Core educational values in Facing History’s

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Mandatory COVID19 Vaccinations in the U.S.
A classroom is a place where you should learn with intellectual rigor, emotional engagement, and ethical reflection, and come to understand that
your own views and choices matter. We represent those core educational values in Facing History’s “pedagogical triangle.”
This integration of head, heart, and ethics is always important to learning, and it’s particularly crucial when you are considering contention and
troubling news. We want you to use your head, heart, and conscience for this assignment. Reflect on questions listed below that are related to the
three points of the triangle in the diagram. Your written reflections are private to your classmates unless you choose to share them.
Answer the following questions in a typed essay. Your essay should answer each section and question below. Students who use Tutor.com to
have their essays proofed before submitting will earn bonus points. Evidence of the submission must be provided at the time paper is
submitted to receive bonus points. Note: 2-page maximum, APA Format, Double-Spaced, Times New Roman, 12-font, number pages, 1 inch
margins top, bottom, and both sides, spell-check, and proof read):
HEAD
What information do we currently know about mandatory vaccinations? What additional facts or information would you like to have?
HEART
How do you feel about mandatory vaccinations and what is happening America regarding COVID19? Are there particular experiences,
moments, or images that stand out to you?
CONSCIENCE
What do you believe is at stake if the entire country mandates vaccinations in all U.S. States? What questions about right and wrong,
fairness or injustice, freedom of choice, did mandatory vaccinations raise for you? How should individuals or politicians act in order to

Gilgamesh’s Transformation in The Epic of Gilgamesh

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Gilgamesh’s Transformation in The Epic of Gilgamesh

Tales on the protagonist’s transformation are as old as time. People are always seeking heroic remembrance or an unattainable goal. The Epic of Gilgamesh, being one of the earliest tales in Western civilization, has similar themes. Gilgamesh is not like any other human being. Gilgamesh is a semi-divine being. The story of Gilgamesh is one where we observe the protagonist’s transformation through different interactions in the poem. As such, the friendship connection with Enkidu is geared towards transforming the attitude of the King to his people. Enkidu’s friendship changes the King into a better ruler for the people of Uruk.  Although Gilgamesh’s character at the beginning of The Epic of Gilgamesh was not befitting that of a king, he transforms progressively through Enkidu’s connection and physical experience.

There is a distinct character transformation of Gilgamesh throughout The Epic of Gilgamesh. For instance, in the beginning, Gilgamesh was arrogant and self-centered, with a perfect body (George 1). This description paints a picture of a tall and strong man. However, in the prologue, the tyrannical nature of King Gilgamesh is introduced as the people of Uruk complain to the gods about his behavior. The authoritarian character of Gilgamesh grows with every passing day (George 3). As such, he would not spare anyone his wrath as he would take a newly wedded bride for himself. He did what he would please as there was no being that could stand in his way. According to George (4), “Gilgamesh lets no son go free to his father, by day and by [night his tyranny grows] harsher.” This statement describes the character of Gilgamesh at the beginning of the poem. Gilgamesh is a tyrannical King with no concern for his subjects. However, at the end of the poem, Gilgamesh is lauded as a hero. His character at the beginning of The Epic of Gilgamesh was despicable and not befitting of a king, but the transformation happens with time, and the nature of Gilgamesh is changed through different experiences.

In The Epic of Gilgamesh,  the King encounters different scenarios that change his attitude towards people. In the natural world, transformations are ubiquitous, and in a psychological nature, they are pervasive and essential for Gilgamesh. Therefore, the protagonists are transformed to reach their potential. This change either occurs intrinsically or extrinsically. For King Gilgamesh, the intrinsic change occurred through dreams. For instance, after Gilgamesh explains to his mother, Ninsun,  about the coming of Enkidu in his dream, she describes that Enkidu (who was not yet known to the King) would be necessary to save his life. Evidently, Ninsun is clever, wise, and knowledgeable in everything, and according to her, the King would love Enkidu as he would a wife (George, 10). However, at this early stage, Gilgamesh’s response was unlike him. Gilgamesh says, “… Let me acquire a friend to counsel me, a friend to counsel me I will acquire!” (George 10).  Through this reaction, it is evident that the King is on the path towards realizing that his tyrannical character is not beneficial. This is the beginning of the King’s willingness to transform his character.

Arguably, extrinsic change for the King came through Enkidu. The gods offered Enkidu as an equal to challenge the King. As such, they pray their Goddess of Birth, Aruru, to “create the equal of Gilgamesh, one mighty in strength” (George 3). Through this statement, we get that the purpose of Enkidu was to ensure Gilgamesh’s transformation. According to The Epic of Gilgamesh, Enkidu and King Gilgamesh’s friendship began after fighting each other (George 16). Despite their first encounter being combative, it developed into a rich friendship. King Gilgamesh was used to getting his way, and no one could stop him. However, after the fight, one could assume that the King would execute Enkidu, but to their surprise, he embraced Enkidu.

Additionally, through compassion, Gilgamesh shows a shift in the King’s character. After accepting Enkidu, Gilgamesh introduces him to his mother, who disapproves of their new friendship. Enkidu gets heartbroken, but the King goes to comfort him. Gilgamesh tells him, “‘Why, my friend, [did your eyes] brim [with tears,] your arms fall limp, [your strength ebb away?” (George 18). Evidently, these comforting words show the King as compassionate. The soothing words are a radical shift from the description of the King’s character at the beginning of the story. The start of the friendship between the two was a necessary ingredient for the complete transformation of Gilgamesh.

Moreover, as the friendship between the King and Enkidu progresses, the King’s character keeps on transforming. For instance, despite Gilgamesh being a mighty warrior, he proposes that Enkidu and he should go and kill the Humbaba, a beast that protects the forest. However, before leaving for the journey, the King does something that an authoritarian and arrogant character seldom does. The King, through his speech, asks for the people’s blessing. He proclaims to the people that, “I shall ride] a road [I know not:] give me you’re blessing as I go on my journey, [so I may see again] your faces [in safety,] and return [glad at heart] through Uruk’s gate!” (George 32). This announcement seemed to be a turnaround for his character, and it made the people want to protect their King by urging him not to go. The King’s character is transformed; he has a changed outlook towards his kingdom and his subjects.

The death of Enkidu reveals that the King is transformed. Enkidu narrates to the King a dream that he had that indicated he would soon die. The King offers to petition for Enkidu’s life. He says, “To the one who survives [the gods] leave grieving: the dream leaves sorrow to the one who survives. The great gods [I’ll] beseech in supplication, let me seek out [Shamash,] I’ll appeal to your god…” (George 57). From this statement, the King is not self-centered or proud; he considers the need of another. For instance, while petitioning the gods, Gilgamesh refers to Enkidu as a friend. He says, “My friend saw a vision which will never [be equalled!]'” (George 62). This showed the compassion and care that the King had towards Enkidu. At this point, it would be unjustifiable to term the King arrogant.  Despite the good intentions of the King, he could not prevent Enkidu from dying. The King was shaken by the death of his friend that he composed a song to remember the adventures he had with Enkidu.

The King’s search for immortality made him become a better ruler for the people. For instance, after the funeral of Enkidu, Gilgamesh proceeds to go and find Utnapishtim, who was rewarded with eternal life by the gods (George 88). The conversation between the two shows a changed Gilgamesh. On meeting Utnapishtim, the King says, “‘I was fully intent on making you fight, but now my hand has stayed in your presence.” (George, 88). This shows that the King is no longer violent. All the experiences of the past have ensured that the King has gained a new perspective on life.  Utnapishtim gives Gilgamesh a test that he should stay awake for a week. Gilgamesh fails the test, and he is forced to go to Uruk. Utnapishtim tells Gilgamesh of a plant that restores the youth (George 98). The King finds the plant, but as he is camping, a snake steals the plant, and there is no hope for immortality for the King. The King is forced to reconcile with his mortality. The King weeps while talking to Ur-shanabi. He says, “Ur-shanabi, toiled my arms so hard, for whom ran dry the blood of my heart? Not for myself did I find a bounty, [for] the “Lion of the Earth” I have done a favour!” (George 99). From this statement, it is evident that King Gilgamesh appreciates the mortality of life. He gets a different view of life about mortality.

In conclusion, one can observe the character transformation of Gilgamesh, the King of Uruk, through the poem’s progression. The King’s transformations occurred through two phases The Epic of Gilgamesh. The first phase was through the friendship with Enkidu. Most of the character transformation requires a mentor, and the poem’s creator provides Enkidu to provide mentorship and guidance for the King. The second phase was during Enkidu’s death. At the poem’s beginning, we see a tyrannical king forcing his subjects to pray to the gods. In the end, however, the King is transformed and is benevolent towards his subjects. Transformation is a journey and does not happen abruptly.

Literary Analysis of The Crucible

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Literary Analysis of The Crucible

Introduction

The Crucible is a fictional play that is set in 1653 in describes the Salem trials. The author has a history of using literature to describe human behavior; this was the case with the play. The story revolves around Abigail, a teenage girl who concocts a fictional story to accuse residents of Salem of being witches. At the end of the play, most of the residents are either jailed or executed. The Crucible has recurring themes and motifs that bring out the message in the play. Arthur Miller used the literature to convey the concept of moral guidance to the readers of the play.

Analysis of the Play

Who is the villain of the Crucible?

The play does not point to a single individual as being the villain in the story. The entire village is a villain to itself due to the way it acts towards its member. By looking at the actions of the villagers, it is evident that they were fighting among themselves. Abigail, the protagonist of the play, may have introduced the issue of witchcraft, but the villagers’ actions exonerate her. The theme of intolerance elucidates this fact. The residents exhibit high levels of intolerance towards each other. The intolerance of the villagers is seen by how they treat the suspected witches. The society in Salem was theocratic, and this meant that purity was a public concern. One should always agree with the court, and if not, they are not to be tolerated.

Reverend John Hale

Reverend John Hale was not a resident of Salem. He is a spiritual doctor who would investigate whether there was witchcraft and take the appropriate action. Rev. Hale is a devoted Christian who is sincere and would love to help the afflicted. However, the reverend is torn between his faith and his belief in autonomy, resulting in unforeseen quagmires. Reverend Hale has an appetite for discovering witchcraft. Abigail exploits this zeal in an attempt to manipulate him. Despite receiving such an overwhelming amount of evidence, he does not declare witchcraft until he can prove it. Like Proctor, Rev. Hale mustered the courage to question the court’s decision and to stand up for his convictions.

And are they at fault for their actions?

Many factors can be attributed to causing the actions of the villagers. The court proceedings, accusations, and confessions are recurring themes in the play. The actions of a teenager did not cause the villagers’ actions, but the drama and the related court proceedings were occasioned by the villagers’ skewed outlook of life. The central theme that controlled the actions of the villagers was guarding their reputation. Reputation was essential for everyone in Salem. This was because Salem was a theocratic society, therefore, cojoining public and private moralities. Everyone in the town is afraid of being termed guilty by association. The characters’ actions are all geared towards protecting their reputation. Reverend Parris is afraid that Abigail’s actions will injure his credibility as a minister. The protagonist John Proctor does not want to taint his name as an adulterer in society. Proctor would have prevented the actions earlier in the play, but his reputation was essential to him. In the end, he decided to do what was right without worrying about his reputation.

What are the implications of their morality with this title?

The play has an impact on how morality should be viewed in society. The concept of morality is challenged in the play. The author, however, lauds the fact that there is no concept of individual morality in society. Without the concept of individual moral authority, society is condemned to groupthink that a single person controls. The absence of individual moral authority leads to an increase in accusations in the Salem trials. The intolerance towards witchcraft makes the villagers forget their morals and trying executing anyone involved. It takes an individual’s conviction of Proctor and Reverend Hale to change the direction of the trials. This enables the two to stop the tyranny that was present due to the shortfalls of groupthink. The audience should also borrow a leaf of morality from Elizabeth Proctor. She is the wife to John Proctor, and from the beginning, she sorts to have the truth brought out. The theme of morality as espoused in the play shows that it is essential to follow their convictions rather than the group’s conviction.

Conclusion

The Crucible provides moral guidance for its audience. The play was set in the town of Salem, which was a theocratic town. Accusations of witchcraft put the town in hysteria. Intolerance and reputation were essential themes in the play. The villagers, due to their theocratic nature, would have intolerance towards anything to do with witchcraft. People would guard their reputations by falsifying evidence. However, John Proctor and Reverend Hale are shown the audience that doing the right thing is necessary, especially in a small town such as Salem. The play impacts the readers’ view on morality. People ought to have a sense of morality that would guide their actions.

 

VIDEO CASE: 12 Angry Men (1957 film)

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VIDEO CASE PAPER: 12 Angry Men (1957 film)

https://archive.org/details/12.Angry.Men.1957.720p.BRrip.x264.YIFY_201902

  • Write a 3-page reaction paper based on your observations of the video.
  • Each page is single-spaced with bullet points or numerical points as you are doing the Textbook Assignment, with double spacing in between. Use Times Roman, Arial 12 point. Do Not submit essay papers.
  • Points will be deducted for excessive margins and writing that is not professional, casual writing style, or non-graduate level writing.
  • Name and Assignment number on each page and in the subject line when submitting.
  • Submit Video Case Paper and Textbook Assignment as one attachment, please.
  • Page One-The Architect
    • Analyze what you saw the Architect, Henry Fonda, doing as the informal leader of the group. How did he communicate? How did he manage conflict? bit? What leader behaviors did he exhibit? What observations can you make? Apply the principles from the textbook and the lectures.
  • Page Two-Your Character
    • Pick one juror you want to write about throughout the movie. Any juror but the Architect is fine. What did they say? How did they participate? How are they managing conflict? What can you learn from them? Are they changing?
    • If your character does not participate enough to complete a one-page supplement with another character.
  • Page Three-Group Process
    • Now process the interaction of the entire group. Who is talking and how is the conversation proceeding. Are there alliances? Where is the power flow? Who is talking and who is listening? How is the process changing from clip to clip? Demonstrate that you can analyze not only your own character but also the process of the conversation.
  • Now you are ready to submit a 3-page analysis which includes one page each on the Architect, your Character (for instance Mr. Wimpy), and the Group Process along with 2 pages on the textbook readings.
  • You will do the same process for each of the 5 assignments.
  • Add this assignment to the Textbook Reading assignment and submit as ONE ATTACHMENT with your NAME and ASSIGNMENT NUMBER IN THE SUBJECT LINE PLEASE.

 

The Cattanach v Melchior (2003) 215 CLR 1 case

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In 2004, the High Court handed down its decision in Cattanach v Melchior (2003) 215 CLR 1. Critically analyze how Justice Kirby’s decision in the Cattanach v Melchior (2003) 215 CLR 1 case.

In your answer, include discussion of:
1. The role played by the application of legal authority to new circumstances
2. The application of relevant legal principles
3. Considerations of legal policy.

Where appropriate, support your analysis by comparing the selected judgment to that of other judgments in Cattanach v Melchior. Your answer should include a discussion of relevant case law and reference to relevant legal theories studied throughout the semester or referred to in the judgment.

Please use those topics and relate to Justice Kirby’s decision. Topics include corrective justice, natural law, positivism, liberal theory, personal responsibility, law, and economics.

Sharing and Receiving critical Information in Private sector

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Private sector’s challenges and impediments in the sharing and receiving critical information. Highlight issues you feel serve as the greatest challenges and impediments in the private sector serving as both a contributor and receiver of critical information.

Eriksonian psychosocial stage and concepts

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A challenging issue in line with the Eriksonian psychosocial stage and concepts

I am 20 years old studying in Canada and the issue can be moving abroad for university while everyone I am close to including family, girlfriend and friends are staying in Dubai.

Discuss one challenging issue they are currently facing in their life. In this discussion, students will connect this challenging issue to the Eriksonian psychosocial stage and concepts that correspond to their chronological age.

Models and Accounts of Resurrection

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Examine Simulacra and Falling Elevator models and Accounts of Resurrection.

Summarize Peter van Inwagen’s Simulacra and Dean Zimmerman’s Falling Elevator models and accounts of Resurrection.

Discuss Aquinas’s account of the resurrection (as contained in my article “St. Thomas on Death, Resurrection, and Personal Identity”).

Then critically evaluate one or two of these positions. Tell me why you agree or disagree. But be sure to give reasons why you agree or disagree. The summary part of the writing assignment counts 2/3 of your grade; the critical evaluation part counts 1/3 of your grade.

Developmental Assessment of Children

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Completion of two childhood developmental assessments of choice. Options include Developmental Assessment of Young Children, Denver II Developmental Assessment, Ages & Stages, Developmental Milestone, etc. Students are not permitted to complete this assessment on any child living within their immediate household. Utilize clinically reliable sources (minimum of 3) and construct a  paper reporting your finding, assessment, and analysis.
• Assessment and interview (1 hour)
• Reporting, written analysis (4 hours)
Rubric (2 or more “Not Mets” will result in an overall failure of this clinical assignment)
Content
This content will be met/not met
Child 1 assessment (include tool used from the following: include Developmental Assessment of Young Children or Denver II Developmental Assessment, Ages & Stages or Developmental Milestone

Met Not Met
Child 2 assessment (include tool used from the following: include Developmental Assessment of Young Children or Denver II Developmental Assessment, Ages & Stages or Developmental Milestone

Met Not Met
Analysis: (complete this for each child)
Include: are any children not meeting their milestones?
Were there any birth complications that could result in the child being behind on milestones?
What are some strategies to help child either catch up, or continue to stay on pace in meeting those milestones (consider: reading, playing, think about fine motor and gross motor skills)