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[Solved] CAPWK8PRES

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November 5, 2026
[Solved] Kissinger

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– a year ago **files (2)** – ## Kissinger.docx – ## BookReviewTwoexample.docx **## Kissinger.docx** Need a book review on “Henry Kissinger, world order ( penguin 2015). I have added an example of how the professor is expecting this book review to cover. Please review the example **## BookReviewTwoex…

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– a year ago

**files (2)**

– ## Kissinger.docx

– ## BookReviewTwoexample.docx

**## Kissinger.docx**

Need a book review on “Henry Kissinger, world order ( penguin 2015). I have added an example of how the professor is expecting this book review to cover. Please review the example

**## BookReviewTwoexample.docx**

Book report on “The Past as Prologue: The Importance of the History to the Military Profession” edited by Williamson Murray and Richard Hart Sinnreich

Recent military events have raised questions not only within the military profession but in the general public at large questioning military actions and subsequent outcomes. For example, the recent withdrawal of U.S. troops from Afghanistan has sparked debate on every aspect of the U.S. presence and activities in Afghanistan. In hindsight, a closer examination of military history could have provided a glimpse of the possible future. For example, prior to the U.S. committing trillions of dollars and thousands of troops into Afghanistan, a look at Afghanistan’s history from the times of Alexander the Great to the Soviet Union, would have demonstrated the futility in trying to occupy that nation. There has been no nation that has successfully controlled Afghanistan, ever. While “The Past as Prologue: The Importance of the History to the Military Profession” does not specifically identify U.S. occupation and withdrawal form Afghanistan, it does clearly articulate the necessity of military professionals to study military history and in so doing, would allow military professionals the ability to limit, if not, avoid the major mistakes from the past and have the right tools to make strategic decisions.

An analysis of this book requires an analysis of its authors, or in this case, its editors Dr. Williamson Murray and COL (retired) Richard Hart Sinnreich. Professor Murray graduated from Yale University in 1963 with honors in history. He then served five years as an officer in the United States Air Force. He returned to Yale University where he received his Ph.D. in military-diplomatic history. He taught two years in the Yale history department before moving on to Ohio State in 1977 as a military and diplomatic historian. Professor Murray has taught at a number of academic and military institutions, including the Air War College, the United States Military Academy, and the Naval War College. He has also served as a Secretary of the Navy Fellow at the Navy War College, the Centennial Visiting Professor at the London School of Economics, the Matthew C. Horner Professor of Military Theory at the Marine Corps University, the Charles Lindbergh Chair at the Smithsonian’s Air and Space Museum, and the Harold K. Johnson Professor of Military History at the Army War College. He is also a renowned author and recognized expert in military history. (
[www.history.osu.edu/people](http://www.history.osu.edu/people)) Richard Hart Sinnreich retired from the U.S. Army in 1990. A 1965 West Point graduate, he earned a master’s degree in foreign affairs from Ohio State University and is a graduate of the Army’s Command and General Staff College, the National War College and the Advanced Military Studies Program. He helped found the Army’s School of Advanced Military Studies and published widely in military and foreign affairs while on active duty. In 1977, he drafted NATO’s Theater Nuclear Force Improvement Study and wrote the final draft of FM 100-5 Operations in 1986. Since retiring from military service, Sinnreich has worked as an independent consultant, columnist and historian. (
[www.ausa.org/people](http://www.ausa.org/people)) The significance is both Murray and Sinnreich have insider insight on the lack of emphasis in the military profession on the study of military history, from personal experience, and this insight must have influenced the selection of works in this book.

“The Past as Prologue” as the title infers, this is not a traditional book analyzing military history from a single author. It is a collection of individual works from various contributors that are both military and civilian that demonstrate the importance of military history to the military professional. In an era where modernization, decisions made on computer modeling, smart weapon technology, objectives-based operations, and politically fueled decision making, the idea of going back to the roots of military study appear more applicable than ever. In this modern battlefield, where decisions are made hastily and communicated at the speed of electrons, the concept of being equipped with a broad range of experiences or knowledge should increase the probability of developing an achievable objective, but help dimmish risk of failure.

The format of the book lends to exemplify the message on the importance of military history to the military profession. There are two major parts of the book titled appropriately part 1 and part 2. Part 1 collection provides a balance of example and insights from practitioners to provide a broader perspective on the dangers and necessity of studying military history. This examination how the military has necessity and lesson on the use of military history by military professionals begins with essays from British and American General Officers that speaks to their personal experience and reflections as professional military officers. The most significant take away from part was from John Kriszely highlights that the study of military history “as part of the much wider context of war studies alongside more contemporary strategic and social studies” (p. 26) is necessary to avoid dangers of “drawing false lessons”. (p.26). But even Kriszely understood the inadequacy of military history programs within the military and as such concluded the necessity for the professional military to self-study. “…we must accept that the necessary education in military history is largely a matter for individual self-education”.

Part 2 continues to demonstrate through examples and insights on the dangers of limited focus on the study of military history by military professionals. Classical insights from Thucydides and Clausewitz on the necessity of studying military history. Clausewitz taught that war in unpredictable, chaotic, and dangerous. As such, understanding a s much about the art of war would be prudent to those in the profession of executing war. Part 2 continues to emphasize through analysis the gross outcomes that occurred from previous militaries. For example, Andrew Gordon provides insight on Royal Navy officers in the 19th century, Jonathan Bailey examination of technology and its implications during the Russo-Japanese war, and J. Paul Harris how not studying the lessons that could have been learned from World War I were the reasons for the British not being prepared for World War II.

The importance of military history to the military profession is self-evident, but this book goes beyond that. The specific essays, the sequencing, and the credibility of the editors and authors give this work valuable contribution to historical scholarship. In some sense, the application of personal lessons learned and perspective could be considered a primary source though the book would not categorize as a primary source. This mixture of firsthand account, story-telling, and analysis provide a compelling justification for the necessity of include this book to the collections of scholastic military history works. In many ways, reading the various essays, while it may defray from projecting itself as a literary marvel of historical value, on the contrary makes this almost 300-page book very easy to read. As such, one could argue it is better than some very difficult to digest deep in thought books like the multi-volume books written by Clausewitz.

This book is more relevant for the masses than for deep thinking strategic minded military historians. For the average professional military officer, this would be a fantastic first read as it could act as the catalyst motivating professional military officers to self-study military history as noted by John Kriszely. The weakness of the book is that it is relatively one sided. As such, there is not counter examination nor an ability for the non-believer to have an opportunity to examine the theme of this book from a counter perspective, which would have provided the book a broader effect. In addition, the book could have added more recent military history event essays like lessons learned from the Vietnam war, or first Gulf War. That being said, the readability, style, and organization made this book a pleasant reading experience. The consistency, evidence, and arguments were compelling. Any reader would have walked away from this book not only convinced on the importance of military history to the military professional, but able to argue for it.

In conclusion, I recommend this book. This should be an initial book provided to all the military officers upon commissioning and then again when they reach mid and upper ranks to remind them on the necessity to study military history and the dangers that exist when they don’t. This may help them to avoid the pitfalls of the fast and simple solutions, but rely on history to help them make military decisions.

**## BookReviewTwoexample.docx**

Book report on “The Past as Prologue: The Importance of the History to the Military Profession” edited by Williamson Murray and Richard Hart Sinnreich

Recent military events have raised questions not only within the military profession but in the general public at large questioning military actions and subsequent outcomes. For example, the recent withdrawal of U.S. troops from Afghanistan has sparked debate on every aspect of the U.S. presence and activities in Afghanistan. In hindsight, a closer examination of military history could have provided a glimpse of the possible future. For example, prior to the U.S. committing trillions of dollars and thousands of troops into Afghanistan, a look at Afghanistan’s history from the times of Alexander the Great to the Soviet Union, would have demonstrated the futility in trying to occupy that nation. There has been no nation that has successfully controlled Afghanistan, ever. While “The Past as Prologue: The Importance of the History to the Military Profession” does not specifically identify U.S. occupation and withdrawal form Afghanistan, it does clearly articulate the necessity of military professionals to study military history and in so doing, would allow military professionals the ability to limit, if not, avoid the major mistakes from the past and have the right tools to make strategic decisions.

An analysis of this book requires an analysis of its authors, or in this case, its editors Dr. Williamson Murray and COL (retired) Richard Hart Sinnreich. Professor Murray graduated from Yale University in 1963 with honors in history. He then served five years as an officer in the United States Air Force. He returned to Yale University where he received his Ph.D. in military-diplomatic history. He taught two years in the Yale history department before moving on to Ohio State in 1977 as a military and diplomatic historian. Professor Murray has taught at a number of academic and military institutions, including the Air War College, the United States Military Academy, and the Naval War College. He has also served as a Secretary of the Navy Fellow at the Navy War College, the Centennial Visiting Professor at the London School of Economics, the Matthew C. Horner Professor of Military Theory at the Marine Corps University, the Charles Lindbergh Chair at the Smithsonian’s Air and Space Museum, and the Harold K. Johnson Professor of Military History at the Army War College. He is also a renowned author and recognized expert in military history. (
[www.history.osu.edu/people](http://www.history.osu.edu/people)) Richard Hart Sinnreich retired from the U.S. Army in 1990. A 1965 West Point graduate, he earned a master’s degree in foreign affairs from Ohio State University and is a graduate of the Army’s Command and General Staff College, the National War College and the Advanced Military Studies Program. He helped found the Army’s School of Advanced Military Studies and published widely in military and foreign affairs while on active duty. In 1977, he drafted NATO’s Theater Nuclear Force Improvement Study and wrote the final draft of FM 100-5 Operations in 1986. Since retiring from military service, Sinnreich has worked as an independent consultant, columnist and historian. (
[www.ausa.org/people](http://www.ausa.org/people)) The significance is both Murray and Sinnreich have insider insight on the lack of emphasis in the military profession on the study of military history, from personal experience, and this insight must have influenced the selection of works in this book.

“The Past as Prologue” as the title infers, this is not a traditional book analyzing military history from a single author. It is a collection of individual works from various contributors that are both military and civilian that demonstrate the importance of military history to the military professional. In an era where modernization, decisions made on computer modeling, smart weapon technology, objectives-based operations, and politically fueled decision making, the idea of going back to the roots of military study appear more applicable than ever. In this modern battlefield, where decisions are made hastily and communicated at the speed of electrons, the concept of being equipped with a broad range of experiences or knowledge should increase the probability of developing an achievable objective, but help dimmish risk of failure.

The format of the book lends to exemplify the message on the importance of military history to the military profession. There are two major parts of the book titled appropriately part 1 and part 2. Part 1 collection provides a balance of example and insights from practitioners to provide a broader perspective on the dangers and necessity of studying military history. This examination how the military has necessity and lesson on the use of military history by military professionals begins with essays from British and American General Officers that speaks to their personal experience and reflections as professional military officers. The most significant take away from part was from John Kriszely highlights that the study of military history “as part of the much wider context of war studies alongside more contemporary strategic and social studies” (p. 26) is necessary to avoid dangers of “drawing false lessons”. (p.26). But even Kriszely understood the inadequacy of military history programs within the military and as such concluded the necessity for the professional military to self-study. “…we must accept that the necessary education in military history is largely a matter for individual self-education”.

Part 2 continues to demonstrate through examples and insights on the dangers of limited focus on the study of military history by military professionals. Classical insights from Thucydides and Clausewitz on the necessity of studying military history. Clausewitz taught that war in unpredictable, chaotic, and dangerous. As such, understanding a s much about the art of war would be prudent to those in the profession of executing war. Part 2 continues to emphasize through analysis the gross outcomes that occurred from previous militaries. For example, Andrew Gordon provides insight on Royal Navy officers in the 19th century, Jonathan Bailey examination of technology and its implications during the Russo-Japanese war, and J. Paul Harris how not studying the lessons that could have been learned from World War I were the reasons for the British not being prepared for World War II.

The importance of military history to the military profession is self-evident, but this book goes beyond that. The specific essays, the sequencing, and the credibility of the editors and authors give this work valuable contribution to historical scholarship. In some sense, the application of personal lessons learned and perspective could be considered a primary source though the book would not categorize as a primary source. This mixture of firsthand account, story-telling, and analysis provide a compelling justification for the necessity of include this book to the collections of scholastic military history works. In many ways, reading the various essays, while it may defray from projecting itself as a literary marvel of historical value, on the contrary makes this almost 300-page book very easy to read. As such, one could argue it is better than some very difficult to digest deep in thought books like the multi-volume books written by Clausewitz.

This book is more relevant for the masses than for deep thinking strategic minded military historians. For the average professional military officer, this would be a fantastic first read as it could act as the catalyst motivating professional military officers to self-study military history as noted by John Kriszely. The weakness of the book is that it is relatively one sided. As such, there is not counter examination nor an ability for the non-believer to have an opportunity to examine the theme of this book from a counter perspective, which would have provided the book a broader effect. In addition, the book could have added more recent military history event essays like lessons learned from the Vietnam war, or first Gulf War. That being said, the readability, style, and organization made this book a pleasant reading experience. The consistency, evidence, and arguments were compelling. Any reader would have walked away from this book not only convinced on the importance of military history to the military professional, but able to argue for it.

In conclusion, I recommend this book. This should be an initial book provided to all the military officers upon commissioning and then again when they reach mid and upper ranks to remind them on the necessity to study military history and the dangers that exist when they don’t. This may help them to avoid the pitfalls of the fast and simple solutions, but rely on history to help them make military decisions.

**## Kissinger.docx**

Need a book review on “Henry Kissinger, world order ( penguin 2015). I have added an example of how the professor is expecting this book review to cover. Please review the example

**## BookReviewTwoexample.docx**

Book report on “The Past as Prologue: The Importance of the History to the Military Profession” edited by Williamson Murray and Richard Hart Sinnreich

Recent military events have raised questions not only within the military profession but in the general public at large questioning military actions and subsequent outcomes. For example, the recent withdrawal of U.S. troops from Afghanistan has sparked debate on every aspect of the U.S. presence and activities in Afghanistan. In hindsight, a closer examination of military history could have provided a glimpse of the possible future. For example, prior to the U.S. committing trillions of dollars and thousands of troops into Afghanistan, a look at Afghanistan’s history from the times of Alexander the Great to the Soviet Union, would have demonstrated the futility in trying to occupy that nation. There has been no nation that has successfully controlled Afghanistan, ever. While “The Past as Prologue: The Importance of the History to the Military Profession” does not specifically identify U.S. occupation and withdrawal form Afghanistan, it does clearly articulate the necessity of military professionals to study military history and in so doing, would allow military professionals the ability to limit, if not, avoid the major mistakes from the past and have the right tools to make strategic decisions.

An analysis of this book requires an analysis of its authors, or in this case, its editors Dr. Williamson Murray and COL (retired) Richard Hart Sinnreich. Professor Murray graduated from Yale University in 1963 with honors in history. He then served five years as an officer in the United States Air Force. He returned to Yale University where he received his Ph.D. in military-diplomatic history. He taught two years in the Yale history department before moving on to Ohio State in 1977 as a military and diplomatic historian. Professor Murray has taught at a number of academic and military institutions, including the Air War College, the United States Military Academy, and the Naval War College. He has also served as a Secretary of the Navy Fellow at the Navy War College, the Centennial Visiting Professor at the London School of Economics, the Matthew C. Horner Professor of Military Theory at the Marine Corps University, the Charles Lindbergh Chair at the Smithsonian’s Air and Space Museum, and the Harold K. Johnson Professor of Military History at the Army War College. He is also a renowned author and recognized expert in military history. (
[www.history.osu.edu/people](http://www.history.osu.edu/people)) Richard Hart Sinnreich retired from the U.S. Army in 1990. A 1965 West Point graduate, he earned a master’s degree in foreign affairs from Ohio State University and is a graduate of the Army’s Command and General Staff College, the National War College and the Advanced Military Studies Program. He helped found the Army’s School of Advanced Military Studies and published widely in military and foreign affairs while on active duty. In 1977, he drafted NATO’s Theater Nuclear Force Improvement Study and wrote the final draft of FM 100-5 Operations in 1986. Since retiring from military service, Sinnreich has worked as an independent consultant, columnist and historian. (
[www.ausa.org/people](http://www.ausa.org/people)) The significance is both Murray and Sinnreich have insider insight on the lack of emphasis in the military profession on the study of military history, from personal experience, and this insight must have influenced the selection of works in this book.

“The Past as Prologue” as the title infers, this is not a traditional book analyzing military history from a single author. It is a collection of individual works from various contributors that are both military and civilian that demonstrate the importance of military history to the military professional. In an era where modernization, decisions made on computer modeling, smart weapon technology, objectives-based operations, and politically fueled decision making, the idea of going back to the roots of military study appear more applicable than ever. In this modern battlefield, where decisions are made hastily and communicated at the speed of electrons, the concept of being equipped with a broad range of experiences or knowledge should increase the probability of developing an achievable objective, but help dimmish risk of failure.

The format of the book lends to exemplify the message on the importance of military history to the military profession. There are two major parts of the book titled appropriately part 1 and part 2. Part 1 collection provides a balance of example and insights from practitioners to provide a broader perspective on the dangers and necessity of studying military history. This examination how the military has necessity and lesson on the use of military history by military professionals begins with essays from British and American General Officers that speaks to their personal experience and reflections as professional military officers. The most significant take away from part was from John Kriszely highlights that the study of military history “as part of the much wider context of war studies alongside more contemporary strategic and social studies” (p. 26) is necessary to avoid dangers of “drawing false lessons”. (p.26). But even Kriszely understood the inadequacy of military history programs within the military and as such concluded the necessity for the professional military to self-study. “…we must accept that the necessary education in military history is largely a matter for individual self-education”.

Part 2 continues to demonstrate through examples and insights on the dangers of limited focus on the study of military history by military professionals. Classical insights from Thucydides and Clausewitz on the necessity of studying military history. Clausewitz taught that war in unpredictable, chaotic, and dangerous. As such, understanding a s much about the art of war would be prudent to those in the profession of executing war. Part 2 continues to emphasize through analysis the gross outcomes that occurred from previous militaries. For example, Andrew Gordon provides insight on Royal Navy officers in the 19th century, Jonathan Bailey examination of technology and its implications during the Russo-Japanese war, and J. Paul Harris how not studying the lessons that could have been learned from World War I were the reasons for the British not being prepared for World War II.

The importance of military history to the military profession is self-evident, but this book goes beyond that. The specific essays, the sequencing, and the credibility of the editors and authors give this work valuable contribution to historical scholarship. In some sense, the application of personal lessons learned and perspective could be considered a primary source though the book would not categorize as a primary source. This mixture of firsthand account, story-telling, and analysis provide a compelling justification for the necessity of include this book to the collections of scholastic military history works. In many ways, reading the various essays, while it may defray from projecting itself as a literary marvel of historical value, on the contrary makes this almost 300-page book very easy to read. As such, one could argue it is better than some very difficult to digest deep in thought books like the multi-volume books written by Clausewitz.

This book is more relevant for the masses than for deep thinking strategic minded military historians. For the average professional military officer, this would be a fantastic first read as it could act as the catalyst motivating professional military officers to self-study military history as noted by John Kriszely. The weakness of the book is that it is relatively one sided. As such, there is not counter examination nor an ability for the non-believer to have an opportunity to examine the theme of this book from a counter perspective, which would have provided the book a broader effect. In addition, the book could have added more recent military history event essays like lessons learned from the Vietnam war, or first Gulf War. That being said, the readability, style, and organization made this book a pleasant reading experience. The consistency, evidence, and arguments were compelling. Any reader would have walked away from this book not only convinced on the importance of military history to the military professional, but able to argue for it.

In conclusion, I recommend this book. This should be an initial book provided to all the military officers upon commissioning and then again when they reach mid and upper ranks to remind them on the necessity to study military history and the dangers that exist when they don’t. This may help them to avoid the pitfalls of the fast and simple solutions, but rely on history to help them make military decisions.

**## Kissinger.docx**

Need a book review on “Henry Kissinger, world order ( penguin 2015). I have added an example of how the professor is expecting this book review to cover. Please review the example

**## BookReviewTwoexample.docx**

Book report on “The Past as Prologue: The Importance of the History to the Military Profession” edited by Williamson Murray and Richard Hart Sinnreich

Recent military events have raised questions not only within the military profession but in the general public at large questioning military actions and subsequent outcomes. For example, the recent withdrawal of U.S. troops from Afghanistan has sparked debate on every aspect of the U.S. presence and activities in Afghanistan. In hindsight, a closer examination of military history could have provided a glimpse of the possible future. For example, prior to the U.S. committing trillions of dollars and thousands of troops into Afghanistan, a look at Afghanistan’s history from the times of Alexander the Great to the Soviet Union, would have demonstrated the futility in trying to occupy that nation. There has been no nation that has successfully controlled Afghanistan, ever. While “The Past as Prologue: The Importance of the History to the Military Profession” does not specifically identify U.S. occupation and withdrawal form Afghanistan, it does clearly articulate the necessity of military professionals to study military history and in so doing, would allow military professionals the ability to limit, if not, avoid the major mistakes from the past and have the right tools to make strategic decisions.

An analysis of this book requires an analysis of its authors, or in this case, its editors Dr. Williamson Murray and COL (retired) Richard Hart Sinnreich. Professor Murray graduated from Yale University in 1963 with honors in history. He then served five years as an officer in the United States Air Force. He returned to Yale University where he received his Ph.D. in military-diplomatic history. He taught two years in the Yale history department before moving on to Ohio State in 1977 as a military and diplomatic historian. Professor Murray has taught at a number of academic and military institutions, including the Air War College, the United States Military Academy, and the Naval War College. He has also served as a Secretary of the Navy Fellow at the Navy War College, the Centennial Visiting Professor at the London School of Economics, the Matthew C. Horner Professor of Military Theory at the Marine Corps University, the Charles Lindbergh Chair at the Smithsonian’s Air and Space Museum, and the Harold K. Johnson Professor of Military History at the Army War College. He is also a renowned author and recognized expert in military history. (
[www.history.osu.edu/people](http://www.history.osu.edu/people)) Richard Hart Sinnreich retired from the U.S. Army in 1990. A 1965 West Point graduate, he earned a master’s degree in foreign affairs from Ohio State University and is a graduate of the Army’s Command and General Staff College, the National War College and the Advanced Military Studies Program. He helped found the Army’s School of Advanced Military Studies and published widely in military and foreign affairs while on active duty. In 1977, he drafted NATO’s Theater Nuclear Force Improvement Study and wrote the final draft of FM 100-5 Operations in 1986. Since retiring from military service, Sinnreich has worked as an independent consultant, columnist and historian. (
[www.ausa.org/people](http://www.ausa.org/people)) The significance is both Murray and Sinnreich have insider insight on the lack of emphasis in the military profession on the study of military history, from personal experience, and this insight must have influenced the selection of works in this book.

“The Past as Prologue” as the title infers, this is not a traditional book analyzing military history from a single author. It is a collection of individual works from various contributors that are both military and civilian that demonstrate the importance of military history to the military professional. In an era where modernization, decisions made on computer modeling, smart weapon technology, objectives-based operations, and politically fueled decision making, the idea of going back to the roots of military study appear more applicable than ever. In this modern battlefield, where decisions are made hastily and communicated at the speed of electrons, the concept of being equipped with a broad range of experiences or knowledge should increase the probability of developing an achievable objective, but help dimmish risk of failure.

The format of the book lends to exemplify the message on the importance of military history to the military profession. There are two major parts of the book titled appropriately part 1 and part 2. Part 1 collection provides a balance of example and insights from practitioners to provide a broader perspective on the dangers and necessity of studying military history. This examination how the military has necessity and lesson on the use of military history by military professionals begins with essays from British and American General Officers that speaks to their personal experience and reflections as professional military officers. The most significant take away from part was from John Kriszely highlights that the study of military history “as part of the much wider context of war studies alongside more contemporary strategic and social studies” (p. 26) is necessary to avoid dangers of “drawing false lessons”. (p.26). But even Kriszely understood the inadequacy of military history programs within the military and as such concluded the necessity for the professional military to self-study. “…we must accept that the necessary education in military history is largely a matter for individual self-education”.

Part 2 continues to demonstrate through examples and insights on the dangers of limited focus on the study of military history by military professionals. Classical insights from Thucydides and Clausewitz on the necessity of studying military history. Clausewitz taught that war in unpredictable, chaotic, and dangerous. As such, understanding a s much about the art of war would be prudent to those in the profession of executing war. Part 2 continues to emphasize through analysis the gross outcomes that occurred from previous militaries. For example, Andrew Gordon provides insight on Royal Navy officers in the 19th century, Jonathan Bailey examination of technology and its implications during the Russo-Japanese war, and J. Paul Harris how not studying the lessons that could have been learned from World War I were the reasons for the British not being prepared for World War II.

The importance of military history to the military profession is self-evident, but this book goes beyond that. The specific essays, the sequencing, and the credibility of the editors and authors give this work valuable contribution to historical scholarship. In some sense, the application of personal lessons learned and perspective could be considered a primary source though the book would not categorize as a primary source. This mixture of firsthand account, story-telling, and analysis provide a compelling justification for the necessity of include this book to the collections of scholastic military history works. In many ways, reading the various essays, while it may defray from projecting itself as a literary marvel of historical value, on the contrary makes this almost 300-page book very easy to read. As such, one could argue it is better than some very difficult to digest deep in thought books like the multi-volume books written by Clausewitz.

This book is more relevant for the masses than for deep thinking strategic minded military historians. For the average professional military officer, this would be a fantastic first read as it could act as the catalyst motivating professional military officers to self-study military history as noted by John Kriszely. The weakness of the book is that it is relatively one sided. As such, there is not counter examination nor an ability for the non-believer to have an opportunity to examine the theme of this book from a counter perspective, which would have provided the book a broader effect. In addition, the book could have added more recent military history event essays like lessons learned from the Vietnam war, or first Gulf War. That being said, the readability, style, and organization made this book a pleasant reading experience. The consistency, evidence, and arguments were compelling. Any reader would have walked away from this book not only convinced on the importance of military history to the military professional, but able to argue for it.

In conclusion, I recommend this book. This should be an initial book provided to all the military officers upon commissioning and then again when they reach mid and upper ranks to remind them on the necessity to study military history and the dangers that exist when they don’t. This may help them to avoid the pitfalls of the fast and simple solutions, but rely on history to help them make military decisions.

November 5, 2026
[Solved] Can this be done in 4 hours? 8 slides powerpoint

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in school therapist Shantay Alston Wright Directions Family services – a year ago **files (1)** – ## wk4-5017.docx **## wk4-5017.docx** ### **Introduction** Mentorship and engaging with colleagues are important components of professional development. In this assignment, you engage with an experience…

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in school therapist Shantay Alston Wright Directions Family services

– a year ago

**files (1)**

– ## wk4-5017.docx

**## wk4-5017.docx**

### **Introduction**

Mentorship and engaging with colleagues are important components of professional development. In this assignment, you engage with an experienced social work supervisor as a means of better understanding best practices within the profession. Through this glimpse into the real world of social work, you will better understand the concepts and theories you are learning in your course. By successfully completing this assignment, you demonstrate your proficiency in the following EPAS and the advanced generalist specialized behaviors:

### **Competencies Covered**

C1.SP.A Utilize best practices in ethical decision making by applying leadership skills, technology, relevant laws and regulations, core values, and standards of the NASW Code of Ethics to an ethical problem-solving model to inform ethical decision making in the specialization of advanced generalist practice.

· Related Assignment Criterion: Describe some of the most common ethical issues or dilemmas encountered by the supervisor and/or agency. Explain how the supervisor and/or agency makes ethical decisions. Is there a specific process? Does the agency utilize the NASW Code of ethics or a different ethical code?

C1.SP.B Guided by best advanced generalist practice skills, apply professional behavior and leadership skills in oral, written, and electronic communication with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice.

· Related Assignment Criterion: Utilize ethical written, oral, and electronic communication skills.

C1.SP.C Integrate the ethical and effective use of technology at all levels of practice in the specialization of advanced generalist social work with diverse individuals, families, groups, organizations, and communities.

· Related Assignment Criterion: How does the agency utilize technology? Examples include client records, client surveys, billing, communication with other professionals, etc. What ethical concerns arise with the use of technology?

C4.SP.A Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings.

· Related Assignment Criterion: After the interview, utilize research to evaluate which leadership theory the supervisor’s strategies align with. (Examples include transformational, transactional, laissez-faire, etc.) Analyze the strengths and limitations of this leadership style.

C6.SP.B Apply leadership skills, emerging technologies, empathy, self-reflection, interpersonal skills, in culturally responsive engagement strategies with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice.

· Related Assignment Criterion: How does the supervisor apply leadership skills, emerging technologies, empathy, self-reflection, interpersonal skills, and culturally responsive engagement strategies with diverse individuals, families, groups, organizations, and communities?

C8.SP.B Analyze and integrate culturally responsive best practice theories and methods in the specialization of advanced generalist practice to negotiate, mediate, and advocate with and on the behalf of clients and constituencies.

· Related Assignment Criterion: Describe best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies. For example, if the supervisor needs to provide coaching or engage in disciplinary action with a supervisee, mediate a situation, or negotiate with a supervisee or client, what skills or strategies do they use?

C8.SP.C Apply leadership skills, decision making, interprofessional conceptual frameworks, and emerging technologies in the specialization of advanced generalist social work practice when intervening with individuals, families, groups, organizations, and communities to promote systemic change towards client sustainability.

· Related Assignment Criterion: What leadership skills does the supervisor identify as most valuable when intervening with supervisees, clients, families, groups, organizations, and communities? Does the supervisor utilize emerging technologies to aid in the intervention?

C8.SP.D Apply leadership, technology, critical thinking, and interpersonal skills in the specialization of advanced generalist practice when evaluating intervention with individuals, families, groups, organizations, and communities to achieve goals.

· Related Assignment Criterion: How does the supervisor evaluate the intervention or follow up with the supervisee when intervention is needed?

### **Assignment Directions**

For this assignment you will interview a social work leader and then develop a PowerPoint presentation. The presentation should be approximately 8–10 slides, 10–15 minutes in length, and recorded on video. (Only your presentation should be recorded, not the interview.) You will also conduct research on the information you gather from the interview and connect the supervisor’s skills and strategies to a leadership theory and advanced generalist best practices as a supervisor. It is recommended that you share the assignment instructions and interview questions with the supervisor prior to the interview, so the supervisor has time to prepare. The information you gather through your interview and research should include content that prepares you to competently discuss the following areas:

**Introduction**

Begin the presentation by introducing the supervisor you interviewed. Include their name, place of employment, and number of years as a supervisor. What services does the agency provide? How many people and programs does the supervisor oversee?

**Competency 1: Demonstrate Ethical and Professional Behavior**

Describe some of the most common ethical issues or dilemmas encountered by the supervisor and/or agency. Explain how the supervisor and/or agency makes ethical decisions. Is there a specific process? Does the agency utilize the NASW Code of ethics or a different ethical code? (C1.SP.A)

How does the agency promote and utilize technology ethically? Examples include client records, client surveys, billing, communication with other professionals, etc. What ethical concerns arise with the use of technology? (C1.SP.C)

Analyze the strengths and limitations of ethical decision-making model and the ethical use of technology by applying the NASW Code of Ethics and NASW Standards for Technology in Social Work Practice.

**Competency 6: Engage With Individuals, Families, Groups, Organizations, and Communities**

How does the supervisor apply leadership skills, emerging technologies, empathy, self-reflection, interpersonal skills, and culturally responsive engagement strategies with diverse individuals, families, groups, organizations, and communities? (C6.SP.B)

Analyze the strengths and limitations of the supervisor’s engagement strategies.

**Competency 8: Intervene With Individuals, Families, Groups, Organizations, and Communities**

Describe and analyze best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies. For example, if the supervisor needs to provide coaching or engage in disciplinary action with a supervisee, mediate a situation, or negotiate with a supervisee or client, what skills or strategies do they use? (C8.SP.b)

Explain the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities. Does the supervisor utilize emerging technologies to aid in the intervention? (C8.SP.C)

How does the supervisor evaluate the intervention or follow up with the supervisee when intervention is needed? (C8.SP.D)

Analyze the strengths and limitations of the supervisor’s intervention strategies.

**Competency 4: Engage in Practice-Informed Research and Research Informed Practice**

After the interview, utilize research to evaluate which leadership theory the supervisor’s strategies align with. (Examples include transformational, transactional, and laissez-faire.) Analyze the strengths and limitations of this leadership style. (C4.SP.A)

### **Assignment Requirements**

The assignment you submit is expected to meet the following requirements:

·
**Utilize ethical written, oral, and electronic communication:** Guided by best advanced generalist practice skills, apply professional behavior and leadership skills in oral, written, and electronic communication with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice. (C1.SP.B)

·
**APA formatting:** Resources and citations are formatted according to current APA style and formatting standards. Include a title page, reference page, headers, and appendices as applicable. Use
Academic Writer

·
Links to an external site.

· for guidance in citing sources in proper APA style. See the
Writing Center

·
Links to an external site.

· for more APA resources specific to your degree level.

·
**Cited resources:** Minimum of five scholarly sources. All literature cited should be current, with publication dates within the past five years.

**View Rubric**

| | | |
| — | — | — |
| | | |
| **Analyzing Supervisory Skills Using an Interview With a Professional Social Work Supervisor** |
| **Criteria** | **Ratings** | **Pts** |
| Explain a supervisor's ethical decision-making model and demonstrate the learner's understanding of applying the NASW Code of Ethics in context. (C1.SP.A) | **27.5 to >23.38 pts**<br>**DISTINGUISHED**<br>Critically analyzes a supervisor's ethical decision-making model and demonstrates advanced application and understanding of the NASW Code of Ethics by the learner, including contextual application and critique.<br>**23.38 to >19.25 pts**<br>**PROFICIENT**<br>Explains a supervisor's ethical decision-making model and demonstrates the learner's understanding of applying the NASW Code of Ethics in context.<br>**19.25 to >0 pts**<br>**BASIC**<br>Describes either a supervisor's ethical decision-making model or the learner's basic understanding of the NASW Code of Ethics application, but not both.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not explain an ethical decision-making model nor discuss the supervisor's or the learner's application of the NASW Code of Ethics. | / 27.5 pts |
| Describe and analyze how the supervisor and/or agency applies ethical use of technology. (C1.SP.B) | **27.5 to >23.38 pts**<br>**DISTINGUISHED**<br>Critically describes and analyzes the ethical use of technology by the supervisor and/or agency.<br>**23.38 to >19.25 pts**<br>**PROFICIENT**<br>Describes and analyzes the ethical use of technology by the supervisor and/or agency.<br>**19.25 to >0 pts**<br>**BASIC**<br>Partially describes the ethical use of technology by the supervisor and/or agency.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not describe or analyze the ethical use of technology. | / 27.5 pts |
| Apply leadership skills, ethical use of technology, and research findings to inform and improve practice, policy, and programs. (C4.SP.A) | **27.5 to >23.38 pts**<br>**DISTINGUISHED**<br>Applies and integrates research findings about leadership skills and ethical use of technology to improve practice, policy, and programs.<br>**23.38 to >19.25 pts**<br>**PROFICIENT**<br>Describes leadership skills, ethical use of technology, and research findings to inform and improve practice, policy, and programs.<br>**19.25 to >0 pts**<br>**BASIC**<br>Utilizes some research findings to inform and improve practice, but sources are not scholarly.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not utilize research findings to inform and improve practice, policy, and programs. | / 27.5 pts |
| Explain and analyze how the supervisor utilizes leadership skills, emerging technologies, empathy, self-reflection, and interpersonal skills in culturally responsive engagement strategies. (C6.SP.B) | **27.5 to >23.38 pts**<br>**DISTINGUISHED**<br>Critically analyzes and explains how the supervisor utilizes leadership skills, emerging technologies, empathy, self-reflection, and interpersonal skills in culturally responsive engagement strategies.<br>**23.38 to >19.25 pts**<br>**PROFICIENT**<br>Explains how the supervisor utilizes leadership skills, emerging technologies, empathy, self-reflection, and interpersonal skills in culturally responsive engagement strategies.<br>**19.25 to >0 pts**<br>**BASIC**<br>Describes how the supervisor utilizes leadership skills, emerging technologies, empathy, self-reflection, and interpersonal skills.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not explain or analyze how the supervisor uses leadership skills, technology, empathy, self-reflection, and interpersonal skills. | / 27.5 pts |
| Describe and analyze best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies. (C8.SP.B) | **30 to >25.5 pts**<br>**DISTINGUISHED**<br>Critically analyzes and describes best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies.<br>**25.5 to >21 pts**<br>**PROFICIENT**<br>Explains best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies.<br>**21 to >0 pts**<br>**BASIC**<br>Minimally describes best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not describe or analyze best practices to negotiate, mediate, and advocated on behalf of clients and constituencies. | / 30 pts |
| Explain and analyze the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities. (C8.SP.C) | **30 to >25.5 pts**<br>**DISTINGUISHED**<br>Critically explains and analyzes the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities.<br>**25.5 to >21 pts**<br>**PROFICIENT**<br>Describes the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities.<br>**21 to >0 pts**<br>**BASIC**<br>Minimally describes the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not explain or analyze leadership skills the supervisor utilizes when intervening. | / 30 pts |
| Describe and analyze the intervention or follow up the supervisor utilizes with the supervisee when intervention is needed. (C8.SP.D) | **30 to >25.5 pts**<br>**DISTINGUISHED**<br>Critically analyzes and describes the intervention the supervisor utilizes with the supervisee when intervention is needed.<br>**25.5 to >21 pts**<br>**PROFICIENT**<br>Explains the intervention the supervisor utilizes with the supervisee when intervention is needed.<br>**21 to >0 pts**<br>**BASIC**<br>Minimally describes the intervention the supervisor utilizes with the supervisee when intervention is needed.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not describe and analyze the intervention or follow up the supervisor utilizes when intervention is needed. | / 30 pts |
| Apply professional behavior and leadership skills in oral, written, and electronic communication with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice. (C1.SP.B) | **50 to >42.5 pts**<br>**DISTINGUISHED**<br>Applies exceptional professional behavior and leadership skills in oral, written, and electronic communication. The communication is not only scholarly but also demonstrates exceptional clarity, insight, and alignment with the highest expectations for members of the social work profession.<br>**42.5 to >35 pts**<br>**PROFICIENT**<br>Applies professional behavior and leadership skills in oral, written, and electronic communication with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice.<br>**35 to >0 pts**<br>**BASIC**<br>Applies some or minimal professional behavior and leadership skills to communicate in a manner that is consistent with expectations for members of the social work profession.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not apply professional behavior and leadership skills in oral, written, and electronic communication. | / 50 pts |
| Total Points: 0 |

**## wk4-5017.docx**

### **Introduction**

Mentorship and engaging with colleagues are important components of professional development. In this assignment, you engage with an experienced social work supervisor as a means of better understanding best practices within the profession. Through this glimpse into the real world of social work, you will better understand the concepts and theories you are learning in your course. By successfully completing this assignment, you demonstrate your proficiency in the following EPAS and the advanced generalist specialized behaviors:

### **Competencies Covered**

C1.SP.A Utilize best practices in ethical decision making by applying leadership skills, technology, relevant laws and regulations, core values, and standards of the NASW Code of Ethics to an ethical problem-solving model to inform ethical decision making in the specialization of advanced generalist practice.

· Related Assignment Criterion: Describe some of the most common ethical issues or dilemmas encountered by the supervisor and/or agency. Explain how the supervisor and/or agency makes ethical decisions. Is there a specific process? Does the agency utilize the NASW Code of ethics or a different ethical code?

C1.SP.B Guided by best advanced generalist practice skills, apply professional behavior and leadership skills in oral, written, and electronic communication with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice.

· Related Assignment Criterion: Utilize ethical written, oral, and electronic communication skills.

C1.SP.C Integrate the ethical and effective use of technology at all levels of practice in the specialization of advanced generalist social work with diverse individuals, families, groups, organizations, and communities.

· Related Assignment Criterion: How does the agency utilize technology? Examples include client records, client surveys, billing, communication with other professionals, etc. What ethical concerns arise with the use of technology?

C4.SP.A Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings.

· Related Assignment Criterion: After the interview, utilize research to evaluate which leadership theory the supervisor’s strategies align with. (Examples include transformational, transactional, laissez-faire, etc.) Analyze the strengths and limitations of this leadership style.

C6.SP.B Apply leadership skills, emerging technologies, empathy, self-reflection, interpersonal skills, in culturally responsive engagement strategies with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice.

· Related Assignment Criterion: How does the supervisor apply leadership skills, emerging technologies, empathy, self-reflection, interpersonal skills, and culturally responsive engagement strategies with diverse individuals, families, groups, organizations, and communities?

C8.SP.B Analyze and integrate culturally responsive best practice theories and methods in the specialization of advanced generalist practice to negotiate, mediate, and advocate with and on the behalf of clients and constituencies.

· Related Assignment Criterion: Describe best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies. For example, if the supervisor needs to provide coaching or engage in disciplinary action with a supervisee, mediate a situation, or negotiate with a supervisee or client, what skills or strategies do they use?

C8.SP.C Apply leadership skills, decision making, interprofessional conceptual frameworks, and emerging technologies in the specialization of advanced generalist social work practice when intervening with individuals, families, groups, organizations, and communities to promote systemic change towards client sustainability.

· Related Assignment Criterion: What leadership skills does the supervisor identify as most valuable when intervening with supervisees, clients, families, groups, organizations, and communities? Does the supervisor utilize emerging technologies to aid in the intervention?

C8.SP.D Apply leadership, technology, critical thinking, and interpersonal skills in the specialization of advanced generalist practice when evaluating intervention with individuals, families, groups, organizations, and communities to achieve goals.

· Related Assignment Criterion: How does the supervisor evaluate the intervention or follow up with the supervisee when intervention is needed?

### **Assignment Directions**

For this assignment you will interview a social work leader and then develop a PowerPoint presentation. The presentation should be approximately 8–10 slides, 10–15 minutes in length, and recorded on video. (Only your presentation should be recorded, not the interview.) You will also conduct research on the information you gather from the interview and connect the supervisor’s skills and strategies to a leadership theory and advanced generalist best practices as a supervisor. It is recommended that you share the assignment instructions and interview questions with the supervisor prior to the interview, so the supervisor has time to prepare. The information you gather through your interview and research should include content that prepares you to competently discuss the following areas:

**Introduction**

Begin the presentation by introducing the supervisor you interviewed. Include their name, place of employment, and number of years as a supervisor. What services does the agency provide? How many people and programs does the supervisor oversee?

**Competency 1: Demonstrate Ethical and Professional Behavior**

Describe some of the most common ethical issues or dilemmas encountered by the supervisor and/or agency. Explain how the supervisor and/or agency makes ethical decisions. Is there a specific process? Does the agency utilize the NASW Code of ethics or a different ethical code? (C1.SP.A)

How does the agency promote and utilize technology ethically? Examples include client records, client surveys, billing, communication with other professionals, etc. What ethical concerns arise with the use of technology? (C1.SP.C)

Analyze the strengths and limitations of ethical decision-making model and the ethical use of technology by applying the NASW Code of Ethics and NASW Standards for Technology in Social Work Practice.

**Competency 6: Engage With Individuals, Families, Groups, Organizations, and Communities**

How does the supervisor apply leadership skills, emerging technologies, empathy, self-reflection, interpersonal skills, and culturally responsive engagement strategies with diverse individuals, families, groups, organizations, and communities? (C6.SP.B)

Analyze the strengths and limitations of the supervisor’s engagement strategies.

**Competency 8: Intervene With Individuals, Families, Groups, Organizations, and Communities**

Describe and analyze best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies. For example, if the supervisor needs to provide coaching or engage in disciplinary action with a supervisee, mediate a situation, or negotiate with a supervisee or client, what skills or strategies do they use? (C8.SP.b)

Explain the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities. Does the supervisor utilize emerging technologies to aid in the intervention? (C8.SP.C)

How does the supervisor evaluate the intervention or follow up with the supervisee when intervention is needed? (C8.SP.D)

Analyze the strengths and limitations of the supervisor’s intervention strategies.

**Competency 4: Engage in Practice-Informed Research and Research Informed Practice**

After the interview, utilize research to evaluate which leadership theory the supervisor’s strategies align with. (Examples include transformational, transactional, and laissez-faire.) Analyze the strengths and limitations of this leadership style. (C4.SP.A)

### **Assignment Requirements**

The assignment you submit is expected to meet the following requirements:

·
**Utilize ethical written, oral, and electronic communication:** Guided by best advanced generalist practice skills, apply professional behavior and leadership skills in oral, written, and electronic communication with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice. (C1.SP.B)

·
**APA formatting:** Resources and citations are formatted according to current APA style and formatting standards. Include a title page, reference page, headers, and appendices as applicable. Use
Academic Writer

·
Links to an external site.

· for guidance in citing sources in proper APA style. See the
Writing Center

·
Links to an external site.

· for more APA resources specific to your degree level.

·
**Cited resources:** Minimum of five scholarly sources. All literature cited should be current, with publication dates within the past five years.

**View Rubric**

| | | |
| — | — | — |
| | | |
| **Analyzing Supervisory Skills Using an Interview With a Professional Social Work Supervisor** |
| **Criteria** | **Ratings** | **Pts** |
| Explain a supervisor's ethical decision-making model and demonstrate the learner's understanding of applying the NASW Code of Ethics in context. (C1.SP.A) | **27.5 to >23.38 pts**<br>**DISTINGUISHED**<br>Critically analyzes a supervisor's ethical decision-making model and demonstrates advanced application and understanding of the NASW Code of Ethics by the learner, including contextual application and critique.<br>**23.38 to >19.25 pts**<br>**PROFICIENT**<br>Explains a supervisor's ethical decision-making model and demonstrates the learner's understanding of applying the NASW Code of Ethics in context.<br>**19.25 to >0 pts**<br>**BASIC**<br>Describes either a supervisor's ethical decision-making model or the learner's basic understanding of the NASW Code of Ethics application, but not both.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not explain an ethical decision-making model nor discuss the supervisor's or the learner's application of the NASW Code of Ethics. | / 27.5 pts |
| Describe and analyze how the supervisor and/or agency applies ethical use of technology. (C1.SP.B) | **27.5 to >23.38 pts**<br>**DISTINGUISHED**<br>Critically describes and analyzes the ethical use of technology by the supervisor and/or agency.<br>**23.38 to >19.25 pts**<br>**PROFICIENT**<br>Describes and analyzes the ethical use of technology by the supervisor and/or agency.<br>**19.25 to >0 pts**<br>**BASIC**<br>Partially describes the ethical use of technology by the supervisor and/or agency.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not describe or analyze the ethical use of technology. | / 27.5 pts |
| Apply leadership skills, ethical use of technology, and research findings to inform and improve practice, policy, and programs. (C4.SP.A) | **27.5 to >23.38 pts**<br>**DISTINGUISHED**<br>Applies and integrates research findings about leadership skills and ethical use of technology to improve practice, policy, and programs.<br>**23.38 to >19.25 pts**<br>**PROFICIENT**<br>Describes leadership skills, ethical use of technology, and research findings to inform and improve practice, policy, and programs.<br>**19.25 to >0 pts**<br>**BASIC**<br>Utilizes some research findings to inform and improve practice, but sources are not scholarly.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not utilize research findings to inform and improve practice, policy, and programs. | / 27.5 pts |
| Explain and analyze how the supervisor utilizes leadership skills, emerging technologies, empathy, self-reflection, and interpersonal skills in culturally responsive engagement strategies. (C6.SP.B) | **27.5 to >23.38 pts**<br>**DISTINGUISHED**<br>Critically analyzes and explains how the supervisor utilizes leadership skills, emerging technologies, empathy, self-reflection, and interpersonal skills in culturally responsive engagement strategies.<br>**23.38 to >19.25 pts**<br>**PROFICIENT**<br>Explains how the supervisor utilizes leadership skills, emerging technologies, empathy, self-reflection, and interpersonal skills in culturally responsive engagement strategies.<br>**19.25 to >0 pts**<br>**BASIC**<br>Describes how the supervisor utilizes leadership skills, emerging technologies, empathy, self-reflection, and interpersonal skills.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not explain or analyze how the supervisor uses leadership skills, technology, empathy, self-reflection, and interpersonal skills. | / 27.5 pts |
| Describe and analyze best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies. (C8.SP.B) | **30 to >25.5 pts**<br>**DISTINGUISHED**<br>Critically analyzes and describes best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies.<br>**25.5 to >21 pts**<br>**PROFICIENT**<br>Explains best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies.<br>**21 to >0 pts**<br>**BASIC**<br>Minimally describes best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not describe or analyze best practices to negotiate, mediate, and advocated on behalf of clients and constituencies. | / 30 pts |
| Explain and analyze the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities. (C8.SP.C) | **30 to >25.5 pts**<br>**DISTINGUISHED**<br>Critically explains and analyzes the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities.<br>**25.5 to >21 pts**<br>**PROFICIENT**<br>Describes the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities.<br>**21 to >0 pts**<br>**BASIC**<br>Minimally describes the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not explain or analyze leadership skills the supervisor utilizes when intervening. | / 30 pts |
| Describe and analyze the intervention or follow up the supervisor utilizes with the supervisee when intervention is needed. (C8.SP.D) | **30 to >25.5 pts**<br>**DISTINGUISHED**<br>Critically analyzes and describes the intervention the supervisor utilizes with the supervisee when intervention is needed.<br>**25.5 to >21 pts**<br>**PROFICIENT**<br>Explains the intervention the supervisor utilizes with the supervisee when intervention is needed.<br>**21 to >0 pts**<br>**BASIC**<br>Minimally describes the intervention the supervisor utilizes with the supervisee when intervention is needed.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not describe and analyze the intervention or follow up the supervisor utilizes when intervention is needed. | / 30 pts |
| Apply professional behavior and leadership skills in oral, written, and electronic communication with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice. (C1.SP.B) | **50 to >42.5 pts**<br>**DISTINGUISHED**<br>Applies exceptional professional behavior and leadership skills in oral, written, and electronic communication. The communication is not only scholarly but also demonstrates exceptional clarity, insight, and alignment with the highest expectations for members of the social work profession.<br>**42.5 to >35 pts**<br>**PROFICIENT**<br>Applies professional behavior and leadership skills in oral, written, and electronic communication with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice.<br>**35 to >0 pts**<br>**BASIC**<br>Applies some or minimal professional behavior and leadership skills to communicate in a manner that is consistent with expectations for members of the social work profession.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not apply professional behavior and leadership skills in oral, written, and electronic communication. | / 50 pts |
| Total Points: 0 |

November 5, 2026
[Solved] Human Resource Management assignment 3 slp

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– a year ago **files (1)** – ## Module3SLP.docx **## Module3SLP.docx** **Module 3 – SLP** **Performance/Talent Management; Change Management—Consulting—OD** It is important for HRM professionals to keep up on the HRM field. In this SLP assignment, you will be investigating an HRM practitioner public…

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Assignment Prompt & Instructions

– a year ago

**files (1)**

– ## Module3SLP.docx

**## Module3SLP.docx**

**Module 3 – SLP**

**Performance/Talent Management; Change Management—Consulting—OD**

It is important for HRM professionals to keep up on the HRM field. In this SLP assignment, you will be investigating an HRM practitioner publication,
_TD_ (
_Talent Development_) found in the Trident Online Library. It is the main publication of the Association for Talent Development (ATD)—a well-known association dedicated to professionals in employee training and development.

Select an article of your choice, published within the past three years, related to a topic in this module. Discuss the following:

What main points does the author (or authors) make? Do you agree? Why or why not? What would make this article stronger? Bring in at least one other author viewpoint on the topic (from your background readings or library research), comparing or contrasting it to the article that you read.

You have a choice for the format of your submission, either submit:

a. An essay format (2–3 pages, not counting the cover page or the Reference page) which includes an introduction and conclusion.

or

b. A PowerPoint presentation with speaker notes on each slide. Not counting the cover slide or the Reference slide, your slide presentation should be 3-5 slides.

**SLP Assignment Expectations**

_Your submission will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_

·
**Assignment-Driven:** Does the submission fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the submission meet minimum length requirements?

·
**Critical Thinking:** Does the submission demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the submission address the topic with sufficient depth of discussion and analysis?

·
**Business Writing:** Is the submission logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

·
**Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall submission?

·
**Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the
_Background_ page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the submission been included on the
_References_ page?

·
**Timeliness**: Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?

**## Module3SLP.docx**

**Module 3 – SLP**

**Performance/Talent Management; Change Management—Consulting—OD**

It is important for HRM professionals to keep up on the HRM field. In this SLP assignment, you will be investigating an HRM practitioner publication,
_TD_ (
_Talent Development_) found in the Trident Online Library. It is the main publication of the Association for Talent Development (ATD)—a well-known association dedicated to professionals in employee training and development.

Select an article of your choice, published within the past three years, related to a topic in this module. Discuss the following:

What main points does the author (or authors) make? Do you agree? Why or why not? What would make this article stronger? Bring in at least one other author viewpoint on the topic (from your background readings or library research), comparing or contrasting it to the article that you read.

You have a choice for the format of your submission, either submit:

a. An essay format (2–3 pages, not counting the cover page or the Reference page) which includes an introduction and conclusion.

or

b. A PowerPoint presentation with speaker notes on each slide. Not counting the cover slide or the Reference slide, your slide presentation should be 3-5 slides.

**SLP Assignment Expectations**

_Your submission will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_

·
**Assignment-Driven:** Does the submission fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the submission meet minimum length requirements?

·
**Critical Thinking:** Does the submission demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the submission address the topic with sufficient depth of discussion and analysis?

·
**Business Writing:** Is the submission logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

·
**Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall submission?

·
**Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the
_Background_ page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the submission been included on the
_References_ page?

·
**Timeliness**: Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?

November 5, 2026
[Solved] Business Mangaement Chapter 15

✓ Verified Academic Solution Available

Executive Solution Overview

[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Business Mangaement Chapter 15 – a year ago **files (1)** – ## Business231Homework15.docx **## Business231Homework15.docx** Business 231 Homework #15 Go beyond the textbook and presentation definitions. Answer…

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Assignment Prompt & Instructions

[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

Business Mangaement Chapter 15

– a year ago

**files (1)**

– ## Business231Homework15.docx

**## Business231Homework15.docx**

Business 231 Homework #15

Go beyond the textbook and presentation definitions. Answer questions in an essay format. Document any sources of quoted or paraphrased material or outside information, including the textbook. Detailed responses are required.

1. Explain the four steps in the control process. Create a unique example taking it through

all 4 steps. (5 Points)

2. Explain the benefits of using a balanced scorecard to track the performance and control

of the organization. (5 Points)

3. Explain the benefits of open-book management. (5 Points)

4. Describe the concept of total quality management (TQM) and major TQM techniques,

including quality circles, benchmarking, Six Sigma principles, quality partnering, and

continuous improvement. (5 Points)

5. What types of analysis can managers perform to help them diagnose a company’s

financial condition? How can a review of financial statements help managers diagnose

other kinds of performance problems as well? (5 Points)

**## Business231Homework15.docx**

Business 231 Homework #15

Go beyond the textbook and presentation definitions. Answer questions in an essay format. Document any sources of quoted or paraphrased material or outside information, including the textbook. Detailed responses are required.

1. Explain the four steps in the control process. Create a unique example taking it through

all 4 steps. (5 Points)

2. Explain the benefits of using a balanced scorecard to track the performance and control

of the organization. (5 Points)

3. Explain the benefits of open-book management. (5 Points)

4. Describe the concept of total quality management (TQM) and major TQM techniques,

including quality circles, benchmarking, Six Sigma principles, quality partnering, and

continuous improvement. (5 Points)

5. What types of analysis can managers perform to help them diagnose a company’s

financial condition? How can a review of financial statements help managers diagnose

other kinds of performance problems as well? (5 Points)

November 5, 2026
[Solved] Human Resource Management assignment 3 case

✓ Verified Academic Solution Available

Executive Solution Overview

– a year ago **files (1)** – ## Module3Case.docx **## Module3Case.docx** **Module 3 – Case** **Performance/Talent Management; Change Management—Consulting—OD** **Assignment Overview** **Signature Assignment: Body of Knowledge, Introduced Level** **In this assignment your body of knowledge will be as…

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Assignment Prompt & Instructions

– a year ago

**files (1)**

– ## Module3Case.docx

**## Module3Case.docx**

**Module 3 – Case**

**Performance/Talent Management; Change Management—Consulting—OD**

**Assignment Overview**

**Signature Assignment: Body of Knowledge, Introduced Level**

**In this assignment your body of knowledge will be assessed at the “introduced” level. The first criterion, “Assignment Driven” in the rubric will be useful for this purpose. Then in HRM599 knowledge will be further assessed at the “emphasized” level.**

**Case Assignment**

Address the following questions in an essay format which includes an introduction and conclusion (not a Q & A format):

· As an HR consultant, design a process for your employer to analyze what changes are needed in their HRD procedures, policies, and practices to improve the development of employees. Discuss the process you would follow and why you selected those process steps.

· Be sure to bring in what you have learned from your change management, internal consulting, and organizational development readings.

Provide private-sector employer examples of HRM programs, systems, processes, and/or procedures as you address the assignment requirements. Provide names of the employers in your examples. Use different employer examples in this course than what have been used previously in your other papers and courses.

Utilize information from
**at least 2 sources from the Trident Online Library** to help strengthen and validate your discussion.

Paper length:
**3–4 pages** (not counting the cover and reference pages).

**Assignment Expectations**

_Your paper will be evaluated using the criteria as stated in the Case rubric. The following is a review of the rubric criteria:_

·
**Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

·
**Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

·
**Business Writing:** Is the essay logical, well organized and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

·
**Effective Use of Information:** Does the submission demonstrate that the student has read, understood, and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

·
**Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?

·
**Timeliness:** Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?

**## Module3Case.docx**

**Module 3 – Case**

**Performance/Talent Management; Change Management—Consulting—OD**

**Assignment Overview**

**Signature Assignment: Body of Knowledge, Introduced Level**

**In this assignment your body of knowledge will be assessed at the “introduced” level. The first criterion, “Assignment Driven” in the rubric will be useful for this purpose. Then in HRM599 knowledge will be further assessed at the “emphasized” level.**

**Case Assignment**

Address the following questions in an essay format which includes an introduction and conclusion (not a Q & A format):

· As an HR consultant, design a process for your employer to analyze what changes are needed in their HRD procedures, policies, and practices to improve the development of employees. Discuss the process you would follow and why you selected those process steps.

· Be sure to bring in what you have learned from your change management, internal consulting, and organizational development readings.

Provide private-sector employer examples of HRM programs, systems, processes, and/or procedures as you address the assignment requirements. Provide names of the employers in your examples. Use different employer examples in this course than what have been used previously in your other papers and courses.

Utilize information from
**at least 2 sources from the Trident Online Library** to help strengthen and validate your discussion.

Paper length:
**3–4 pages** (not counting the cover and reference pages).

**Assignment Expectations**

_Your paper will be evaluated using the criteria as stated in the Case rubric. The following is a review of the rubric criteria:_

·
**Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

·
**Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

·
**Business Writing:** Is the essay logical, well organized and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

·
**Effective Use of Information:** Does the submission demonstrate that the student has read, understood, and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

·
**Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?

·
**Timeliness:** Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?

November 5, 2026
[Solved] Biomedical Ethics in the Christian Narrative: Case Analysis

✓ Verified Academic Solution Available

Executive Solution Overview

This assignment will incorporate a common practical tool in helping clinicians begin to ethically analyze a case. Organizing the data by means of the four boxes approach to analyze the case will help you apply the four principles (beneficence, nonmaleficence, respect for autonomy, and justice). Base…

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Assignment Prompt & Instructions

This assignment will incorporate a common practical tool in helping clinicians begin to ethically analyze a case. Organizing the data by means of the four boxes approach to analyze the case will help you apply the four principles (beneficence, nonmaleficence, respect for autonomy, and justice).

Based on the reading of the " **Case Study: Healing and Autonomy**" ( **attached**) and topic Resources, you will **complete** the "Applying the Four Principles: Case Study" ( **attached**) document by including the following:

_Part 1: Chart_

This chart will formalize the application of the four boxes approach by organizing the data from the case study according to the relevant principles of biomedical ethics: autonomy, beneficence, nonmaleficence, and justice.

_Part 2: Evaluation_

This part includes questions that evaluate how the four principles approach would be applied according to the Christian worldview.

Support your response **using only** **Chapter 3** from the textbook _(_ _**attached**_ _)_ and the Topic 3 Resource " **Rising to 'The Highest Morals' -The Rich History of Nursing Ethics.**" ( **attached**)

– [\
\
PHI-413V-RS-T3ApplyingFourPrinciplesCaseStudy.docx](https://www.sweetstudy.com/files/phi-413v-rs-t3applyingfourprinciplescasestudy-docx-10278489 "PHI-413V-RS-T3ApplyingFourPrinciplesCaseStudy.docx")
– [\
\
PHI-413V-RS-T3T5CaseStudyHealingAndAutonomy.docx](https://www.sweetstudy.com/files/phi-413v-rs-t3t5casestudyhealingandautonomy-docx-10278491 "PHI-413V-RS-T3T5CaseStudyHealingAndAutonomy.docx")
– [\
\
EthicalBook-Chapter3.pdf](https://www.sweetstudy.com/files/ethicalbook-chapter3-pdf "EthicalBook-Chapter3.pdf")
– [\
\
RisingtoTheHighestMoralsTheRichHistoryofNursingEthics.pdf](https://www.sweetstudy.com/files/risingtothehighestmoralstherichhistoryofnursingethics-pdf "RisingtoTheHighestMoralsTheRichHistoryofNursingEthics.pdf")

– a year ago

November 5, 2026
[Solved] help with literary assgn due in 24 hrs

✓ Verified Academic Solution Available

Executive Solution Overview

attached – a year ago **files (2)** – ## LiteraryAnalysisSubmissionInstructions.docx – ## NovelList.BriefSynopsis1.docx **## LiteraryAnalysisSubmissionInstructions.docx** Literary Analysis Submission **Hello Everyone,** **Please review the information provided on the literary analysis and submit the…

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Assignment Prompt & Instructions

attached

– a year ago

**files (2)**

– ## LiteraryAnalysisSubmissionInstructions.docx

– ## NovelList.BriefSynopsis1.docx

**## LiteraryAnalysisSubmissionInstructions.docx**

Literary Analysis Submission

**Hello Everyone,**

**Please review the information provided on the literary analysis and submit the final draft of your literary analysis in this assignment link. You will have two attempts to submit this writing project. Remember to follow MLA guidelines and submit your literary analysis as a double-spaced document in Times New Roman, Arial, or Tahoma fonts.**

Literary Analysis

American Novel – Literary Analysis

![Image result for American novels](https://www.sweetstudy.com/questions/help-with-literary-assgn-due-in-24-hrs)

**A literary analysis essay is an academic assignment that examines and evaluates a work of literature or a given aspect of a specific literary piece. It makes a point about a literary work, then supports that point by discussing the work’s literature elements and implied ideas that are not necessarily apparent within the literature itself.**

**DUE DATE: May 01, 2025**

**Objectives:**

·
**Students will analyze and interpret an American novel.**

·
**Students will write critically about literature, using textual evidence with proper citation.**

·
**Students can conduct research for a literary analysis paper and understand how to approach and evaluate literary criticism.**

## image1.jpeg

**## NovelList.BriefSynopsis1.docx**

**Novel Reading List**

**Choose one of the following novels by American novelists. The final course assignment is to write a literary analysis on**
**one of the novels from the list below.**

·
**_The Awakening_ by Kate Chopin—The protagonist, Edna Pontellier, learns to**

**think of herself as an autonomous human being and rebels against social norms**

·
**_The Color Purple_ by Alice Walker—An epic tale spans forty years in the life of Celie, an African-American woman living in the South who survives incredible abuse and bigotry.**

·
**_Beloved_ by Toni Morrison—The work examines the destructive legacy of slavery as it chronicles the life of a black woman named Sethe, from her pre-Civil War days as a slave in Kentucky to her time in Cincinnati, Ohio, in 1873. Although Sethe lives there as a free woman, she is held prisoner by memories of the trauma of her life as a slave.**

·
**_The Hunger Games_ by Suzanne Collins—In what was once North America, the Capitol of Panem maintains its hold on its 12 districts by forcing them each to select a boy and a girl, called Tributes, to compete in a nationally televised event called the Hunger Games. Every citizen must watch as the youths fight to the death until only one remains.**

·
**_The Sound and the Fury_ by William Faulkner—The story tells of the Compson family including Quentin, Jason, Benjy and Caddy, and addresses themes related to moral, personal, and social demise and religion, especially in its depiction of the castrated, mentally challenged Benjy.**

·
**_The Catcher in the Rye_ by J.D. Salinger—The novel details two days in the life of 16-year-old Holden Caulfield after he has been expelled from prep school. Confused and disillusioned, Holden searches for truth and rails against the “phoniness” of the adult world.**

·
**_The Scarlet Letter_ by Nathaniel Hawthorne—In June 1642, in the Puritan town of Boston, a crowd gathers to witness an official punishment. A young woman, Hester Prynne, has been found guilty of adultery and must wear a scarlet “A” on her dress as a sign of shame. Furthermore, she must stand on the scaffold for three hours, exposed to public humiliation.**

·
**_I Know Why the Caged Bird Sings_ by Mya Angelou–** **I Know Why the Caged Bird Sings is a painful, yet inspiring, autobiography about Angelou’s childhood as a black girl in the deep South. Maya is not accustomed to the discrimination of the South, but she soon learns about the deep differences between blacks and whites.**

·
**_The Red Badge of Courage_ by Stephen Crane—The Red Badge of Courage is the story of Henry Fleming, a teenager who enlists with the Union Army in the hopes of fulfilling his dreams of glory. Shortly after enlisting, the reality of his decision sets in. He experiences tedious waiting, not immediate glory.**

·
**_A Lesson Before Dying_ by Ernest Gaines—** **Set in the fictional community of Bayonne, Louisiana, in the late 1940s, A Lesson Before Dying tells the story of Jefferson, a twenty-one-year-old uneducated black field worker wrongfully accused and convicted of the robbery and murder of a white man, and sentenced to death by electrocution.**

·
**_Just As I Am_ by E. Lynn Harris—Set in a black upper-middle class milieu, this unappealing potboiler attempts to detail the lives and loves of an intersecting group of overachievers with a variety of sexual appetites.**

·
**_Invisible Man_ by Ralph Ellison—Invisible Man is the fictional memoir of an unnamed black narrator's journey to self-discovery. The narrator is not invisible because of a physical ailment or a freak accident; he is invisible because society sees him simply as a "black man"—a label filled with racist expectation.**

·
**_Their Eyes Were Watching God_ by Zora Neale Hurston—**
**_Their Eyes Were Watching God_ is the story of Janie Crawford, whose life is a quest to find true love. Janie narrates the story of her three marriages and her search for love to her friend Phoeby.**

·
**_The Sun Also Rises by Ernest Hemingway—_ The Sun Also Rises tells the story of a group of disillusioned expatriates living in post–World War I Europe, searching for meaning as they travel, drink, and engage in romances during a Spanish fiesta.**

·
**_To Kill a Mockingbird by Harper Lee—To Kill a Mockingbird_ tells the story of the young narrator’s passage from innocence to experience when her father confronts the racist justice system of the rural, Depression-era South.**

·
**_The Great Gatsby by F. Scott Fitzgerald—_ Set in Jazz Age New York, the novel tells the tragic story of Jay Gatsby, a self-made millionaire, and his pursuit of Daisy Buchanan, a wealthy young woman whom he loved in his youth**.

·
**_My Antonia by Willa Cather—_ The novel tells the stories of an orphaned boy from Virginia, Jim Burden, and the elder daughter in a family of Bohemian immigrants, Ántonia Shimerda, who are each brought as children to be pioneers in Nebraska towards the end of the 19th century.**

·
**_Ethan Frome by Edith Wharton–_** **Ethan lives with his wife Zenobia and her cousin Mattie. Ethan and Mattie once had an emotional affair. Feeling suffocated, they attempted suicide by sledding into a tree, but they survived the accident and now live in misery.**

**## NovelList.BriefSynopsis1.docx**

**Novel Reading List**

**Choose one of the following novels by American novelists. The final course assignment is to write a literary analysis on**
**one of the novels from the list below.**

·
**_The Awakening_ by Kate Chopin—The protagonist, Edna Pontellier, learns to**

**think of herself as an autonomous human being and rebels against social norms**

·
**_The Color Purple_ by Alice Walker—An epic tale spans forty years in the life of Celie, an African-American woman living in the South who survives incredible abuse and bigotry.**

·
**_Beloved_ by Toni Morrison—The work examines the destructive legacy of slavery as it chronicles the life of a black woman named Sethe, from her pre-Civil War days as a slave in Kentucky to her time in Cincinnati, Ohio, in 1873. Although Sethe lives there as a free woman, she is held prisoner by memories of the trauma of her life as a slave.**

·
**_The Hunger Games_ by Suzanne Collins—In what was once North America, the Capitol of Panem maintains its hold on its 12 districts by forcing them each to select a boy and a girl, called Tributes, to compete in a nationally televised event called the Hunger Games. Every citizen must watch as the youths fight to the death until only one remains.**

·
**_The Sound and the Fury_ by William Faulkner—The story tells of the Compson family including Quentin, Jason, Benjy and Caddy, and addresses themes related to moral, personal, and social demise and religion, especially in its depiction of the castrated, mentally challenged Benjy.**

·
**_The Catcher in the Rye_ by J.D. Salinger—The novel details two days in the life of 16-year-old Holden Caulfield after he has been expelled from prep school. Confused and disillusioned, Holden searches for truth and rails against the “phoniness” of the adult world.**

·
**_The Scarlet Letter_ by Nathaniel Hawthorne—In June 1642, in the Puritan town of Boston, a crowd gathers to witness an official punishment. A young woman, Hester Prynne, has been found guilty of adultery and must wear a scarlet “A” on her dress as a sign of shame. Furthermore, she must stand on the scaffold for three hours, exposed to public humiliation.**

·
**_I Know Why the Caged Bird Sings_ by Mya Angelou–** **I Know Why the Caged Bird Sings is a painful, yet inspiring, autobiography about Angelou’s childhood as a black girl in the deep South. Maya is not accustomed to the discrimination of the South, but she soon learns about the deep differences between blacks and whites.**

·
**_The Red Badge of Courage_ by Stephen Crane—The Red Badge of Courage is the story of Henry Fleming, a teenager who enlists with the Union Army in the hopes of fulfilling his dreams of glory. Shortly after enlisting, the reality of his decision sets in. He experiences tedious waiting, not immediate glory.**

·
**_A Lesson Before Dying_ by Ernest Gaines—** **Set in the fictional community of Bayonne, Louisiana, in the late 1940s, A Lesson Before Dying tells the story of Jefferson, a twenty-one-year-old uneducated black field worker wrongfully accused and convicted of the robbery and murder of a white man, and sentenced to death by electrocution.**

·
**_Just As I Am_ by E. Lynn Harris—Set in a black upper-middle class milieu, this unappealing potboiler attempts to detail the lives and loves of an intersecting group of overachievers with a variety of sexual appetites.**

·
**_Invisible Man_ by Ralph Ellison—Invisible Man is the fictional memoir of an unnamed black narrator's journey to self-discovery. The narrator is not invisible because of a physical ailment or a freak accident; he is invisible because society sees him simply as a "black man"—a label filled with racist expectation.**

·
**_Their Eyes Were Watching God_ by Zora Neale Hurston—**
**_Their Eyes Were Watching God_ is the story of Janie Crawford, whose life is a quest to find true love. Janie narrates the story of her three marriages and her search for love to her friend Phoeby.**

·
**_The Sun Also Rises by Ernest Hemingway—_ The Sun Also Rises tells the story of a group of disillusioned expatriates living in post–World War I Europe, searching for meaning as they travel, drink, and engage in romances during a Spanish fiesta.**

·
**_To Kill a Mockingbird by Harper Lee—To Kill a Mockingbird_ tells the story of the young narrator’s passage from innocence to experience when her father confronts the racist justice system of the rural, Depression-era South.**

·
**_The Great Gatsby by F. Scott Fitzgerald—_ Set in Jazz Age New York, the novel tells the tragic story of Jay Gatsby, a self-made millionaire, and his pursuit of Daisy Buchanan, a wealthy young woman whom he loved in his youth**.

·
**_My Antonia by Willa Cather—_ The novel tells the stories of an orphaned boy from Virginia, Jim Burden, and the elder daughter in a family of Bohemian immigrants, Ántonia Shimerda, who are each brought as children to be pioneers in Nebraska towards the end of the 19th century.**

·
**_Ethan Frome by Edith Wharton–_** **Ethan lives with his wife Zenobia and her cousin Mattie. Ethan and Mattie once had an emotional affair. Feeling suffocated, they attempted suicide by sledding into a tree, but they survived the accident and now live in misery.**

**## LiteraryAnalysisSubmissionInstructions.docx**

Literary Analysis Submission

**Hello Everyone,**

**Please review the information provided on the literary analysis and submit the final draft of your literary analysis in this assignment link. You will have two attempts to submit this writing project. Remember to follow MLA guidelines and submit your literary analysis as a double-spaced document in Times New Roman, Arial, or Tahoma fonts.**

Literary Analysis

American Novel – Literary Analysis

![Image result for American novels](https://www.sweetstudy.com/questions/help-with-literary-assgn-due-in-24-hrs)

**A literary analysis essay is an academic assignment that examines and evaluates a work of literature or a given aspect of a specific literary piece. It makes a point about a literary work, then supports that point by discussing the work’s literature elements and implied ideas that are not necessarily apparent within the literature itself.**

**DUE DATE: May 01, 2025**

**Objectives:**

·
**Students will analyze and interpret an American novel.**

·
**Students will write critically about literature, using textual evidence with proper citation.**

·
**Students can conduct research for a literary analysis paper and understand how to approach and evaluate literary criticism.**

## image1.jpeg

**## NovelList.BriefSynopsis1.docx**

**Novel Reading List**

**Choose one of the following novels by American novelists. The final course assignment is to write a literary analysis on**
**one of the novels from the list below.**

·
**_The Awakening_ by Kate Chopin—The protagonist, Edna Pontellier, learns to**

**think of herself as an autonomous human being and rebels against social norms**

·
**_The Color Purple_ by Alice Walker—An epic tale spans forty years in the life of Celie, an African-American woman living in the South who survives incredible abuse and bigotry.**

·
**_Beloved_ by Toni Morrison—The work examines the destructive legacy of slavery as it chronicles the life of a black woman named Sethe, from her pre-Civil War days as a slave in Kentucky to her time in Cincinnati, Ohio, in 1873. Although Sethe lives there as a free woman, she is held prisoner by memories of the trauma of her life as a slave.**

·
**_The Hunger Games_ by Suzanne Collins—In what was once North America, the Capitol of Panem maintains its hold on its 12 districts by forcing them each to select a boy and a girl, called Tributes, to compete in a nationally televised event called the Hunger Games. Every citizen must watch as the youths fight to the death until only one remains.**

·
**_The Sound and the Fury_ by William Faulkner—The story tells of the Compson family including Quentin, Jason, Benjy and Caddy, and addresses themes related to moral, personal, and social demise and religion, especially in its depiction of the castrated, mentally challenged Benjy.**

·
**_The Catcher in the Rye_ by J.D. Salinger—The novel details two days in the life of 16-year-old Holden Caulfield after he has been expelled from prep school. Confused and disillusioned, Holden searches for truth and rails against the “phoniness” of the adult world.**

·
**_The Scarlet Letter_ by Nathaniel Hawthorne—In June 1642, in the Puritan town of Boston, a crowd gathers to witness an official punishment. A young woman, Hester Prynne, has been found guilty of adultery and must wear a scarlet “A” on her dress as a sign of shame. Furthermore, she must stand on the scaffold for three hours, exposed to public humiliation.**

·
**_I Know Why the Caged Bird Sings_ by Mya Angelou–** **I Know Why the Caged Bird Sings is a painful, yet inspiring, autobiography about Angelou’s childhood as a black girl in the deep South. Maya is not accustomed to the discrimination of the South, but she soon learns about the deep differences between blacks and whites.**

·
**_The Red Badge of Courage_ by Stephen Crane—The Red Badge of Courage is the story of Henry Fleming, a teenager who enlists with the Union Army in the hopes of fulfilling his dreams of glory. Shortly after enlisting, the reality of his decision sets in. He experiences tedious waiting, not immediate glory.**

·
**_A Lesson Before Dying_ by Ernest Gaines—** **Set in the fictional community of Bayonne, Louisiana, in the late 1940s, A Lesson Before Dying tells the story of Jefferson, a twenty-one-year-old uneducated black field worker wrongfully accused and convicted of the robbery and murder of a white man, and sentenced to death by electrocution.**

·
**_Just As I Am_ by E. Lynn Harris—Set in a black upper-middle class milieu, this unappealing potboiler attempts to detail the lives and loves of an intersecting group of overachievers with a variety of sexual appetites.**

·
**_Invisible Man_ by Ralph Ellison—Invisible Man is the fictional memoir of an unnamed black narrator's journey to self-discovery. The narrator is not invisible because of a physical ailment or a freak accident; he is invisible because society sees him simply as a "black man"—a label filled with racist expectation.**

·
**_Their Eyes Were Watching God_ by Zora Neale Hurston—**
**_Their Eyes Were Watching God_ is the story of Janie Crawford, whose life is a quest to find true love. Janie narrates the story of her three marriages and her search for love to her friend Phoeby.**

·
**_The Sun Also Rises by Ernest Hemingway—_ The Sun Also Rises tells the story of a group of disillusioned expatriates living in post–World War I Europe, searching for meaning as they travel, drink, and engage in romances during a Spanish fiesta.**

·
**_To Kill a Mockingbird by Harper Lee—To Kill a Mockingbird_ tells the story of the young narrator’s passage from innocence to experience when her father confronts the racist justice system of the rural, Depression-era South.**

·
**_The Great Gatsby by F. Scott Fitzgerald—_ Set in Jazz Age New York, the novel tells the tragic story of Jay Gatsby, a self-made millionaire, and his pursuit of Daisy Buchanan, a wealthy young woman whom he loved in his youth**.

·
**_My Antonia by Willa Cather—_ The novel tells the stories of an orphaned boy from Virginia, Jim Burden, and the elder daughter in a family of Bohemian immigrants, Ántonia Shimerda, who are each brought as children to be pioneers in Nebraska towards the end of the 19th century.**

·
**_Ethan Frome by Edith Wharton–_** **Ethan lives with his wife Zenobia and her cousin Mattie. Ethan and Mattie once had an emotional affair. Feeling suffocated, they attempted suicide by sledding into a tree, but they survived the accident and now live in misery.**

**## LiteraryAnalysisSubmissionInstructions.docx**

Literary Analysis Submission

**Hello Everyone,**

**Please review the information provided on the literary analysis and submit the final draft of your literary analysis in this assignment link. You will have two attempts to submit this writing project. Remember to follow MLA guidelines and submit your literary analysis as a double-spaced document in Times New Roman, Arial, or Tahoma fonts.**

Literary Analysis

American Novel – Literary Analysis

![Image result for American novels](https://www.sweetstudy.com/questions/help-with-literary-assgn-due-in-24-hrs)

**A literary analysis essay is an academic assignment that examines and evaluates a work of literature or a given aspect of a specific literary piece. It makes a point about a literary work, then supports that point by discussing the work’s literature elements and implied ideas that are not necessarily apparent within the literature itself.**

**DUE DATE: May 01, 2025**

**Objectives:**

·
**Students will analyze and interpret an American novel.**

·
**Students will write critically about literature, using textual evidence with proper citation.**

·
**Students can conduct research for a literary analysis paper and understand how to approach and evaluate literary criticism.**

## image1.jpeg

**## NovelList.BriefSynopsis1.docx**

**Novel Reading List**

**Choose one of the following novels by American novelists. The final course assignment is to write a literary analysis on**
**one of the novels from the list below.**

·
**_The Awakening_ by Kate Chopin—The protagonist, Edna Pontellier, learns to**

**think of herself as an autonomous human being and rebels against social norms**

·
**_The Color Purple_ by Alice Walker—An epic tale spans forty years in the life of Celie, an African-American woman living in the South who survives incredible abuse and bigotry.**

·
**_Beloved_ by Toni Morrison—The work examines the destructive legacy of slavery as it chronicles the life of a black woman named Sethe, from her pre-Civil War days as a slave in Kentucky to her time in Cincinnati, Ohio, in 1873. Although Sethe lives there as a free woman, she is held prisoner by memories of the trauma of her life as a slave.**

·
**_The Hunger Games_ by Suzanne Collins—In what was once North America, the Capitol of Panem maintains its hold on its 12 districts by forcing them each to select a boy and a girl, called Tributes, to compete in a nationally televised event called the Hunger Games. Every citizen must watch as the youths fight to the death until only one remains.**

·
**_The Sound and the Fury_ by William Faulkner—The story tells of the Compson family including Quentin, Jason, Benjy and Caddy, and addresses themes related to moral, personal, and social demise and religion, especially in its depiction of the castrated, mentally challenged Benjy.**

·
**_The Catcher in the Rye_ by J.D. Salinger—The novel details two days in the life of 16-year-old Holden Caulfield after he has been expelled from prep school. Confused and disillusioned, Holden searches for truth and rails against the “phoniness” of the adult world.**

·
**_The Scarlet Letter_ by Nathaniel Hawthorne—In June 1642, in the Puritan town of Boston, a crowd gathers to witness an official punishment. A young woman, Hester Prynne, has been found guilty of adultery and must wear a scarlet “A” on her dress as a sign of shame. Furthermore, she must stand on the scaffold for three hours, exposed to public humiliation.**

·
**_I Know Why the Caged Bird Sings_ by Mya Angelou–** **I Know Why the Caged Bird Sings is a painful, yet inspiring, autobiography about Angelou’s childhood as a black girl in the deep South. Maya is not accustomed to the discrimination of the South, but she soon learns about the deep differences between blacks and whites.**

·
**_The Red Badge of Courage_ by Stephen Crane—The Red Badge of Courage is the story of Henry Fleming, a teenager who enlists with the Union Army in the hopes of fulfilling his dreams of glory. Shortly after enlisting, the reality of his decision sets in. He experiences tedious waiting, not immediate glory.**

·
**_A Lesson Before Dying_ by Ernest Gaines—** **Set in the fictional community of Bayonne, Louisiana, in the late 1940s, A Lesson Before Dying tells the story of Jefferson, a twenty-one-year-old uneducated black field worker wrongfully accused and convicted of the robbery and murder of a white man, and sentenced to death by electrocution.**

·
**_Just As I Am_ by E. Lynn Harris—Set in a black upper-middle class milieu, this unappealing potboiler attempts to detail the lives and loves of an intersecting group of overachievers with a variety of sexual appetites.**

·
**_Invisible Man_ by Ralph Ellison—Invisible Man is the fictional memoir of an unnamed black narrator's journey to self-discovery. The narrator is not invisible because of a physical ailment or a freak accident; he is invisible because society sees him simply as a "black man"—a label filled with racist expectation.**

·
**_Their Eyes Were Watching God_ by Zora Neale Hurston—**
**_Their Eyes Were Watching God_ is the story of Janie Crawford, whose life is a quest to find true love. Janie narrates the story of her three marriages and her search for love to her friend Phoeby.**

·
**_The Sun Also Rises by Ernest Hemingway—_ The Sun Also Rises tells the story of a group of disillusioned expatriates living in post–World War I Europe, searching for meaning as they travel, drink, and engage in romances during a Spanish fiesta.**

·
**_To Kill a Mockingbird by Harper Lee—To Kill a Mockingbird_ tells the story of the young narrator’s passage from innocence to experience when her father confronts the racist justice system of the rural, Depression-era South.**

·
**_The Great Gatsby by F. Scott Fitzgerald—_ Set in Jazz Age New York, the novel tells the tragic story of Jay Gatsby, a self-made millionaire, and his pursuit of Daisy Buchanan, a wealthy young woman whom he loved in his youth**.

·
**_My Antonia by Willa Cather—_ The novel tells the stories of an orphaned boy from Virginia, Jim Burden, and the elder daughter in a family of Bohemian immigrants, Ántonia Shimerda, who are each brought as children to be pioneers in Nebraska towards the end of the 19th century.**

·
**_Ethan Frome by Edith Wharton–_** **Ethan lives with his wife Zenobia and her cousin Mattie. Ethan and Mattie once had an emotional affair. Feeling suffocated, they attempted suicide by sledding into a tree, but they survived the accident and now live in misery.**

November 5, 2026
[Solved] Ancient Medieval Art

✓ Verified Academic Solution Available

Executive Solution Overview

discussion/response – a year ago **files (1)** – ## Untitleddocument11.pdf **## Untitleddocument11.pdf** Ancient Medieval Art Discussion Required Resource : Jean Robertson and Deborah Hutton, The History of Art: A Global View, Prehistory to 1500. New York: Thames and Hudson, 2021. (Respond to one of…

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Assignment Prompt & Instructions

discussion/response

– a year ago

**files (1)**

– ## Untitleddocument11.pdf

**## Untitleddocument11.pdf**

Ancient Medieval Art Discussion

Required Resource : Jean Robertson and Deborah Hutton, The History of Art: A Global
View, Prehistory to 1500. New York: Thames and Hudson, 2021.

(Respond to one of the following prompts). Each post must be at least 150 words. Do
not copy and paste from an AI content generator. Use your eyes and your brain and
your own writing abilities.

Remember that you must also make one follow-up post per unit. These should be at
least 100 words. This means that your follow-up post cannot simply say that you agree
with what your classmate has written. Expand on it. Add a different perspective.
Disagree with them. Introduce other examples of evidence.

Your posts should describe, in detail, relevant visual and material features of the
artworks that you have chosen to discuss.

Please use a 12pt font size (which is the default setting on Canvas) and black against a
white background as your text color.

Here are your options:

1. How do art and architecture relate to conquest? Choose two examples from
this unit and discuss what specific features have to do with invasion and/or
occupation.

2. What non-visual forms of pleasure or enjoyment does art make reference to?
Choose two examples from this unit and discuss how visual and non-visual
forms of pleasure or enjoyment interacted for their viewer-users.

3. How does art preserve the memory of someone or something, and what is
lost? Answer with reference to two examples from this unit.

4. What are the convergences between art and writing? First, define what you
think the function of writing is. Then choose an object with images from this
unit and discuss how it fulfills that function. Then choose an example of

writing (e.g. calligraphy) or something writing-like (e.g. the khipu) from this
unit and discuss how it serves functions normally associated with visual art.

Response 100 words.

Mariah-How does art preserve the memory of someone or something, and what is
lost? Answer with reference to two examples from this unit.

Art preserves the memory of people, things, or situations usually by depicting some sort
of characteristic or imagery referencing it. Artworks like portraits can capture the
memory of how someone looked while things like engravings in a vase may tell a story
about something that happened in the past. But, not everything can be transcribed
through art, and usually a lot of details can either be forgotten or simply not included.
Certain meanings or intentions can also be lost, as that is something that usually only
the artist themselves will truly know and understand. An example of memory being lost
through art can be found in the Portrait (Chins&Omacr;) of Mugai Nyodai sculpture. The
sculpture is made to depict the first female Zen master, with a ‘quietly alert’ expression
and a making that has an almost lifelike quality to it. Although, no matter how similar
physical appearances may be through the sculpture, the memory of how the Zen master
was during life is not also transcribed. The memory of how the person felt or how they
were perceived during life can never be told. Another example of memory lost through
art is in the Night Attack on the Sanj&Omacr; Palace. The artwork depicts a vivid scene
of a conflict between two clans, complete with detailed portrayals of destructive actions
and a burning palace. However detailed the artwork of the scene that unfolded may be,
though, the actual memory of the experience itself is still lost. Things like experiences,
thoughts, and feelings cannot be directly portrayed through the artwork, although the
vivid imagery does help viewers try to understand.

– Ancient Medieval Art Discussion

**## Untitleddocument11.pdf**

Ancient Medieval Art Discussion

Required Resource : Jean Robertson and Deborah Hutton, The History of Art: A Global
View, Prehistory to 1500. New York: Thames and Hudson, 2021.

(Respond to one of the following prompts). Each post must be at least 150 words. Do
not copy and paste from an AI content generator. Use your eyes and your brain and
your own writing abilities.

Remember that you must also make one follow-up post per unit. These should be at
least 100 words. This means that your follow-up post cannot simply say that you agree
with what your classmate has written. Expand on it. Add a different perspective.
Disagree with them. Introduce other examples of evidence.

Your posts should describe, in detail, relevant visual and material features of the
artworks that you have chosen to discuss.

Please use a 12pt font size (which is the default setting on Canvas) and black against a
white background as your text color.

Here are your options:

1. How do art and architecture relate to conquest? Choose two examples from
this unit and discuss what specific features have to do with invasion and/or
occupation.

2. What non-visual forms of pleasure or enjoyment does art make reference to?
Choose two examples from this unit and discuss how visual and non-visual
forms of pleasure or enjoyment interacted for their viewer-users.

3. How does art preserve the memory of someone or something, and what is
lost? Answer with reference to two examples from this unit.

4. What are the convergences between art and writing? First, define what you
think the function of writing is. Then choose an object with images from this
unit and discuss how it fulfills that function. Then choose an example of

writing (e.g. calligraphy) or something writing-like (e.g. the khipu) from this
unit and discuss how it serves functions normally associated with visual art.

Response 100 words.

Mariah-How does art preserve the memory of someone or something, and what is
lost? Answer with reference to two examples from this unit.

Art preserves the memory of people, things, or situations usually by depicting some sort
of characteristic or imagery referencing it. Artworks like portraits can capture the
memory of how someone looked while things like engravings in a vase may tell a story
about something that happened in the past. But, not everything can be transcribed
through art, and usually a lot of details can either be forgotten or simply not included.
Certain meanings or intentions can also be lost, as that is something that usually only
the artist themselves will truly know and understand. An example of memory being lost
through art can be found in the Portrait (Chins&Omacr;) of Mugai Nyodai sculpture. The
sculpture is made to depict the first female Zen master, with a ‘quietly alert’ expression
and a making that has an almost lifelike quality to it. Although, no matter how similar
physical appearances may be through the sculpture, the memory of how the Zen master
was during life is not also transcribed. The memory of how the person felt or how they
were perceived during life can never be told. Another example of memory lost through
art is in the Night Attack on the Sanj&Omacr; Palace. The artwork depicts a vivid scene
of a conflict between two clans, complete with detailed portrayals of destructive actions
and a burning palace. However detailed the artwork of the scene that unfolded may be,
though, the actual memory of the experience itself is still lost. Things like experiences,
thoughts, and feelings cannot be directly portrayed through the artwork, although the
vivid imagery does help viewers try to understand.

– Ancient Medieval Art Discussion

November 5, 2026
[Solved] Help me out – Plz

✓ Verified Academic Solution Available

Executive Solution Overview

– [\ \ IMG_4160.jpeg](https://www.sweetstudy.com/files/img-4160-jpeg "IMG_4160.jpeg") – [\ \ IMG_4161.jpeg](https://www.sweetstudy.com/files/img-4161-jpeg "IMG_4161.jpeg") – a year ago

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Assignment Prompt & Instructions

– [\
\
IMG_4160.jpeg](https://www.sweetstudy.com/files/img-4160-jpeg "IMG_4160.jpeg")
– [\
\
IMG_4161.jpeg](https://www.sweetstudy.com/files/img-4161-jpeg "IMG_4161.jpeg")

– a year ago

November 5, 2026