**.), Word displays the
    **AutoCorrect Options** button and begins building a bulleted or numbered list. If you don't want a bulleted or numbered list, click the
    **AutoCorrect Options** button and click
    **Stop Automatically Creating Bulleted Lists** or
    **Stop Automatically Creating Numbered Lists**.

    **References**

    Aquino-Cutcher, A., Asplin, W., Bohlke, D., & Lambert, J. (2015).
    _Final draft: Final draft level 3 student's book_. Cambridge University Press.

    Inoshita, A., Garland, K., Sims, K., Tsutsui, J. K., & Williams, T. (2019).
    _English composition: Connect, collaborate, communicate._ University of Hawai’i at Manoa Outreach College.

    Joy, S. (2023, November 1).
    _How to make and format an outline in Microsoft Word._ Envato Tuts.
    [https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084Links to an external site.](https://business.tutsplus.com/tutorials/make-outline-microsoft-word–cms-108084)

    Mochari, I. (2015, October 19).
    _Here's how Isaac Newton remembered everything he read. The scientific genius had very specific habits when he pored over books in his favorite library._ Inc.
    [https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.htmlLinks to an external site.](https://www.inc.com/ilan-mochari/how-isaac-newton-remembered-everything-he-read.html)

    Sherman, T. (2021, May 27).
    _COVID pounded nursing homes in a series of deadly outbreaks, says new report_. Nj.
    [https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.htmlLinks to an external site.](https://www.nj.com/coronavirus/2021/05/covid-pounded-nursing-homes-in-a-series-of-deadly-outbreaks-says-new-report.html)

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