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i am looking for SOP and Resume preparation help in order to pursue distance learning for ## **Masters in Artificial Intelligence .** – 2 years ago
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## **Masters in Artificial Intelligence .**
– 2 years ago
– 2 years ago **files (4)** – ## LessonPlanFormat.doc – ## Untitleddocument70.pdf – ## SampleLessonPlan2023.pdf – PHE448-Chapter5.ppt **## LessonPlanFormat.doc** [removed] **## Untitleddocument70.pdf** #4 Ten Lesson Plans of 55 minutes EACH Develop 10 lesson plans which include: Teaching-learning …
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**files (4)**
– ## LessonPlanFormat.doc
– ## Untitleddocument70.pdf
– ## SampleLessonPlan2023.pdf
– PHE448-Chapter5.ppt
**## LessonPlanFormat.doc**
[removed]
**## Untitleddocument70.pdf**
#4 Ten Lesson Plans of
55 minutes EACH
Develop 10 lesson plans which include: Teaching-learning activities, teaching materials,
tests/quizzes or other forms of unit/lesson evaluation. Sample lesson plan form is on
Canvas Announcement page. Please USE THIS FORMAT FOR ALL LESSON
PLANS!
Each of this assignment is explained in detail in the Gilbert textbook Chapter 5
PowerPoint posted under Announcements. The PowerPoint posted has the exact way
the Lesson Plans are to be done. When you are confused or lost, email me, AND check
the Chapter 5 PowerPoint listed under Canvas Announcements!
– #4 Ten Lesson Plans of 55 minutes EACH
**## SampleLessonPlan2023.pdf**
Grade Level: 12th grade
Topic/Unit: Healthy Behaviors
Lesson Title: Managing Stress
Age of Target Population:17/18
Standard(s) Code: Standard 1, Standard 7
1.12.1 Predict how healthy behaviors can affect health status.
7.12.1 Analyzing the role of individual responsibility in enhancing health such as strategies in
stress management.
Objectives: Students will be able to identify stressful situations, describe how it impacts their
health, and learn coping strategies to manage it.
Students will learn how stress impacts their personal health and ways of managing it to
promote a healthier well-being. They will be introduced to de-stressing actives like deep
breathing and will create a project presentation on their own research about stress to present
to the class.
Content Method/ Estimated Materials
Strategy Time Needed
Begin the lesson by showing students statistical data
regarding excessive teen stress levels. Discuss how stress
levels are higher than what is believed to be healthy and
discuss with students what may be causing it.
Explain to students the ways of managing stress. Describe
how sleep, exercise, nutrition are important for lessening
stress levels. Cover ways on how to de-stress such as
meditation, guided imagery, and simple deep breathing
techniques and the role psychological stress has on our
health on how reducing stress levels can contribute to both
positive physical and mental health.
Students will watch a video on simple breathing exercises
to help lessen stress. At the end of the video follow up with
them on what they thought of it and if they have ever done
something similar.
httns : / lwww.voutu be. com/watch ?v=1 Dv- I dG Ln lY
Group students into 2 or 3 and let them know they will be
creating a powerpoint project presentation on stress
management tools to present next class. They will have
the remainder of class to work on it. Their project will
include a demonstration of a psychological stress
management strategy, and slides covering facts about
stress, how stress impacts our health, the physiological
response of our body on stress, as well as three strategies
to reduce stress.
Lecture 15 min Projector
Video 5 min. Video
PIayer
Project 20 min Computers
Group 15 min
Discussion
Whiteboard
Anticipated Problems and possible solutions: Possible problems with this activity could be
disinterest in the breathing exercise, or lack of participation in the project. lnforni students that
all are expected to equally participate in the project.
Evaluation: This lesson can be evaluated for effectiveness by the final results of students'
projects to see how much they learned as well as final appearance to see how much effort they
put in.
**PHE448-Chapter5.ppt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phe448-chapter5-ppt)
**PHE448-Chapter5.ppt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phe448-chapter5-ppt)
**## LessonPlanFormat.doc**
[removed]
**## Untitleddocument70.pdf**
#4 Ten Lesson Plans of
55 minutes EACH
Develop 10 lesson plans which include: Teaching-learning activities, teaching materials,
tests/quizzes or other forms of unit/lesson evaluation. Sample lesson plan form is on
Canvas Announcement page. Please USE THIS FORMAT FOR ALL LESSON
PLANS!
Each of this assignment is explained in detail in the Gilbert textbook Chapter 5
PowerPoint posted under Announcements. The PowerPoint posted has the exact way
the Lesson Plans are to be done. When you are confused or lost, email me, AND check
the Chapter 5 PowerPoint listed under Canvas Announcements!
– #4 Ten Lesson Plans of 55 minutes EACH
**## SampleLessonPlan2023.pdf**
Grade Level: 12th grade
Topic/Unit: Healthy Behaviors
Lesson Title: Managing Stress
Age of Target Population:17/18
Standard(s) Code: Standard 1, Standard 7
1.12.1 Predict how healthy behaviors can affect health status.
7.12.1 Analyzing the role of individual responsibility in enhancing health such as strategies in
stress management.
Objectives: Students will be able to identify stressful situations, describe how it impacts their
health, and learn coping strategies to manage it.
Students will learn how stress impacts their personal health and ways of managing it to
promote a healthier well-being. They will be introduced to de-stressing actives like deep
breathing and will create a project presentation on their own research about stress to present
to the class.
Content Method/ Estimated Materials
Strategy Time Needed
Begin the lesson by showing students statistical data
regarding excessive teen stress levels. Discuss how stress
levels are higher than what is believed to be healthy and
discuss with students what may be causing it.
Explain to students the ways of managing stress. Describe
how sleep, exercise, nutrition are important for lessening
stress levels. Cover ways on how to de-stress such as
meditation, guided imagery, and simple deep breathing
techniques and the role psychological stress has on our
health on how reducing stress levels can contribute to both
positive physical and mental health.
Students will watch a video on simple breathing exercises
to help lessen stress. At the end of the video follow up with
them on what they thought of it and if they have ever done
something similar.
httns : / lwww.voutu be. com/watch ?v=1 Dv- I dG Ln lY
Group students into 2 or 3 and let them know they will be
creating a powerpoint project presentation on stress
management tools to present next class. They will have
the remainder of class to work on it. Their project will
include a demonstration of a psychological stress
management strategy, and slides covering facts about
stress, how stress impacts our health, the physiological
response of our body on stress, as well as three strategies
to reduce stress.
Lecture 15 min Projector
Video 5 min. Video
PIayer
Project 20 min Computers
Group 15 min
Discussion
Whiteboard
Anticipated Problems and possible solutions: Possible problems with this activity could be
disinterest in the breathing exercise, or lack of participation in the project. lnforni students that
all are expected to equally participate in the project.
Evaluation: This lesson can be evaluated for effectiveness by the final results of students'
projects to see how much they learned as well as final appearance to see how much effort they
put in.
**PHE448-Chapter5.ppt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phe448-chapter5-ppt)
**## LessonPlanFormat.doc**
[removed]
**## Untitleddocument70.pdf**
#4 Ten Lesson Plans of
55 minutes EACH
Develop 10 lesson plans which include: Teaching-learning activities, teaching materials,
tests/quizzes or other forms of unit/lesson evaluation. Sample lesson plan form is on
Canvas Announcement page. Please USE THIS FORMAT FOR ALL LESSON
PLANS!
Each of this assignment is explained in detail in the Gilbert textbook Chapter 5
PowerPoint posted under Announcements. The PowerPoint posted has the exact way
the Lesson Plans are to be done. When you are confused or lost, email me, AND check
the Chapter 5 PowerPoint listed under Canvas Announcements!
– #4 Ten Lesson Plans of 55 minutes EACH
**## SampleLessonPlan2023.pdf**
Grade Level: 12th grade
Topic/Unit: Healthy Behaviors
Lesson Title: Managing Stress
Age of Target Population:17/18
Standard(s) Code: Standard 1, Standard 7
1.12.1 Predict how healthy behaviors can affect health status.
7.12.1 Analyzing the role of individual responsibility in enhancing health such as strategies in
stress management.
Objectives: Students will be able to identify stressful situations, describe how it impacts their
health, and learn coping strategies to manage it.
Students will learn how stress impacts their personal health and ways of managing it to
promote a healthier well-being. They will be introduced to de-stressing actives like deep
breathing and will create a project presentation on their own research about stress to present
to the class.
Content Method/ Estimated Materials
Strategy Time Needed
Begin the lesson by showing students statistical data
regarding excessive teen stress levels. Discuss how stress
levels are higher than what is believed to be healthy and
discuss with students what may be causing it.
Explain to students the ways of managing stress. Describe
how sleep, exercise, nutrition are important for lessening
stress levels. Cover ways on how to de-stress such as
meditation, guided imagery, and simple deep breathing
techniques and the role psychological stress has on our
health on how reducing stress levels can contribute to both
positive physical and mental health.
Students will watch a video on simple breathing exercises
to help lessen stress. At the end of the video follow up with
them on what they thought of it and if they have ever done
something similar.
httns : / lwww.voutu be. com/watch ?v=1 Dv- I dG Ln lY
Group students into 2 or 3 and let them know they will be
creating a powerpoint project presentation on stress
management tools to present next class. They will have
the remainder of class to work on it. Their project will
include a demonstration of a psychological stress
management strategy, and slides covering facts about
stress, how stress impacts our health, the physiological
response of our body on stress, as well as three strategies
to reduce stress.
Lecture 15 min Projector
Video 5 min. Video
PIayer
Project 20 min Computers
Group 15 min
Discussion
Whiteboard
Anticipated Problems and possible solutions: Possible problems with this activity could be
disinterest in the breathing exercise, or lack of participation in the project. lnforni students that
all are expected to equally participate in the project.
Evaluation: This lesson can be evaluated for effectiveness by the final results of students'
projects to see how much they learned as well as final appearance to see how much effort they
put in.
**PHE448-Chapter5.ppt**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phe448-chapter5-ppt)
In-depth study guidance and analytical solution covering Drop Box.
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Would need a discussion post completed, preferably 2/3 paragraphs in the response. Will need to be complete by 21 Feb no later than 2 EST. Prompt: We focus on Cybersecurity this week and securing data to protect individuals and organizations. Security is a critical part of any organization's overall…
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Order on TutorsGallery →Would need a discussion post completed, preferably 2/3 paragraphs in the response. Will need to be complete by 21 Feb no later than 2 EST.
Prompt:
We focus on Cybersecurity this week and securing data to protect individuals and organizations. Security is a critical part of any organization's overall health, as the strength of their products and services depends on their most precious resources, data, and people. Sensitive personal information refers to any data that, if disclosed (intentionally or not) or mishandled, could potentially harm and individual's privacy, security, or personal well-being. Organizations are responsible for safeguarding the sensitive data of all employees, customers, and other stakeholders.
The following is an example of sensitive personal information:
John is a patient at the Acme Regional Hospital, where he recently has a minor medical procedure done. During his intake process, John discussed his mental health history, including his difficult childhood, therapy sessions, and prescribed medications. After completing the intake process, John was told to take a seat and wait to be called back for his scheduled procedure. As John was walking back to take a seat he noticed a handful of people in the sitting area, clearly in earshot of where he completed the intake.
There are several confidentiality concerns when it comes to personal and sensitive information, including improper disclosure, inadequate data protection, third-party sharing, and insider threats. In the above example, the hospital has a duty to establish and enforce strict confidentiality policies and procedures, including staff training and private intake areas/rooms.
Use this forum to share an example where you feel that your sensitive personal information was required and not confidentially protected. Include why you feel that confidentiality was not ensured and the potential harm that could/did come due to the lack of protection. Be sure to not include the actual sensitive data in your post – for example, use 'social security number' not the actual numbers.
**REMEMBER- every post (New Thread or Reply) must be supported by relevant information. Prove the point you are making by a) citing external research, b) citing readings from the class content, or c) providing examples or personal experiences that are relevant and support your position on the topic. It is always better to begin your reflection on the topic by doing some research/reading, either a) or b) or both, before considering personal experience. This research, reflection and subsequent writing is an essential part of the learning process, framing your personal experience against and alongside more general theories, concepts and writing on the topic.**
– 2 years ago
– 2 years ago **files (1)** – ## Untitleddocument71.pdf **## Untitleddocument71.pdf** Class Discussion – Week 7 Connect the example you found for your Dropbox assignment to a reading or concept previously covered in the course. Discuss how the nonviolent actions depicted in your chosen campaign cont…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– 2 years ago
**files (1)**
– ## Untitleddocument71.pdf
**## Untitleddocument71.pdf**
Class Discussion – Week 7
Connect the example you found for your Dropbox assignment to a reading or concept
previously covered in the course. Discuss how the nonviolent actions depicted in your
chosen campaign contribute to the constructive transformation of conflicts within the
frameworks or theoretical perspectives we've explored so far.
Reply to these examples with 100 words each
Rhiannon Miller (She/her)
Feb 18 9:56pm
Manage Discussion by Rhiannon Miller
Reply from Rhiannon Miller
I will connect the Riders Against Gender Exclusion (RAGE) campaign to the theoretical
perspectives covered in our readings, particularly focusing on Tilly's framework of
collective violence and Gurr’s concept of relative deprivation.
Tilly’s (2003) conceptualization of collective violence focuses on how group actions,
motivated by grievances, can escalate into violent conflicts. However, the RAGE
campaign is a strong example of how nonviolent actions can serve as an alternative to
collective violence while still addressing grievances. In this case, transgender activists
were responding to the structural violence faced by gender non-conforming individuals
using SEPTA's transit system due to the discriminatory policy of gender markers on
passes. Rather than resorting to physical violence, RAGE used collective nonviolent
tactics, including symbolic protests and strategic community mobilization, to challenge
SEPTA’s policies. This aligns with Tilly’s idea that grievances can lead to contentious
politics, but in this case, nonviolent methods allowed the activists to transform the
conflict constructively, without resorting to violence.
Tilly also identifies several mechanisms that contribute to collective violence, including
relational mechanisms like polarization and boundary activation. The RAGE campaign
exemplifies this with the way it framed the conflict—dividing the "us" (transgender and
gender non-conforming people) against the "them" (SEPTA management). This division
strengthened the sense of solidarity within the LGBTQ+ community and sharpened the
focus on SEPTA as an adversary, making the “us” and “them” distinction clearer.
Through direct action and public pressure, they also brokered relationships with city
officials, which contributed to eventual success in having the gender markers removed.
This illustrates Tilly's relational mechanism of connecting previously separate social
sites to create alliances, further intensifying the campaign's momentum.
Gurr's (1970) theory of relative deprivation explains how perceived discrepancies
between societal expectations and personal capabilities can lead to unrest. In the case
[https://canvas.pdx.edu/courses/94652/users/91682](https://canvas.pdx.edu/courses/94652/users/91682)
of RAGE, transgender and gender non-conforming individuals faced a deep sense of
relative deprivation due to the social barriers imposed by SEPTA's gender marker
policy. This policy, by misrepresenting their gender identity, heightened the sense of
marginalization and exclusion from society’s norms. The activists, who saw this policy
as a denial of their rightful participation in public life, were reacting to this deprivation of
their identity and dignity.
In Gurr’s framework, the concept of aspirational deprivation is key, where individuals are
angered by the inability to achieve new or intensified expectations. For transgender
individuals, the SEPTA policy represented a failure of society to accommodate and
respect their gender identity, creating a gap between what they expected (dignity,
recognition) and what they received (discrimination and exclusion). By organizing
protests, holding public forums, and staging symbolic acts like "SEPTA is a Drag,"
RAGE directly addressed this perceived deprivation and aimed to shift societal norms
toward greater inclusivity and respect. Gurr’s focus on anomie—where breakdowns in
social norms lead to feelings of uncertainty and disillusionment—resonates with the
feelings of alienation experienced by the transgender community when their gender
identity was denied through the use of gender markers on SEPTA passes. By drawing
attention to this issue, RAGE worked to reverse the anomie felt by these individuals and
reinstate social norms that recognized and respected transgender identities.
The RAGE campaign aligns with both Tilly’s and Gurr’s theoretical frameworks by
addressing structural violence, relative deprivation, and social exclusion through
nonviolent means. By engaging in symbolic protests, public interventions, and creating
an alternative discourse around gender identity, RAGE’s actions helped to transform the
conflict between transgender activists and SEPTA. Rather than escalating to violent
tactics, they used strategic nonviolent methods that contributed to the constructive
transformation of the conflict, ultimately leading to the removal of the gender markers on
SEPTA passes in 2013. This campaign serves as a powerful example of how nonviolent
resistance can address underlying social issues and foster long-term change.
● Reply to post from Rhiannon Miller
● Reply
● Mark as Unread
● Mark as Unread
Miruslaba Quezada
Feb 18 9:27pm| Last edited Feb 18 9:33pm| Last reply Feb 18 10:01pm
Manage Discussion by Miruslaba Quezada
Reply from Miruslaba Quezada
[https://canvas.pdx.edu/courses/94652/users/56976](https://canvas.pdx.edu/courses/94652/users/56976)
The article that i chose for my Dropbox assignment is an article on the mass
deportations that are going on right now, the article addresses the struggles that families
are going through and the peaceful protests that are going on in some places right now.
Such as the walkouts for immigrants like student led protests against anti immigration
policies in the US. This connects to multiple frameworks that we have spoken about in
this class such as protests, strikes and symbolic acts, which all tie to the walkouts.
Some examples of concepts previously discussed about in the course are examples
such as
Promoting empathy and dialogue
I think protests create a space where thoughts can be shared and heard, this makes it
so the problem that is being faced can be shared in a way where the people causing
this problem can hear the communities concerns and create a space that contributes to
conversation isntead of violence and rebellion
Conflict transformation
Johan galtungs concept of conflict transformation provides a view where we can
analyze these walkouts. This is because it focuses on adressing the root of a problem
and even causing contructive change rather than just solving immediate disputes.
These walkouts serve the community by symbolizing the systemic injustecis and
advocating for policy changes.
Collaborative actions
Thse immigration walkouts are great example of collaborative actions because they
involve communities getting together and working to a common goal. By working
together people create a larger movement that educates the public and pushes for
systemic change.
By engaging in nonviolent actions people can participate in projects that create a
broader societal reflection on immigration policies. This will help build a base for
long-term social and political transformations.
Overall, the immigration walkouts serve as a powerful tool that demostrates nonviolent
resistance that creates a space for empathy that encourages meaningful conversation
and sharing of knowledge. by connecting some of these concepts into the article it
creates a way to see the impacts that nonviolent actions can also push for change and
bring communities with the same beliefs together. in the end these protests help
contribute into a bigger broader societal reflection on immigration policies laying a
foundation for long-term change and even political transformation.
Article used:
Quiñones Wolfson, S. (2025, February 5). Why L.A. students walked out of school and
protested mass deportations. Los Angeles Times.
https://www.latimes.com/delos/story/2025-02-04/student-walkouts-immigrant-protest-los
-angeles
– Reply from Rhiannon Miller
– Reply from Miruslaba Quezada
**## Untitleddocument71.pdf**
Class Discussion – Week 7
Connect the example you found for your Dropbox assignment to a reading or concept
previously covered in the course. Discuss how the nonviolent actions depicted in your
chosen campaign contribute to the constructive transformation of conflicts within the
frameworks or theoretical perspectives we've explored so far.
Reply to these examples with 100 words each
Rhiannon Miller (She/her)
Feb 18 9:56pm
Manage Discussion by Rhiannon Miller
Reply from Rhiannon Miller
I will connect the Riders Against Gender Exclusion (RAGE) campaign to the theoretical
perspectives covered in our readings, particularly focusing on Tilly's framework of
collective violence and Gurr’s concept of relative deprivation.
Tilly’s (2003) conceptualization of collective violence focuses on how group actions,
motivated by grievances, can escalate into violent conflicts. However, the RAGE
campaign is a strong example of how nonviolent actions can serve as an alternative to
collective violence while still addressing grievances. In this case, transgender activists
were responding to the structural violence faced by gender non-conforming individuals
using SEPTA's transit system due to the discriminatory policy of gender markers on
passes. Rather than resorting to physical violence, RAGE used collective nonviolent
tactics, including symbolic protests and strategic community mobilization, to challenge
SEPTA’s policies. This aligns with Tilly’s idea that grievances can lead to contentious
politics, but in this case, nonviolent methods allowed the activists to transform the
conflict constructively, without resorting to violence.
Tilly also identifies several mechanisms that contribute to collective violence, including
relational mechanisms like polarization and boundary activation. The RAGE campaign
exemplifies this with the way it framed the conflict—dividing the "us" (transgender and
gender non-conforming people) against the "them" (SEPTA management). This division
strengthened the sense of solidarity within the LGBTQ+ community and sharpened the
focus on SEPTA as an adversary, making the “us” and “them” distinction clearer.
Through direct action and public pressure, they also brokered relationships with city
officials, which contributed to eventual success in having the gender markers removed.
This illustrates Tilly's relational mechanism of connecting previously separate social
sites to create alliances, further intensifying the campaign's momentum.
Gurr's (1970) theory of relative deprivation explains how perceived discrepancies
between societal expectations and personal capabilities can lead to unrest. In the case
[https://canvas.pdx.edu/courses/94652/users/91682](https://canvas.pdx.edu/courses/94652/users/91682)
of RAGE, transgender and gender non-conforming individuals faced a deep sense of
relative deprivation due to the social barriers imposed by SEPTA's gender marker
policy. This policy, by misrepresenting their gender identity, heightened the sense of
marginalization and exclusion from society’s norms. The activists, who saw this policy
as a denial of their rightful participation in public life, were reacting to this deprivation of
their identity and dignity.
In Gurr’s framework, the concept of aspirational deprivation is key, where individuals are
angered by the inability to achieve new or intensified expectations. For transgender
individuals, the SEPTA policy represented a failure of society to accommodate and
respect their gender identity, creating a gap between what they expected (dignity,
recognition) and what they received (discrimination and exclusion). By organizing
protests, holding public forums, and staging symbolic acts like "SEPTA is a Drag,"
RAGE directly addressed this perceived deprivation and aimed to shift societal norms
toward greater inclusivity and respect. Gurr’s focus on anomie—where breakdowns in
social norms lead to feelings of uncertainty and disillusionment—resonates with the
feelings of alienation experienced by the transgender community when their gender
identity was denied through the use of gender markers on SEPTA passes. By drawing
attention to this issue, RAGE worked to reverse the anomie felt by these individuals and
reinstate social norms that recognized and respected transgender identities.
The RAGE campaign aligns with both Tilly’s and Gurr’s theoretical frameworks by
addressing structural violence, relative deprivation, and social exclusion through
nonviolent means. By engaging in symbolic protests, public interventions, and creating
an alternative discourse around gender identity, RAGE’s actions helped to transform the
conflict between transgender activists and SEPTA. Rather than escalating to violent
tactics, they used strategic nonviolent methods that contributed to the constructive
transformation of the conflict, ultimately leading to the removal of the gender markers on
SEPTA passes in 2013. This campaign serves as a powerful example of how nonviolent
resistance can address underlying social issues and foster long-term change.
● Reply to post from Rhiannon Miller
● Reply
● Mark as Unread
● Mark as Unread
Miruslaba Quezada
Feb 18 9:27pm| Last edited Feb 18 9:33pm| Last reply Feb 18 10:01pm
Manage Discussion by Miruslaba Quezada
Reply from Miruslaba Quezada
[https://canvas.pdx.edu/courses/94652/users/56976](https://canvas.pdx.edu/courses/94652/users/56976)
The article that i chose for my Dropbox assignment is an article on the mass
deportations that are going on right now, the article addresses the struggles that families
are going through and the peaceful protests that are going on in some places right now.
Such as the walkouts for immigrants like student led protests against anti immigration
policies in the US. This connects to multiple frameworks that we have spoken about in
this class such as protests, strikes and symbolic acts, which all tie to the walkouts.
Some examples of concepts previously discussed about in the course are examples
such as
Promoting empathy and dialogue
I think protests create a space where thoughts can be shared and heard, this makes it
so the problem that is being faced can be shared in a way where the people causing
this problem can hear the communities concerns and create a space that contributes to
conversation isntead of violence and rebellion
Conflict transformation
Johan galtungs concept of conflict transformation provides a view where we can
analyze these walkouts. This is because it focuses on adressing the root of a problem
and even causing contructive change rather than just solving immediate disputes.
These walkouts serve the community by symbolizing the systemic injustecis and
advocating for policy changes.
Collaborative actions
Thse immigration walkouts are great example of collaborative actions because they
involve communities getting together and working to a common goal. By working
together people create a larger movement that educates the public and pushes for
systemic change.
By engaging in nonviolent actions people can participate in projects that create a
broader societal reflection on immigration policies. This will help build a base for
long-term social and political transformations.
Overall, the immigration walkouts serve as a powerful tool that demostrates nonviolent
resistance that creates a space for empathy that encourages meaningful conversation
and sharing of knowledge. by connecting some of these concepts into the article it
creates a way to see the impacts that nonviolent actions can also push for change and
bring communities with the same beliefs together. in the end these protests help
contribute into a bigger broader societal reflection on immigration policies laying a
foundation for long-term change and even political transformation.
Article used:
Quiñones Wolfson, S. (2025, February 5). Why L.A. students walked out of school and
protested mass deportations. Los Angeles Times.
https://www.latimes.com/delos/story/2025-02-04/student-walkouts-immigrant-protest-los
-angeles
– Reply from Rhiannon Miller
– Reply from Miruslaba Quezada
– 2 years ago **files (1)** – ## ART.docx **## ART.docx** **Part 1** Question at position 1 **Find a work of art to answer the following questions.** **The artwork can be from any culture or time period.** **Give a short description of the work:** · **Is it realistic, abstract or non-objective?** · …
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– 2 years ago
**files (1)**
– ## ART.docx
**## ART.docx**
**Part 1** Question at position 1
**Find a work of art to answer the following questions.**
**The artwork can be from any culture or time period.**
**Give a short description of the work:**
·
**Is it realistic, abstract or non-objective?**
·
**What does it depict? What colors are used?**
·
**What artistic role does it play? Does it take on more than one role? Review the different roles discussed in subunit 1.4 to help you decide.**
·
**Provide the title, date and artist’s name. Make sure your source has all of this information.**
·
**What medium is used (painting, drawing, printmaking, sculpture, photograph or digital image, video, installation or performance)?**
·
**What artistic category (subunit 1.5) does it fall under?**
**Part 2**
**View the three works of art from the hyperlinks below.**
They are all from different time periods and cultures. Notice how each one has a repeated formal element similar to the others.
· What style and category does each work belong to?
· Do these similarities have ties to an ordinary meaning between them, or do you think the meaning of each work is separate from the others? Why or why not?
· What cultural, religious, or other considerations do you consider when defining your answers?
· Write at least one paragraph to explain each work of art.
Here are the images to view:
· '
[Totem PoleLinks to an external site.](https://indigenousfoundations.arts.ubc.ca/totem_poles/)' https://indigenousfoundations.arts.ubc.ca/totem_poles/
· '
[Giotto CrucifixLinks to an external site.](http://www.travelingintuscany.com/art/giotto/crucifix.htm)'
· '
[Minoan Snake GoddessLinks to an external site.](http://web.archive.org/web/20160505111639/http:/dreamtherapynow.com/sitebuildercontent/sitebuilderpictures/MinoanSnakeGoddessKnossos.jpg)'
https://web.archive.org/web/20160505111639/http://dreamtherapynow.com/sitebuildercontent/sitebuilderpictures/MinoanSnakeGoddessKnossos.jpg
**## ART.docx**
**Part 1** Question at position 1
**Find a work of art to answer the following questions.**
**The artwork can be from any culture or time period.**
**Give a short description of the work:**
·
**Is it realistic, abstract or non-objective?**
·
**What does it depict? What colors are used?**
·
**What artistic role does it play? Does it take on more than one role? Review the different roles discussed in subunit 1.4 to help you decide.**
·
**Provide the title, date and artist’s name. Make sure your source has all of this information.**
·
**What medium is used (painting, drawing, printmaking, sculpture, photograph or digital image, video, installation or performance)?**
·
**What artistic category (subunit 1.5) does it fall under?**
**Part 2**
**View the three works of art from the hyperlinks below.**
They are all from different time periods and cultures. Notice how each one has a repeated formal element similar to the others.
· What style and category does each work belong to?
· Do these similarities have ties to an ordinary meaning between them, or do you think the meaning of each work is separate from the others? Why or why not?
· What cultural, religious, or other considerations do you consider when defining your answers?
· Write at least one paragraph to explain each work of art.
Here are the images to view:
· '
[Totem PoleLinks to an external site.](https://indigenousfoundations.arts.ubc.ca/totem_poles/)' https://indigenousfoundations.arts.ubc.ca/totem_poles/
· '
[Giotto CrucifixLinks to an external site.](http://www.travelingintuscany.com/art/giotto/crucifix.htm)'
· '
[Minoan Snake GoddessLinks to an external site.](http://web.archive.org/web/20160505111639/http:/dreamtherapynow.com/sitebuildercontent/sitebuilderpictures/MinoanSnakeGoddessKnossos.jpg)'
https://web.archive.org/web/20160505111639/http://dreamtherapynow.com/sitebuildercontent/sitebuilderpictures/MinoanSnakeGoddessKnossos.jpg
– 2 years ago **files (1)** – ## ConflictExercises-Week7.pdf **## ConflictExercises-Week7.pdf** Conflict Exercises – Week 7 For your Dropbox exercise this week, search for a credible online news source and find an example of a current nonviolent action or campaign. Include a link to the source and p…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– 2 years ago
**files (1)**
– ## ConflictExercises-Week7.pdf
**## ConflictExercises-Week7.pdf**
Conflict Exercises –
Week 7
For your Dropbox exercise this week, search for a credible online news source and find
an example of a current nonviolent action or campaign. Include a link to the source and
provide a brief description of the campaign's objectives. Also, refer to Gene Sharp's
comprehensive list of 198 methods of nonviolent action
Links to an external site.
and analyze which method(s) are used in the campaign you've chosen.
[https://www.aeinstein.org/198-methods-of-nonviolent-action](https://www.aeinstein.org/198-methods-of-nonviolent-action)
[https://www.aeinstein.org/198-methods-of-nonviolent-action](https://www.aeinstein.org/198-methods-of-nonviolent-action)
– Conflict Exercises – Week 7
**## ConflictExercises-Week7.pdf**
Conflict Exercises –
Week 7
For your Dropbox exercise this week, search for a credible online news source and find
an example of a current nonviolent action or campaign. Include a link to the source and
provide a brief description of the campaign's objectives. Also, refer to Gene Sharp's
comprehensive list of 198 methods of nonviolent action
Links to an external site.
and analyze which method(s) are used in the campaign you've chosen.
[https://www.aeinstein.org/198-methods-of-nonviolent-action](https://www.aeinstein.org/198-methods-of-nonviolent-action)
[https://www.aeinstein.org/198-methods-of-nonviolent-action](https://www.aeinstein.org/198-methods-of-nonviolent-action)
– Conflict Exercises – Week 7
– 2 years ago **files (1)** – ## Untitleddocument1.docx **## Untitleddocument1.docx** ###### **Choose only one topic.** · Thinking about "The Secret Lion," consider this: Is Sergio necessary to the story, or would the events described be the same without him? Explain. Think about things you've done,…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– 2 years ago
**files (1)**
– ## Untitleddocument1.docx
**## Untitleddocument1.docx**
###### **Choose only one topic.**
· Thinking about "The Secret Lion," consider this: Is Sergio necessary to the story, or would the events described be the same without him? Explain. Think about things you've done, adventures you've had. Did you do it alone, or did you have a buddy with you? Was the experience better or worse because you had a companion, or because you didn't?
· A character in just about every story you've read has some sort of epiphany, be it good or bad. Choose one character and discuss his/her "realization" and how it affects the character/story. Think about Miss Brill, the narrator in "The Secret Lion," Louise Mallard, the narrator in "Araby" and each character's "aha/oh no" moment.
· We usually admire a person who rises out of poverty to get an education and better his or her circumstances, but in “Everyday Use,” the reader does not generally identify with Dee or sympathize with her. Why not? Who is the narrator in the story? How does her view color the reader’s viewpoint? Do you see Dee as totally unlikable? Do you think those traits that appear to be her shortcomings are actually both common and necessary for someone to progress in life? Should we admire Mama and Maggie who are not willing to change?
Remember, this essay should be a minimum of 600 words, double spaced.
**For this essay, in addition to your textbook you will find one outside source from GALILEO to support your thesis. Remember to document information you use from this source in the body of your essay with appropriate APA in-text citations and with a full APA citations on your References page.**
Think. That's what I want here. Using reliable outside sources to support your essay doesn't mean I expect to see literary criticism only. Of course you can use it, but don't limit yourself to literary criticism. For the topic related to "The Story of an Hour," for instance, think of the cultural/societal norms of the time and how that impacted women. You'll be able to find literary criticism related to "Everyday Use." It honestly is a more popular piece; hence more has been written on it.
All I'm saying is, don't limit yourself to just literary criticism. Think.
**## Untitleddocument1.docx**
###### **Choose only one topic.**
· Thinking about "The Secret Lion," consider this: Is Sergio necessary to the story, or would the events described be the same without him? Explain. Think about things you've done, adventures you've had. Did you do it alone, or did you have a buddy with you? Was the experience better or worse because you had a companion, or because you didn't?
· A character in just about every story you've read has some sort of epiphany, be it good or bad. Choose one character and discuss his/her "realization" and how it affects the character/story. Think about Miss Brill, the narrator in "The Secret Lion," Louise Mallard, the narrator in "Araby" and each character's "aha/oh no" moment.
· We usually admire a person who rises out of poverty to get an education and better his or her circumstances, but in “Everyday Use,” the reader does not generally identify with Dee or sympathize with her. Why not? Who is the narrator in the story? How does her view color the reader’s viewpoint? Do you see Dee as totally unlikable? Do you think those traits that appear to be her shortcomings are actually both common and necessary for someone to progress in life? Should we admire Mama and Maggie who are not willing to change?
Remember, this essay should be a minimum of 600 words, double spaced.
**For this essay, in addition to your textbook you will find one outside source from GALILEO to support your thesis. Remember to document information you use from this source in the body of your essay with appropriate APA in-text citations and with a full APA citations on your References page.**
Think. That's what I want here. Using reliable outside sources to support your essay doesn't mean I expect to see literary criticism only. Of course you can use it, but don't limit yourself to literary criticism. For the topic related to "The Story of an Hour," for instance, think of the cultural/societal norms of the time and how that impacted women. You'll be able to find literary criticism related to "Everyday Use." It honestly is a more popular piece; hence more has been written on it.
All I'm saying is, don't limit yourself to just literary criticism. Think.