Tragic Figures in Antigone

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Tragic Figures in Antigone

(Tragic Figures in Antigone)

Discussion Board 2: Greek TragedyAfter reading the scene from Sophocles’ Antigone and the material on Aristotle’s The poetics, answer the following questions:

1. What are the three main criteria for what Aristotle says makes a “tragic figure,” or “tragic hero” in drama?

Both Creon and Antigone are both victims of great tragedy. Who is the “tragic figure” in this play: Antigone or Creon? If you do a quick google search, many sources will tell you that Creon is the tragic hero. But is there a case for Antigone?

2. What examples from the play prove that Antigone also arguably meets the criteria of a tragic Hero?

  1. Aristotle’s Criteria for a Tragic Hero:

In The Poetics, Aristotle outlines three main criteria for a tragic hero:

  • Hamartia (Flaw or Error): The tragic hero has a flaw or makes an error in judgment that leads to their downfall.
  • Peripeteia (Reversal of Fortune): The hero experiences a dramatic reversal of fortune, moving from a state of happiness or power to one of suffering or destruction due to their own actions.
  • Anagnorisis (Recognition or Discovery): The hero comes to a moment of recognition, where they understand their flaw or mistake, often too late to prevent their tragic end.

According to Aristotle, these elements create the emotional response of catharsis in the audience—pity and fear—which makes tragedy a powerful form of drama.

  1. Who is the Tragic Figure in Antigone—Creon or Antigone?

While many sources claim Creon as the tragic hero of Antigone, there is also a strong case to be made for Antigone herself fitting the criteria of a tragic hero.

Antigone as a Tragic Hero:

  • Hamartia (Flaw or Error): Antigone’s tragic flaw could be seen as her unyielding loyalty to her family and the gods. Her determination to bury her brother Polynices, despite the king’s decree, leads to her arrest and eventual death. She is unwavering in her belief that divine law supersedes human law.
  • Peripeteia (Reversal of Fortune): Antigone begins the play determined and confident, ready to fulfill what she sees as her duty to her brother and to the gods. However, this confidence leads to her arrest by Creon and a slow, painful death by entombment. The reversal occurs when her commitment to what she believes is right directly leads to her destruction.
  • Anagnorisis (Recognition): Antigone doesn’t experience a typical recognition moment like Creon, but she does show a certain acceptance of her fate. Her tragic recognition comes when she understands that her actions, though justified in her eyes, have condemned her to death, yet she accepts this willingly as part of fulfilling her moral duty.

Thus, while Creon may seem to fulfill these criteria as the ruler whose decisions lead to the destruction of his family and his downfall, Antigone’s tragic flaw, the reversal of her fortune, and her eventual acceptance of her fate make her a strong contender for the tragic hero role.

Conclusion:

Both Creon and Antigone can be seen as tragic figures in Sophocles’ Antigone, but Antigone arguably fulfills the criteria of a tragic hero as laid out by Aristotle. Her steadfast determination to honor divine law over earthly decrees leads to her downfall, making her a classic example of a tragic figure who suffers due to her commitment to a principle.

 
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Transparency Shapes Employee Perceptions

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Transparency Shapes Employee Perceptions

(Transparency Shapes Employee Perceptions)

Given that an organization is reliant on employees to achieve its mission and objectives, there would appear to be value in organizational transparency. If employees perceive that leaders and managers are being transparent, their attitude toward work and overall efficiency will be better, even if they do not agree with the leaders and managers decisions. However, if employees perceive or discover that organizational leaders and managers have not been transparent, their efforts may reflect a less caring attitude. In such cases, there may not be any difference between employee perception and fact.

Consider the aforementioned aspects, and using the University online library resources, research the importance of employee attitudes and perception.

Then, respond to the following:

  • How important are employee attitudes and emotions as well as transparency in shaping organizational behavior?
  • Elaborate on how employee perceptions shape organizational behavior. Are perceptions and reality always the same?

By the due date assigned, post your response to the appropriate Discussion Area. Through the end of the module, review and comment on at least two peers’ responses.

Write your initial response in 300-500 words. Your response should be thorough and address all components of the discussion question in detail, include citations of all sources, where needed, according to the APA Style, and demonstrate accurate spelling, grammar, and punctuation

The Role of Transparency in Shaping Employee Perceptions and Organizational Behavior

Organizational transparency is a cornerstone of trust, accountability, and employee engagement. When leaders are transparent, employees are more likely to feel valued and respected, which positively impacts their attitudes and emotions. Employee attitudes—encompassing their feelings, beliefs, and values about their work—play a critical role in shaping organizational behavior. These attitudes influence how employees interact with each other, approach tasks, and perceive the organization’s goals and culture.

Transparency serves as a catalyst for positive employee perceptions. Employees who perceive their leaders as transparent are more likely to trust organizational decisions, even if they disagree with them. For example, sharing the rationale behind a major restructuring or a budget cut can mitigate feelings of uncertainty or resentment among employees. By contrast, a lack of transparency can lead to mistrust, reduced morale, and disengagement. Research shows that transparency correlates with higher job satisfaction and lower turnover rates (Kerns, 2018). It also encourages open communication and collaboration, both of which are crucial for achieving organizational objectives.

Employee perceptions are powerful drivers of organizational behavior. If employees believe that they are part of an ethical, inclusive, and transparent organization, they are more likely to adopt behaviors that align with these values. This includes increased commitment, cooperation, and innovation. Conversely, negative perceptions, such as a belief that the organization is withholding information or being unfair, can lead to counterproductive work behavior, including apathy, absenteeism, or even sabotage.

Perception and reality, however, are not always the same. Perception is shaped by personal experiences, biases, and available information. For instance, an employee might perceive favoritism in the promotion process, even if the organization follows a merit-based policy. In such cases, it becomes essential for leaders to address the gap between perception and reality through clear communication and consistent actions. Transparency minimizes misunderstandings by aligning employee perceptions more closely with organizational reality.

In conclusion, transparency and positive employee attitudes are pivotal to fostering a healthy organizational culture. Leaders must prioritize transparent communication to ensure employees feel informed and valued, which, in turn, enhances organizational behavior. As employees are the backbone of any organization, aligning their perceptions with reality through transparent practices is not just beneficial—it is indispensable for long-term success.

References

Kerns, C. D. (2018). Building Trust in the Workplace: Strategies for Effective Leadership and Organizational Success. Journal of Organizational Culture, Communications and Conflict, 22(2), 1-14.

 
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Plea Bargaining: Purpose & Critique

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Plea Bargaining: Purpose & Critique

(Plea Bargaining: Purpose & Critique)

answer the discussion question with a minimum of 150 words. Please use apa format for works cited. Then respond to student a and b response to the question with a minimum of 50 words.

question: at purpose does plea bargaining serve for the defense? For the prosecution? Given the criticism leveled against plea bargaining, do you believe that it is an acceptable practice?

STUDENT A: Plea Bargaining is useful to both the defendant and the prosecution. Firstly, according to Frank Schmalleger’s Criminal Justice Today, An Introductory Text for the 21st Century (pg. 322) a plea bargaining is “the process of negotiating an agreement among the defendant, the prosecutor, and the court as to an appropriate sentence. . . reduces the time required for the resolution of a criminal case.” This practice allows the necessary time that it typically takes for a court case to conclude and reduces it significantly. Allowing another case to be heard and does not waste both the jury’s and the judge’s time with a case that can be easily concluded. Since, the majority of those convicted of a crime that receives a plea bargain either has, poor evidence or there is a lot of evidence stacked against them. Not to mention this allows those who are convicted to have a shorter sentence. Regardless of the criticism of plea bargaining, I still think that the practice should be still used since it saves time for everyone in the courtroom. What do you think?

STUDENT B: A plea bargaining is an arrangement between a prosecutor and defense in which the suspect pleads guilty to a lesser sentence. The plea bargain is a quicker process for the courts and allow both the prosecutor and defense from going to trial. The purpose of a plea bargain for the defense is so that they could receive a lighter sentence instead of going to trial and getting the maximum sentence. It sometimes reduces the charges, so that instead of them getting charged with rape they will get charged with assault instead. Like I stated earlier it is a quicker process so the defendant doesn’t have to keep waiting and they can go one with their lives. For Prosecutors plea bargaining saves them the time and money that they will need in order to prepare for trial. I think plea bargaining is a great system for those who are guilty and want to save time and also get a lighter sentence. A trial cost money so a plea bargain helps saves a lot of money for the prosecutor, defender, and the courts. Yes it can be bad for someone who is not guilty and might take it so that they don’t have to waste their money and take their chances going to court. If the defendant is really guilty i think this would be their best chance of getting a lighter sentence.

 
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School Safety Threat Assessments

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School Safety Threat Assessments

(School Safety Threat Assessments)

1.  Instructions

In your main post:

  • Explore the components of a successful threat assessment and risk management team model using USSS NTAC models.
  • Create a best practices model for responding to and mitigating threats to schools in your community using USSS NTAC examples.
  • Determine why the threat assessment process is a continuum.

2. Instructions

In your main post:

  • Describe sources of evidence reviewers used to complete their reports.
  • Identify the intrinsic value that a threat assessment professional has lost as a result of the destruction of the Columbine basement tapes.
  • Illustrate evidence of contagion of violence discovered by the reviewers.
  • Discuss whether the Court’s ruling that sealing the evidence on the basement tapes away from the public, public review, or public inspection was prudent

3. Instructions

In your main post:

  • Describe how your local school board implements zero tolerance.
  • Evaluate an example of one outcome of the implementation of zero tolerance in your local school system.
  • Articulate why, based on your readings, the public might want to abandon these zero tolerance laws, rules, regulations, policies, and procedures.

4. Instructions

In your main post:

  • Provide two explanations you found in your readings that explain the public’s misconception of schools being safe havens.
  • Describe why parents are likely to ignore or miss pre-warning communications.
  • Explain how your local and state boards of education address threat assessment in their secondary school plans

Response to Instructions

1. Components of a Threat Assessment Model

  • Successful Threat Assessment and Risk Management (USSS NTAC Model):
    1. Multidisciplinary Teams: Teams include school administrators, mental health professionals, law enforcement, and other key stakeholders.
    2. Behavioral Assessment Approach: Focuses on understanding the context, motive, and planning behaviors of potential threats.
    3. Preventative Measures: Emphasis on early identification and intervention before behaviors escalate.
    4. Continuous Training: Regular drills and scenario planning to keep teams prepared.
  • Best Practices for School Threat Response (Using USSS NTAC):
    1. Anonymous Reporting Mechanisms: Establish confidential tip lines or apps.
    2. Engagement with the Community: Regular workshops with students, parents, and staff to build trust and awareness.
    3. Intervention Programs: Implement tailored interventions for students exhibiting concerning behavior.
    4. Data-Driven Strategies: Use threat data analysis to update policies.
  • Why Threat Assessment is a Continuum: Threat assessment involves ongoing monitoring, evaluating changes in behavior, adapting interventions, and reassessing risks as part of a continuous cycle to prevent threats.

2. Columbine Basement Tapes and Contagion of Violence

  • Sources of Evidence:
    1. Review of police reports, forensic evidence, and digital records.
    2. Eyewitness accounts and interviews with survivors and community members.
  • Loss of Intrinsic Value from Basement Tapes: The tapes could have provided unique psychological insights into the perpetrators’ motives, behaviors, and planning processes, enhancing the understanding of pre-attack indicators.
  • Evidence of Contagion of Violence:
    1. Copycat attacks inspired by the Columbine shooters’ ideologies and tactics.
    2. Increased fascination with the perpetrators in certain subcultures.
  • Court’s Decision on Sealing the Tapes: While the decision to seal the evidence limits public access to potentially informative material, it was prudent to prevent further glorification or misuse of the content, mitigating the risk of inspiring future acts of violence.

3. Zero Tolerance Policies

  • Local School Board Implementation: Many schools implement zero tolerance through strict penalties for any perceived infraction, such as immediate suspension or expulsion for possession of prohibited items or violent behavior.
  • Outcome Example: In one case, a student was suspended for possessing a butter knife in their lunchbox. This inflexible enforcement led to criticism and raised questions about proportionality and fairness.
  • Why the Public May Want to Abandon Zero Tolerance:
    1. Research shows zero tolerance policies often disproportionately impact marginalized students and escalate conflicts instead of resolving them.
    2. These policies can lead to a school-to-prison pipeline, undermining long-term educational and social outcomes.

4. School Safety Misconceptions and Threat Assessment

  • Public Misconception of Schools as Safe Havens:
    1. Media focus on school shootings creates the perception that violence is random and unpredictable.
    2. Historical neglect in addressing systemic issues like bullying and mental health in schools contributes to misconceptions about safety.
  • Parents Missing Pre-Warning Signs:
    1. Over-reliance on schools to address all safety concerns.
    2. Cognitive biases, such as denial or misattribution of concerning behaviors, may cause parents to overlook warning signs.
  • Local and State Threat Assessment in Secondary Schools:
    1. Local Initiatives: Schools establish threat reporting protocols, emergency plans, and partnerships with local law enforcement.
    2. State Policies: Require schools to conduct regular safety audits, threat assessment team training, and integrate mental health services into safety plans.
 
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Culture’s Influence Through Media

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Culture’s Influence Through Media

(Culture’s Influence Through Media)

Discussion Board

Culture and Subculture

300-500 words;

 

Primary Task Response: Within the Discussion Board area, write 300-500 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.

Unit 2 has discussed how sociologists identify cultures and subcultures, and how both have unique components—language, values, norms (behaviors), and food. For this Discussion Board, you will dive deeper into culture by completing the following:

  1. Using the textbook located on your Bookshelf, define each of the four components of culture—language, values, norms (behaviors), and food. Be sure to paraphrase and cite your sources; do not copy and paste from the textbook.
  2. Next, choose a popular television show (examples include The Simpsons, The Big Bang Theory, The Goldbergs, and Orange is the New Black) or a movie you have enjoyed.
    • For your chosen show or movie, provide specific examples for each component of culture (language, values, norms, and food) found within your show or movie. For example, in The Simpsons, language can be seen with the word “D’oh” and the phrase, “Don’t have a cow, man!”
    • Each TV show could be said to represent a subculture of mainstream society. How are each of the four components of culture (language, values, norms, and food) identified above different from or similar to what you would expect to see in mainstream American culture?
  3. Finally, choose 1 of the following theorists: Durkheim, Marx, or Cooley. What does your chosen theorist say about the role of culture in shaping human behavior?

This information is below in the Attachment Section :Using the textbook located on your Bookshelf, define each of the four components of culture—language, values, norms (behaviors), and food. Be sure to paraphrase and cite your sources; do not copy and paste from the textbook.

 
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king’s cv annotations & response

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king’s cv annotations & response

(king’s cv annotations & response)

PART ONE: READ

Read this excerpt from the chapter entitled “CV” (Links to an external site.)Links to an external site. from Stephen King’s book On Writing: A Memoir of the Craft.

Click here for an audio version of this excerpt, read by Stephen King (Links to an external site.)Links to an external site.

  • SHOULD I LISTEN TOO? It’s not required, but….It will help you gain a deeper understanding of the memoirs if you also listen to King read them–hearing the inflections and emphasis in his voice will deepen your interpretation. Especially if English is not your first language and you are still learning to read English effectively, listening while also looking at the words can be very helpful.

In order to analyze a text, you have to look at it very closely, which means you’ll end up reading it (or parts of it) more than once. Try experiencing the memoirs you read for this class a few different ways to help you understand them more deeply: read and listen at the same time; read only; listen only. Mix it up.

TIP: Before you read, look at the items below–these are what you’ll have to write about in your annotations. Then as you read, focus your reading so that you’re looking for and thinking about these items.

It’s always important to focus your reading, no matter what it is you’re reading– you should know why you’re reading something so that you can know what to focus on as you go.

PART TWO: ANNOTATIONS (king’s cv annotations & response)

Reply to the Discussion, and in your post, include your answers to the 6 items below; the minimum response for each item is noted in yellow highlight.

1. WHO IS THE AUTHOR?

What do you know about Stephen King? You might know, in general, that he’s one of the most widely read American authors, ever. But you should learn a little more–It’s a really good idea to always know something about the author you are reading. Knowing something about him/her will help you predict what you’ll be reading, which will help you have a better overall understanding of the text.

After researching and reading a little about Stephen King, write 1-2 sentences about him and his accomplishments as a writer.

2. FIRST RESPONSE

What was your immediate reaction to reading this memoir? Did you enjoy reading it? If so, can you identify something specific about it that made it pleasant? If you didn’t enjoy reading it, can you identify something specific about why?

Write 2-3 sentences minimum as a first response.

3. SNAPSHOTS METAPHOR

The word memoir comes from the Latin word for memory, and King begins his memoir by making some comments about the way his memory works. He compares himself to another writer, Mary Karr. He uses photography metaphors to make the comparison: her memoir is a “panorama” but his are “snapshots–most out of focus” (18).

Let’s focus in on the metaphor: what do you picture in your mind when you think of a panorama? what do you picture when you think of a snapshot that is out of focus? How will King make the visual idea of a snapshot out of focus translate into the written medium of words in a story? Look for how his structure and style reflects the idea of the snapshot.

  • Find some excerpts that show how King’s memory is out of focus and summarize them
  • Explain how the structure of the chapter (how it is organized) relates to the idea of a snapshot

Write 1-2 sentences for each of the bullets above.

4. DEFINITIONS. King tells us that this book is not an “autobiography,” it’s more like a “curriculum vitae.” He also sub-titled the book “Memoirs” of the Craft. You worked with all three of these terms last week on vocabulary.com (autobiography, curriculum vitae, and memoir). Let’s put that learning to use this week:

  • Define each one in your own words (don’t just copy/paste from a dictionary–work on making these definitions your own). In your sentences, write about the similarities and differences between these 3 closely related ideas, and explain how King is using “CV” metaphorically. Write 1-2 sentences.
  • If these snapshots are part of King’s CV for becoming a famous writer (mostly of horror stories), what specifically happened to him in his childhood that you think influenced who he became? In other words, identify 2 or 3 excerpts where he describes his childhood, and you think these excerpts illustrate something that formed him as a famous writer. Write 1-2 sentences.

5. CHOOSE ONE SNAPSHOT AND SUMMARIZE. As you are reading, make mental note that there are 8 distinct “snapshots” in this excerpt. Choose ONE snapshot that you like the most–either because you can relate to something in it or because it made you laugh, or because it made you think about something you hadn’t thought of before–or any other reason that it stands out to you when you look at all of them.

Summarize what happens in the snapshot you’ve chosen and explain why you chose it as your favorite. Besides the content (what happens), is there anything about King’s writing style that contributes to why you like this snapshot? Can you identify something about his style that is appealing? Write 2-3 sentences.

6. IDENTIFY QUOTATIONS & EXPLAIN YOUR CHOICES. Later this week we’ll be writing our own “snapshots” of childhood memories–one of the requirements will be to include a person who was important to our development (someone who helped shape who we are). In these snapshots, King tells us how his mother and their relationship shaped him into who he is.

Identify TWO excerpts (no more than 3 sentences for each excerpt) where King writes about the impact of his mother–identify what you think are the BEST EXAMPLES of how his mother impacted him (in other words, don’t just copy the first two sentences you see about his mother–choose carefully).

  • Type each excerpt out (be careful as you replicate it that you get all the words, punctuation, and spelling correct).
  • Put each one in quotation marks, and then follow each one with an MLA citation. That should look like this:

“Here is the quote I typed out from King’s memoirs” (15).

  • After each excerpt, write 1-2 sentences that explain, in your own words, what this quotation tells us about the impact King’s mother had on who he is.
 
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Web-Based Application Accessibility Analysis

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Web-Based Application Accessibility Analysis

(Web-Based Application Accessibility Analysis)

discussion using the web as a database contains unread posts

This week we learned how the web can be used as a database. We also learned how web applications can integrate with databases.

Summarize an application that your organization uses that is not currently on the web. What would be the advantages and disadvantages of accessing this application from the web? What steps can you take to determine whether the application could be available on the internet?

Also, discuss the security implications that would need to be reviewed and what type of database design would be needed to support it.

Refer to the Discussion Rubric for directions on completing these discussions.

 

Summary of Application Not Currently on the Web: One application that my organization uses, which is not currently available on the web, is an internal employee scheduling system. This system is currently hosted on a local server and is only accessible within the organization’s network. Employees and managers use it to view and create work schedules, track time-off requests, and manage shift assignments.

Advantages of Accessing This Application from the Web:

  1. Accessibility: By moving the application to the web, users could access it from any device with internet connectivity, whether they are in the office, working remotely, or traveling. This would make scheduling more flexible and efficient.
  2. Real-Time Updates: Web-based access would allow for real-time updates, so changes in the schedule would immediately reflect for all users. This would help minimize scheduling conflicts and ensure everyone is on the same page.
  3. Ease of Integration: A web-based system can easily integrate with other tools (e.g., payroll, HR systems) through APIs or web services, streamlining workflows.

Disadvantages of Accessing This Application from the Web:

  1. Security Risks: Exposing the application on the internet increases the risk of unauthorized access, hacking attempts, and data breaches, especially if sensitive employee information is stored in the system.
  2. Dependence on Internet Access: If the web-based system goes down or if there are connectivity issues, users might be unable to access the application, causing delays in scheduling.
  3. Complex Migration: Migrating the application from a local server to a web-based system can be technically challenging, requiring changes in architecture, software development, and testing.

Steps to Determine if the Application Could Be Available on the Internet:

  1. Assess the Current Architecture: Evaluate the current system’s technology stack to determine if it can be easily adapted to work in a web environment. This includes examining the programming languages, database, and server architecture used.
  2. Consult with IT and Development Teams: Discuss with the organization’s IT and development teams to understand the technical feasibility of creating a web-based version of the application, including possible costs, required time, and resources.
  3. Evaluate User Requirements: Understand if there are specific features or functionality needed for the web version. This would include considerations for mobile accessibility and cross-platform compatibility.
  4. Research Hosting Options: Determine the hosting environment (cloud or on-premises) that would best support the application once it is available online.

Security Implications:

  1. Authentication and Authorization: Ensuring strong user authentication (e.g., multi-factor authentication) is critical to prevent unauthorized access. Role-based access controls should be implemented to ensure only authorized personnel can make changes to sensitive data, such as employee schedules and personal information.
  2. Encryption: Data should be encrypted both in transit (using SSL/TLS) and at rest to protect sensitive information, such as employee names, schedules, and personal contact details.
  3. Backup and Disaster Recovery: Regular backups and a clear disaster recovery plan should be implemented to prevent data loss in case of a system failure or cyberattack.
  4. Audit Logs: The system should maintain detailed audit logs that track user activity, such as login attempts and changes to schedules, to help identify and respond to security incidents quickly.

Database Design: To support a web-based scheduling application, the database design needs to be scalable, secure, and efficient. Key considerations would include:

  1. Relational Database: A relational database (e.g., MySQL, PostgreSQL) could be used to store data on employees, schedules, and shift assignments. Proper normalization should be implemented to reduce redundancy and ensure data consistency.
  2. User Management Tables: Separate tables for user authentication (e.g., user login credentials) and authorization (e.g., roles and permissions) would be required to manage who can access and modify the system.
  3. Indexing and Performance Optimization: Indexes should be created on frequently queried fields, such as employee IDs or schedule dates, to improve performance. The database should also be designed to handle a large number of concurrent users efficiently.
 
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Class Representation in Television

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Class Representation in Television

(Class Representation in Television)

https://drive.google.com/open?id=1RkRuy-NZRCExHFcS…(reading)

This week’s essay asks you to analyze a TV show using one of Kendall’s frames. Find a TV show you are familiar with which you feel you could analyze using Kendall’s ideas.

Now, write the following elements of your essay:

1. Write a level-3 thesis that explains how the show represents class, and how that is significant.

2. A well developed TEAL paragraph that describes how class is represented in your TV show. Reference moments from specific episodes rather than speaking in generalities. (This could be one of the body paragraphs of your essay)

3. Another TEAL paragraph that explains how this show exemplifies one of Kendall’s frames (in RR pp. 425-30):

  • consensus framing
  • admiration framing
  • emulation framing
  • thematic framing
  • episodic framing
  • caricature framing
  • middle-class values framing

Be sure to explain the frame and then explain in some detail how this show is an example of that frame.

4. Include full citations for both Kendall and the TV show that you will put on the Works Cited page, using the lesson in this week’s module as a guide.

The deadline for your submission is Thursday June 28th at 11:59 pm.

– – – – – – – – – – – – – – – – – – – – – –

Once you have been assigned a partner for peer response, read their work and respond:

  • How strong is the thesis? Is it a level-3 thesis?
  • How strong are topic sentences?
  • Does the evidence match the topic sentences? Is there enough explanation?
  • How strong is the analysis?
  • Do they link back to the thesis?
  • Are the Works Cited entries correct?

(Class Representation in Television)

1. Level-3 Thesis:

A level-3 thesis is analytical and complex, explaining both how and why class is represented in the show. Here’s an example thesis statement:

In the TV show The Office, class is represented through the contrasting lives of the office employees, highlighting the disparity between the working-class workers and the middle-class management. This dynamic is significant as it reflects the social tensions in modern workplaces and critiques the hierarchical structure of corporate America, ultimately revealing how class shapes identity, relationships, and aspirations in the workplace.

2. TEAL Paragraph (Class Representation in The Office):

Topic Sentence: In The Office, class is portrayed through the relationships and social interactions between employees at Dunder Mifflin, particularly through the lens of working-class employees and their interactions with middle-management.

Evidence: For example, in Season 3, Episode 2, “The Convention,” Jim Halpert, a sales representative, contrasts sharply with his boss, Michael Scott, in terms of lifestyle. Jim is depicted as laid-back, witty, and relatable, while Michael is awkward, self-absorbed, and displays a constant need to project authority, even when he is financially insecure. This scene shows how class differences manifest not just in income but also in social behavior and attitudes.

Analysis: The dynamic between Jim and Michael illustrates the tensions between the working-class employees and their middle-class supervisors. Jim’s easygoing demeanor contrasts with Michael’s desperate desire to be admired by his subordinates, underscoring the absurdity of corporate hierarchies. These class distinctions not only affect workplace dynamics but also influence personal aspirations, as we see in the later seasons, where Jim’s growing dissatisfaction with his job prompts his eventual departure for a higher-paying career in sports marketing.

Link: Through moments like these, The Office uses its comedic setting to highlight the significance of class in shaping not only professional lives but also the personal dynamics that unfold within the office.

3. TEAL Paragraph (Kendall’s Framing – The Office and Middle-Class Values Framing):

Topic Sentence: The Office exemplifies Kendall’s “middle-class values framing” by consistently depicting the aspirations, values, and behaviors associated with middle-class characters, particularly Michael Scott, who strives to present himself as a successful, upwardly-mobile individual.

Evidence: In the Season 2 episode “Office Olympics,” Michael throws an elaborate competition to raise morale in the office. Despite his apparent lack of leadership skills, he clings to the belief that fun and motivation are directly tied to material success and corporate acknowledgment. This is a clear reflection of middle-class values that equate success with external recognition and achievement.

Analysis: This framing portrays Michael’s desire to promote middle-class values, such as individual success and self-sufficiency, even though his managerial techniques are ineffective. His portrayal as someone who desperately seeks approval and validation through material means exemplifies the tension between aspirational middle-class ideals and the reality of his role in the company. Michael’s actions reflect the internalized middle-class values of achievement, social mobility, and status, despite his actual position within the office hierarchy.

Link: By framing Michael’s character through these middle-class values, The Office critiques not only corporate culture but also the social constructs of success that permeate American society.

4. Works Cited:

  • Kendall, D. (2019). Framing Class: Media Representations of Wealth and Poverty. Kendall/Hunt Publishing Company.
  • The Office. (2005–2013). NBC.

Peer Response Guidelines:

When responding to your partner’s work, consider the following:

  • Thesis: Is it a level-3 thesis? Does it explain both how and why the class representation is significant?
  • Topic Sentences: Are the topic sentences clear and specific? Do they tie back to the thesis?
  • Evidence and Analysis: Does the evidence directly support the thesis? Is there enough analysis to explain how the evidence contributes to understanding the class representation in the show?
  • Link to Thesis: Does each paragraph link back to the thesis statement and the central argument of the essay?
  • Works Cited: Are the citations formatted correctly and consistent with the assigned style?
 
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Mercedes Financial Statement Recasting

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Mercedes Financial Statement Recasting

(Mercedes Financial Statement Recasting)

mercedez benz consolidated financial statements paper

Option #1: Mercedes Benz (MB)

Read the Mercedes Benz (MB)’s 2016 Annual Report prepared under IFRS., by clicking here. Pick any two of the financial statements:

  • the consolidated balance sheet (statement of financial position)
  • the consolidated income statement (statement of income or statement of comprehensive income)
  • the statement of cash flows for MB.

Recast the two selected financial statements and present the statements following/in accordance with the US GAAP, presentation-wise, as accurately as you can. (You do not need to restate any of the results for MB in this process–just work with the results as presented.) The recasted financial statements should be an Exhibit or Appendix to your paper. Describe, in an appropriate level of detail, the differences that resulted when you recasted your chosen financial statements from the IFRS to US GAAP, supported with references from the readings in this module or outside references, where appropriate.

  • Your paper should be 3 pages in length (not including the required cover and reference pages and excluding the required Exhibits or Appendices showing the recasted financial statements). Written submissions in excess of 4 pages are acceptable.
  • Be sure to discuss and reference concepts taken from the assigned module readings and relevant research. You must include a minimum of three credible, academic, or professional references supporting your submission and work.

(Mercedes Financial Statement Recasting)

1. Introduction

  • Briefly introduce Mercedes Benz and the purpose of financial statement analysis.
  • Mention the focus on the 2016 Annual Report and the shift from IFRS to US GAAP for comparative presentation.
  • State which two statements you chose (e.g., balance sheet and income statement) and the importance of understanding differences between IFRS and US GAAP.

2. Selected Financial Statements under IFRS vs. US GAAP

  • Provide a short summary of the two selected financial statements (e.g., balance sheet and income statement) in their original IFRS form.
  • Mention any key figures, such as total assets, liabilities, income, or other major line items.

3. Recasting the Financial Statements: Presentation under US GAAP

  • Recast both statements using US GAAP presentation format. This doesn’t involve changing actual numbers, just rearranging the format to comply with US GAAP.
  • For the balance sheet, note the order of liquidity differences. Under IFRS, assets/liabilities can be in non-current/current order, while US GAAP requires current assets/liabilities first.
  • For the income statement, describe the comprehensive income approach and note any specific line-item requirements unique to US GAAP, such as separating operating income from non-operating items more explicitly.

4. Key Differences between IFRS and US GAAP

  • Balance Sheet Differences: Describe any line item relocations or terminology adjustments between IFRS and US GAAP.
  • Income Statement Differences: Describe presentation differences in income and expenses (e.g., treatment of extraordinary items, income from continuing vs. discontinued operations).
  • Other Presentation Differences: Identify any notes or disclosures that are more prominent in one standard than the other.

5. References to Relevant Literature

  • Integrate information from your assigned readings and other resources that clarify the differences between IFRS and US GAAP.
  • Ensure at least three credible references are cited, discussing standard differences or specifics related to balance sheet and income statement presentations.

6. Conclusion

  • Summarize the importance of understanding IFRS and US GAAP differences, especially in an international context.
  • Reflect on any insights gained from recasting the statements and potential implications for investors comparing financials across standards.

7. Appendix/Exhibits

  • Include the recasted balance sheet and income statement as appendices to illustrate the formatting changes made to comply with US GAAP.

References

  • Ensure your reference list includes assigned readings and other sources that helped you explain the IFRS vs. GAAP differences.
 
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Justice and Nonviolent Action

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Justice and Nonviolent Action

(Justice and Nonviolent Action)

letter from birmingham jail

MLA style not required. Sources are not needed. Opinion based. Extremely short responses is all that is required.

  1. In Martin Luther Kings Letter from a Birmingham Jail, what does the following quote mean for Birmingham citizens? What does it mean for each of us today?

Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny.

  1. What are the four basic steps of nonviolent direct action?
  2. What does King mean by constructive nonviolent tension and how does he define its goal?

Justice and Nonviolent Action.

The goal is to bring the issue into public discussion, causing society to realize and address the injustice.

In Martin Luther King Jr.’s “Letter from a Birmingham Jail,” the quote “Injustice anywhere is a threat to justice everywhere” highlights the interconnectedness of people and societies. For Birmingham citizens, it means that injustice in their community, whether directed at Black citizens or any marginalized group, is not isolated; it affects the broader fight for justice and equality across the nation. King’s words speak to the idea that any injustice in one part of the world can ripple out and negatively impact justice elsewhere, which is why it is crucial to address all forms of oppression. Today, the quote remains relevant, reminding us that we cannot turn a blind eye to injustice in any corner of the world—whether racial, economic, or social—because it undermines the universal pursuit of justice.

King outlines four basic steps of nonviolent direct action:

1) Collection of facts to determine whether injustices exist,

2) Negotiation as the first step toward resolving issues through dialogue,

3) Self-purification to prepare individuals to endure possible violence or hatred nonviolently, and

4) Direct action, which involves protests or other actions that highlight the injustice and demand change when negotiations fail.

King describes “constructive nonviolent tension” as a necessary component of social change. It involves creating a situation where people are forced to confront the existing injustices. Rather than simply protesting for the sake of protest, this tension is meant to shake up the status quo, forcing the oppressors and the community to face uncomfortable truths. The goal of this tension is not to cause violence or chaos but to create a space where negotiations can occur, leading to meaningful change. King believed that without such tension, the oppressed would be ignored, and true justice would never be achieved.

 
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