I need help with an informal " report based on a religious service you have had or someone you know has had". Can be funny and serious. It can be a made up story, of course, I will be making up my own version because I do not belong to a church. I am now on the road working and in a rural area, haven't even seen a church. This can be a 2-3 page, informal report, no quotes required unless actually documenting a direct quotation within the paper...

Questions to answer in the paper itself are as follows:

*** Did the exterior of the worship facility add to the overall religious feeling of the service?
*** Describe the building, impression of the church. Did the architecture lend itself to worship?

*** Describe the nature of the worship service, example, what was the overall religious program? *** What was the theme of the message for the day, if any. Elaborate.

*** What was your overall reaction to the service? Was it positive or negative? Did any members of
the congregation talk to you, and if they did, what was the nature of the conversation?

Reflection Paper:

Describe in detail your personal experience with "religion", and discuss why your spiritual awareness has either remained constant or has changed over time.
Can a religion be truly understood from the outside? Why or why not?
Is it possible to be both a participant of a particular religion, and also critically objective at the same time? Why or why not?

My professor has asked us to write a reflective paper on my own idea of faith and how it relates to class discussions.
(3-5pages)
MY IDEAS OF FAITH IN A NUTSHELL...I BELIEVE IN GOD, BUT STILL STRUGGLE WITH IT ON OCCASIONS WHEN I AM HAVING PROBLEMS IN MY LIFE AND I ASK FOR HIS GUIDANCE...BUT NEVER SEEM TO GET ANY HELP. MY "FAITH" IS ALSO TESTED WHEN I SEE ALL THE BAD GOING ON IN THE WORLD...WAR, FAMINE, DISEASE, INNOCENT CHILDREN SUFFERING...THIS IS WHAT REALLY TESTS MY FAITH (RELIGIOUS BELIEFS). I WONDER IF THERE IS A HIGHER BEING..WHY WOULD ALL THE UNNECCESSARY SUFFERING IN THE WORLD BE GOING ON?
EVEN THOUGH I QUESTION MY FAITH FREQUENTLY I THINK THIS IS NORMAL...IN THE END I ALWAYS SEEM TO FIND A WAY TO CONTINUE BELIEVING. I THINK THE THING THAT MAKES ME BELIEVE THE MOST IN GOD (FAITH) IS THE MIRACLE OF HAVING MY SON..THIS ALONE OVERSHADOWS EVERYTHING EVIL...I GUESS THIS IS THE SIGN I WAS LOOKING FOR...WHAT A GOD SENT.

THINGS DISCUSSED IN CLASS IN A NUTSHELL.....WE DISCUSSED "KANT'S" MORAL ARGUMENT FOR THE EXISTENCE OF GOD AS WELL AS PASCAL'S WAGER....DOES GOD EXIST? COGNITIVE AND NON COGNITIVE...FAITH, TRUTH..BETWEEN BELIEF AND REALITY.
OBJECTIVE AND SUBJECTIVE.
HE QUOTED KIERKEGAARD (DANISH PHILOSOPHER/THEOL...19TH CENT. ALL THE TIME ("CONCLUDING UNSCIENTIFIEC POSTSCRIPT")
HE ALSO TALKED ABOUT JOHN HICK "PHIL. OF RELIGION" PRENTICE HALL 3RD EDITION.
I WILL FAX MY HANDOUTS IN THE IN THE AM ON 8/1.
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Pleas let me know if you need me to send any copies of the assignment chapters, Thank you
READING ANALYSIS 2 INSTRUCTIONS
In this course, you will demonstrate your understanding of foundational course concepts by submitting two reading analyses. Reading Analysis 2 is due by 11:59 p.m. (ET) on Monday of Module/Week 5.

Each analysis requires you to respond to several questions that ask to evaluate or apply core concepts about communication raised by specific sections of the Alban text. You must reply to every assigned question with answers that deliver the exact type of information required and that satisfy any stipulated word count requirement. Your writing must be thorough yet concise. Support your thoughts with relevant information from the textbook and other course materials as well as from personal experience, if required. First person voice (the use of ?I?) is allowed, if relevant. Each posting will be evaluated according to how well you:

? Demonstrate understanding of relevant textbook concepts.
? Logically sequence your answers.
? Rationally explain your answers.
? Respect conventional grammatical and stylistic principles in your expression.

See the Reading Analysis Grading Rubric on Blackboard for the specific variables that will factor into your grade for this assignment.

Format: Use MLA, APA, or Turabian style to format this paper. Present the question you are answering in boldfaced type, and then present your response to the question in regular type. Submit this work as a file attachment via the designated SafeAssign submission link in the Course Content area. The link for Reading Analysis 2 appears in the Assignments area of Module/Week 5.

READING ANALYSIS 2 (Due by the end of Module/Week 5)
Read chapters 3-5 in your Created for Connection text. Then, demonstrate your understanding of this content by composing an MS-Word document in which you provide clearly articulated, well-reasoned, appropriately documented answers to the following questions.
CHAPTER 3
1. Read the following poem and contemplate what it says about human origin, nature, purpose, or destiny:
Truth is within ourselves; it takes no rise
From outward things, whate?er you may believe.
There is an inmost centre in us all,
Where truth abides in fullness; and around,
Wall upon wall, the gross flesh hems it in,
This perfect, clear perception?which is truth.
A baffling and perverting carnal mesh
Binds it, and makes all error: and, to know,
Rather consists in opening out a way
Whence the imprisoned splendour may escape,
Than in effecting entry for a light
Supposed to be without.
?Robert Browning (1812-1889)
Using terms from this chapter, write a 150-250 word essay in which you describe this poem as a worldview statement. Answer the following questions. Does it communicate autonomous or theocentric thinking? Which of the truth standards highlighted in the textbook does it seem to embrace? Be sure not only to state your answers to these questions, but to present well-reasoned, amply supported explanations of your answers.

CHAPTER 4
1. See the Apostle?s Creed or the Nicene Creed in Appendix 1, toward the end of the Alban textbook. Analyze their individual statements. Then, compose a 150-250 word response in which you explain how the wording in these historic statements of Christian faith implies God?s interest in communicating (connecting or reconnecting) with humans.

CHAPTER 5
1. Read Donelson R. Forsyth?s ?Group Dynamics Overview? document (see the Module/Week 5 Reading & Study folder). Then, list and briefly explain the five reasons why he says groups matter. Next, using relevant ideas from chapters 4 and 5 of the Alban textbook, write a 150-250 word essay in which you support the idea that groups also matter because God values them. Strengthen your case by citing Bible passages that indicate God values groups in general or specific types of groups. You can find this type of information in chapter 5?s list of things God values according to Scripture.
2. Read one of the chapters in Part 2 of the Alban textbook (?Redemptive Communicators: Profiles from across the Job Fields?). Then, using chapter 5?s list of things God values, write a 150-250 word analysis in which you explain, in a story-by-story sequence, how each profile in that chapter?s stories involves someone using his or her vocation in a platform for communicating his or her authentic love for God by promoting something God values. Again, you can find a list of things God values in Chapter 5. Be sure to present well-reasoned, amply supported explanations of your answers.

For a detailed description of how the posts are graded, see the Reading Analysis Grading Rubric.

The paper is for Japanese history class. Use the topic as the thesis of the paper, and make analysis using the following outline

1)Introduction
2)Political system and how it relates to Japan as chinese fixation
3)Japanese Religious: Japan cosmology and similarities to Chinese culture
Japan Shinto sect and practice to Chinese culture
Japanese Buddhism
How it relates to Japan as chinese fixation
4)Optional / use in above point: Japanese Language, moral and family relationship
5)Conclusion


- cite the document
- Avoid using "Japan","Korea", or"China" as the subject of an active sentence - be specific about who, what institute, or group is responsible for the action you are describing.

Part Two Reading Assignment

Read Chapter Sixteen

Part Two Required Work

In a five page paper, please provide a detailed overview of Michelangelos Sistine ceiling and its meaning. Begin your paper with the historical context of this commission and its dates, and then give a discussion of the narrative framework of this program, its overall compositional organization, and provide a review of the complex religious symbolism of the ceiling in specific reference to the audience that the room was meant for. You may consult additional sources for your answer.

Internet Resources

Web Gallery of Art guided Web tour
Sistine Chapel Ceiling

Write a 2 page summary with REFLECTIONS on Confucianism. The only source allowed is Experiencing The Worlds Religions, tradition, challenge, and change. Michael Molloy. Copyright 2010 by The McGraw-Hill Companies.

Assessment Tasks and Weighting:

Identify how shakespeare uses imagery to develop the themes of Forbidden love, tragedy, isolation and loss within Romeo and Juliet.

Guidelines:

a.Focus on the following imagery:

- Nature ( astrology and stars)
- the oppsition between light and darkness
- Religious, heaven and hell
- Birth and death

In addition, examine how this imagery supports the themes of forbidden love, tragedy, isolation and loss.

b. Interpretation of the use of imagery in Romero and Juliet as an effective tool in the development of the themes of forbidden love, tragedy, isolation and loss.
( showing opinion, own approch, showing sensitivity and reference to the interpresation of others)

c. Refer only to recognized academic criticism in the paper ( reference all secondary sources)

We need to show that we understood the text and how / why it uses.

d. Organisation and presentation:

- Intro - theme - imagery -

e. What we should learn:

- clearly communicate the knowledge, understanding
- Identify imagery and the importance as a defining element in the play
- Produce informed, independent opinions.

Thank you

The essay is based on the book UNBOWED by Wangari Maathai. It needs to be written in MLA FORMAT. It is a PERSUASIVE/ANALYTICAL ESSAY.

TOPIC: European colonization of developing countries in places like the Americas and Africa have left long lasting effects. In her memoir, Wangari Maathai reveals some of those effects on her homeland of Kenya. Would you judge this legacy as primarily positive or negative for the nation? In your essay discuss the legacy of colonization on Kenya's traditional cultural, religious, economic, and educational system to support your claims. USE MAATHAI'S FAMILY EXPERIENCE TO ILLUSTRATE YOUR GENERAL POINTS. Include the value of nature and explain further. Also, talk about colonization on Kenya and its effects.

INCLUDE PARAPHRASES AND QUOTES RELATED TO THE TOPIC FROM THE BOOK.

Since the essay is PERSUASIVE/ANALYTICAL, I need to include an opposite view. I JUDGE THE COLONIZATION OF BRITAIN IN KENYA AS POSITIVE BECAUSE OF THE MANY POSITIVE CHANGES THAT THEY BROUGHT TO THE ECONOMY AND THE EDUCATION. YET, IT WAS NEGATIVE TO THE CULTURE AND RELIGIOUS SYSTEM.

Select two characters in Cathers O Pioneers!
and discuss their views of the land. If indeed it functions as "an image in the mind," what values and meanings does it represent to these two characters?
--------
Similar example:
In his response to Query XIX in Notes on the State of Virginia, Thomas Jefferson makes a case for agrarianism on cultural grounds. For Jefferson, as Leo Marx tells us in The Machine in the Garden (1964), agriculture is not so much an economic as a moral pursuit: the physical attributes of the land are less important than its metaphoric powers. What matters most is its "function as a landscape" ..an image in the mind that represents aesthetic, moral, political, and even religious values" (Marx 127-28).

Please do not use outside sources for ideas, as the paper must be original.

I will fax over docs intruction how I want the eassay. Lets begin with growing up in asian faily that practice our religion buddahism. their ritual and belifs. went to cathalic school from 2nd grade on. both religions were differnt from each another. I begun to convert to christianity. and practice christianity. lets talk about the times grandmother and mom talk me how to worship and belive in buddalism. Since 2 years old, what is it like to convert to christians. our belifs, our rituals, those sunday school. oh dont forget the offerings. just make up how your life is growing up with these experience in life.or life jouney. writing the first person. Then want to consider what is most spiritually and/or religly meaningful in her/his life.
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Previous ID number 91263 (Request for Salarasa.)

Hi,

Salarasa recently completed a literature review for me and I would appreciate more assistance from her please.

Required:
-basic introduction chapter
-add 1 or 2 pages to the literature review if necessary
-methodology chapter
The lit review is currently 8 pages and I need all three chapters to total 16 pages.

Topic: The influence of self talk (positive/negative) and the experiences we attract.

Research question: What influence does self-talk have on the lived experience of women: A phenomenological study. (I am not firm on that question- feel free to change.)

-For example, changing my vocabulary has personally changed my experiences. I frequently used the phrase...It would be just my luck...that the car would break down etc(and it did). I took that phrase out of my vocabulary for one month and dramatic changes began to take place.

-Would like some tie or connection to CBT-schemas/distorted thoughts as replaced with positive thoughts and affirmations.

-Please let me know if you require more information.

-I will email an attachment of the lit. review.

Thanks
Lori




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Outline
Week Ten

Time parameters for the field experience will vary, but the overall experience designed by the student should be sustained and on-going, ideally involving an extended duration over multiple weeks, or several weeks. Limited contact duration and one time activities or events will not fulfill the immersion requirement. You are to do this study during the current course session; past experiences will not be approved for this project. Successful completion of the Cultural Immersion Experience will require submission of summary outlining dates, events, and reactions concerning activities and observations each date. Also the submission of a written report summarizing the study, and your overall reactions. Your study shall have a thesis statement, and background information pertaining to the culture studied. This paper is to be a minimal of 8 double spaced pages written in APA format. The cover page of this report does not count as one of the 8 pages of information. The paper is to have an introduction pertaining to the culture you elected to study (the reason you selected this culture to study, and some historical background). Do not make the introduction section a term paper, remember the primary focus is the immersion experience. You are to present a list of dates you worked on this project. Each date is to have the activity you participated in and reactions to the activity. The paper is to have a conclusion with your reactions to this experience. As with every assignment all information outside the realm of general knowledge must be referenced.

Past activities undertaken by students in the course have included, participating in the religious and social events of another religious group over several weeks. Creativity and innovation are encouraged with 75% of the grade for this activity being derived from the instructor's evaluation of the appropriateness, depth, and duration of the experience created by the student.
.

Cultural Immersion Proposal

I plan to spend time visiting with at least two Hispanic families. My school has a Spanish Tutor, who works 4 class periods, per day, at the school. She is a native of Puerto Rico and has agreed to allow me to spend some time with her family. I also have a student from Mexico that I will be able to visit at their home. I also plan to attend a celebration called Festival Latino and time permitting to attend church services for the Hispanic population.


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Hello! Before I begin, I just want to warn you that Crashaw may be a bit off-putting. I hope this is not a problem!

This paper should be a close-text analysis of one or two of Richard Crashaw's poems, although the bulk of the essay can certainly focus on a section of one of the poems. The poems that can be used are "The Flaming Heart" and/or "A Hymn to the Name and Honour of the Admirable Saint Teresa." References to other Cravashian poems may be useful.

The topic of the paper was free, but I would like it to be Crashaw's interest and exaltation of what the critic Anthony Low terms "Conquering passivity"* (Low 248).

Crashaw is sometimes admired for the strength and emotionality of his metaphysical poetry, but he is often criticized for both his off-putting, "grotesque" metaphors and his "unthinking" and intellectually uninteresting poetry. Crashaw lacks the wit of Donne, yet goes further than the latter in the use of the erotic to describe mystical experiences, which offends many readers sensibilities. While this may be true, I believe that Crashaw's verse is far from unthinking, and that his far-fetched imagery is not gratuitous (question for later: is it effective, though? certainly in shocking us!). Rather, his discordia concors seeks to express not only of the difficulty of describing divine love with human language, and the ecstatic yet disorienting feeling that such love produces, but also of the paradoxical nature of mans love for the Creator--a love that is active and powerful in its submission and passivity.

In this sense, Crashaw's devotional poetry can be termed "femenine"--and even, perhaps, "feminist". Women are not simply the recurrent objects of his admiration in his oeuvre. Indeed, the stance of the speaker himself could be described as "feminine" in its focus on "passive" suffering and enjoyment, especially when contrasted to the style of other metaphysical poets such as Donne, who is so famous for his masculine persuasive force ("On his Mistress," line 4).

(words such as "passive" are tricky since Crashaw's very point is how passivity is not at all--or perhaps not just-- passive when it comes to spiritual adoration.)

On the "Conquering weakness" and feminism ??" Crashaw seems to suggest, not necessarily that women have the ability of behaving "manly", but that men more ought to learn from women. It is not simply about learning about the behavior of female saints either; the focus on the erotic--and specifically the erotic from a female perspective--suggests not only that divine love is a gratifying, enjoyed experience, but also that female sensuality has something to teach man in both his sensible and spiritual affections. The feminine erotic experience resembles the dynamic through which human beings ought to love god.

Female: passive/active receptor/giver of pleasure, pleasure happens in the wound-- spiritual /stigmata, etc.

On language/erotic and grotesque metaphors
a strange language that, at its best, simultaneously abuses and appeals to poetic sensibility just as St. Teresa's stigmata delights her spirit and flagellates her flesh. --> (my sentence, just like the paragraphs above, go ahead and use what seems good!)

Important terms/concepts/ideas- (which will probably be need to be used and explained)

discordia concors
paradoxes

grotesque, baroque
Counter-reformation, Council of Trent, Catholic+ High Church Anglican v. Puritan
devotional, meditation

Low (who coins the phrase "conquering passivity" should be cited and mentioned in the essay if the phrase is used. I will upload the essay in which he talks about this:
*Anthony Low, "Richard Crashaw" in The Cambridge Companion to English Poetry: Donne to Marvell, ed. Thomas N. Corns (Cambridge: Cambridge University Press, 1993) 242-252.

--

Please make sure that the paper has a clear thesis that is proven via textual evidence and analyses throughout the essay! I will upload a lot of material (critical essays on Crashaw). Not all of it has to be cited, but it should be read! The poems that the paper should focus on are available in any library, but they are also online (beware- some editions don't include the entirety of "The Flaming Heart"- I am copy-pasting the poems down here just in case, but please cite from a book rather than this! I am providing a google book link) Please provide line number, etc when you quote a poem, or need to make a reference to the text to prove a point.

Google book:
http://books.google.cl/books?id=PZNaAAAAMAAJ&printsec=frontcover&hl=es&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

In this book, "The Flaming Heart" is in page 200 and "A Hymn..." is in page 67

-
Here is the text of the poems- don't quote from these as I got them from websites that might be inaccurate, and the archaic spelling is confusing. Quote from the google book above if necessary.


28. A Hymn to the Name and Honor of the Admirable Sainte Teresa
By Richard Crashaw (?1613??"1649)

Fovndresse of the Reformation of the Discalced Carmelites, both men and Women; a Woman for Angelicall heigth of speculation, for Masculine courage of performance, more then a woman. Who yet a child, out ran maturity, and durst plott a Martyrdome.


LOVE, thou art Absolute sole lord
Of Life and Death. To prove the word,
Weel now appeal to none of all
Those thy old Souldiers, Great and tall,
Ripe Men of Martyrdom, that could reach down 5
With strong armes, their triumphant crown;
Such as could with lusty breath
Speak lowd into the face of death
Their Great Lords glorious names, to none
Of those whose spatious Bosomes spread a throne 10
For Love at larg to fill, spare blood and sweat;
And see him take a private seat,
Making his mansion in the mild
And milky soul of a soft child.
Scarse has she learnt to lisp the name 15
Of Martyr; yet she thinks it shame
Life should so long play with that breath
Which spent can buy so brave a death.
She never undertook to know
What death with love should have to doe; 20
Nor has she ere yet understood
Why to show love, she should shed blood
Yet though she cannot tell you why,
She can Love, and she can Dy.
Scarse has she Blood enough to make 25
A guilty sword blush for her sake;
Yet has shea Heart dares hope to prove
How much lesse strong is Death then Love.
Be love but there; let poor six yeares
Be posd with the maturest Feares 30
Man trembles at, you straight shall find
Love knowes no nonage, nor the Mind.
Tis Love, not Yeares or Limbs that can
Make the Martyr, or the man.
Love toucht her Heart, and lo it beates 35
High, and burnes with such brave heates;
Such thirsts to dy, as dares drink up,
A thousand cold deaths in one cup.
Good reason. For she breathes All fire.
Her weake brest heaves with strong desire 40
Of what she may with fruitles wishes
Seek for amongst her Mothers kisses.
Since tis not to be had at home
Shel travail to Martyrdom.
No home for hers confesses she 45
But where she may Martyr be.
Shel to the Moores; And trade with them,
For this unvalued Diadem.
Shel offer them her dearest Breath,
With Christs Name int, in change for death. 50
Shel bargain with them; and will give
Them God; teach them how to live
In him: or, if they this deny,
For him shel teach them how to Dy.
So shall she leave amongst them sown 55
Her Lords Blood; or at lest her own.
Farewel then, all the world! Adieu.
Teresa is no more for you.
Farewell, all pleasures, sports, and ioyes,
(Never till now esteemed toyes) 60
Farewell what ever deare may be,
Mothers armes of Fathers knee.
Farewell house, and farewell home!
Shes for the Moores, and Martyrdom.
Sweet, not so fast! lo thy fair Spouse 65
Whom thou seekst with so swift vowes,
Calls thee back, and bidds thee come
Tembrace a milder Martyrdom.
Blest powres forbid, Thy tender life
Should bled upon a barborous knife; 70
Or some base hand have power to race
Thy Brests chast cabinet, and uncase
A soul kept there so sweet, no;
Wise heavn will never have it so.
Thou art loves victime; and must dy 75
A death more mysticall and high.
Into loves armes thou shalt let fall
A still-surviving funerall.
His is the Dart must make the Death
Whose stroke shall tast thy hallowd breath; 80
A Dart thrice dipt in that rich flame
Which writes thy spouses radiant Name
Upon the roof of Heavn; where ay
It shines, and with a soveraign ray
Beates bright upon the burning faces 85
Of soules which in that names sweet graces
Find everlasting smiles. So rare,
So spirituall, pure, and fair
Must be thimmortall instrument
Upon whose choice point shall be sent 90
A life so lovd; And that there be
Fitt executioners for Thee,
The fairst and first-born sons of fire
Blest Seraphim, shall leave their quire
And turn loves souldiers, upon Thee 95
To exercise their archerie.
O how oft shalt thou complain
Of a sweet and subtle Pain.
Of intolerable Ioyes;
Of a Death, in which who dyes 100
Loves his death, and dyes again.
And would for ever so be slain.
And lives, and dyes; and knowes not why
To live, But that he thus may never leave to Dy.
How kindly will thy gentle Heart 105
Kisse the sweetly-killing Dart!
And close in his embraces keep
Those delicious Wounds, that weep
Balsom to heal themselves with. Thus
When These thy Deaths, so numerous, 110
Shall all at last dy into one,
And melt thy Souls sweet mansion;
Like a soft lump of incense, hasted
By too hott a fire, and wasted
Into perfuming clouds, so fast 115
Shalt thou exhale to Heavn at last
In a resolving Sigh, and then
O what? Ask not the Tongues of men.
Angells cannot tell, suffice,
Thy selfe shall feel thine own full ioyes 120
And hold them fast for ever there
So soon as you first appear,
The Moon of maiden starrs, thy white
Mistresse, attended by such bright
Soules as thy shining self, shall come 125
And in her first rankes make thee room;
Where mongst her snowy family
Immortall wellcomes wait for thee.
O what delight, when reveald Life shall stand
And teach thy lipps heavn with his hand; 130
On which thou now maist to thy wishes
Heap up thy consecrated kisses.
What ioyes shall seize thy soul, when she
Bending her blessed eyes on thee
(Those second Smiles of Heavn) shall dart 135
Her mild rayes through thy melting heart!
Angels, thy old freinds, there shall greet thee
Glad at their own home now to meet thee.
All thy good Workes which went before
And waited for thee, at the door, 140
Shall own thee there; and all in one
Weave a constellation
Of Crowns, with which the King thy spouse
Shall build up thy triumphant browes.
All thy old woes shall now smile on thee 145
And thy paines sitt bright upon thee,
All thy sorrows here shall shine.
All thy Suffrings be divine.
Teares shall take comfort, and turn gemms
And Wrongs repent to Diademms. 150
Evn thy Death shall live; and new
Dresse the soul that erst they slew.
Thy wounds shall blush to such bright scarres
As keep account of the Lambs warres.
Those rare Workes where thou shalt leave writt 155
Loves noble history, with witt
Taught thee by none but him, while here
They feed our soules, shall cloth Thine there.
Each heavnly word by whose hid flame
Our hard Hearts shall strike fire, the same 160
Shall flourish on thy browes, and be
Both fire to us and flame to thee;
Whose light shall live bright in thy Face
By glory, in our hearts by grace.
Thou shalt look round about, and see 165
Thousands of crownd Soules throng to be
Themselves thy crown. Sons of thy vowes
The virgin-births with which thy soveraign spouse
Made fruitfull thy fair soul, goe now
And with them all about thee bow 170
To Him, put on (heel say) put on
(My rosy love) That thy rich zone
Sparkling with the sacred flames
Of thousand soules, whose happy names
Heavn keep upon thy score. (Thy bright 175
Life brought them first to kisse the light
That kindled them to starrs.) and so
Thou with the Lamb, thy lord, shalt goe;
And wheresoere he setts his white
Stepps, walk with Him those wayes of light 180
Which who in death would live to see,
Must learn in life to dy like thee.

29. The Flaming Heart
By Richard Crashaw (?1613??"1649)

Vpon the book and Picture of the seraphicall saint Teresa, (as she is vsvally expressed with a Seraphim biside her)


WELL meaning readers! you that come as freinds
And catch the pretious name this peice pretends;
Make not too much hast to admire
That fair-cheekt fallacy of fire.
That is a Seraphim, they say 5
And this the great Teresia.
Readers, be ruld by me; and make
Here a well-plact and wise mistake.
You must transpose the picture quite,
And spell it wrong to read it right; 10
Read Him for her, and her for him;
And call the Saint the Seraphim.
Painter, what didst thou understand
To put her dart into his hand!
See, even the yeares and size of him 15
Showes this the mother Seraphim.
This is the mistresse flame; and duteous he
Her happy fire-works, here, comes down to see.
O most poor-spirited of men!
Had thy cold Pencil kist her Pen 20
Thou couldst not so unkindly err
To show us This faint shade for Her.
Why man, this speakes pure mortall frame;
And mockes with female Frost loves manly flame.
One would suspect thou meantst to print 25
Some weak, inferiour, woman saint.
But had thy pale-fact purple took
Fire from the burning cheeks of that bright Booke
Thou wouldst on her have heapt up all
That could be found Seraphicall; 30
What ere this youth of fire weares fair,
Rosy fingers, radiant hair,
Glowing cheek, and glistering wings,
All those fair and flagrant things,
But before all, that fiery Dart 35
Had filld the Hand of this great Heart.
Doe then as equall right requires,
Since His the blushes be, and hers the fires,
Resume and rectify thy rude design;
Undresse thy Seraphim into Mine. 40
Redeem this injury of thy art;
Give Him the vail, give her the dart.
Give Him the vail; that he may cover
The Red cheeks of a rivalld lover.
Ashamd that our world, now, can show 45
Nests of new Seraphims here below.
Give her the Dart for it is she
(Fair youth) shootes both thy shaft and Thee
Say, all ye wise and well-peirct hearts
That live and dy amidst her darts, 50
What ist your tastfull spirits doe prove
In that rare life of Her, and love?
Say and bear wittnes. Sends she not
A Seraphim at every shott?
What magazins of immortall Armes there shine! 55
Heavns great artillery in each love-spun line.
Give then the dart to her who gives the flame;
Give him the veil, who gives the shame.
But if it be the frequent fate
Of worst faults to be fortunate; 60
If alls prscription; and proud wrong
Hearkens not to an humble song;
For all the gallantry of him,
Give me the suffring Seraphim.
His be the bravery of all those Bright things. 65
The glowing cheekes, the glistering wings;
The Rosy hand, the radiant Dart;
Leave Her alone The Flaming Heart.
Leave her that; and thou shalt leave her
Not one loose shaft but loves whole quiver. 70
For in loves feild was never found
A nobler weapon then a Wound.
Loves passives are his activst part.
The wounded is the wounding heart.
O Heart! the quall poise of loves both parts 75
Bigge alike with wound and darts.
Live in these conquering leaves; live all the same;
And walk through all tongues one triumphant Flame.
Live here, great Heart; and love and dy and kill;
And bleed and wound; and yeild and conquer still. 80
Let this immortall life wherere it comes
Walk in crowd of loves and Martyrdomes
Let mystick Deaths wait ont; and wise soules be
The love-slain wittnesses of this life of thee.
O sweet incendiary! shew here thy art, 85
Upon this carcasse of a hard, cold, hart,
Let all thy scatterd shafts of light, that play
Among the leaves of thy larg Books of day,
Combind against this Brest at once break in
And take away from me my self and sin, 90
This gratious Robbery shall thy bounty be;
And my best fortunes such fair spoiles of me.
O thou undanted daughter of desires!
By all thy dowr of Lights and Fires;
By all the eagle in thee, all the dove; 95
By all thy lives and deaths of love;
By thy larg draughts of intellectuall day,
And by thy thirsts of love more large then they;
By all thy brim-filld Bowles of feirce desire
By thy last Mornings draught of liquid fire; 100
By the full kingdome of that finall kisse
That seizd thy parting Soul, and seald thee his;
By all the heavns thou hast in him
(Fair sister of the Seraphim!)
By all of Him we have in Thee; 105
Leave nothing of my Self in me.
Let me so read thy life, that I
Unto all life of mine may dy.


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This paper is based on 11 Experiential exercises. The goal of the paper is to first summarize or determine a purpose of each theme//exercise and then tell how it or they develop throughout the 11 weeks. Describe 2 or 3 salient points that reflect the theme of each session. Finally, tell what growth process would you say is developing? Also know that prayer and being led by the Holy Spirit to select symbols, pains, emotions, and other areas to be discussed is a big part of the ongoing process. Also, these exercises can be done in groups or with individuals.All of it should be viewed from a Chrisitian Counseling perspective. The themes and exercises that go with them are as follow:
1. Symbol
Participants will bring a symbol that represents what they hope God will do in their lives during these sessions/exercises. They will share what they have brought, seeking to answer the following questions: What symbol did you choose and why?; How did you determine what you wanted God to do during this sessions?; What feelings are you having now as you share these thoughts?

2. Internal Experience (Art)
Participants will go to tables with the available art supplies, create something that represents their personal experience of trust. The creation is an symbol of an internal experience to be used later in processing. Participants will be asked about feelings they had doing the exercise, share there creation and emotions, false beliefs, truths that may have impacted their representation of trust.

3. Projected Self and True Self Realities
The students will draw a mask that represents their projected self and on another sheet a mask that represents their true self. Encourage them to create symbols that best represents who they want people to think they are, and who they truly are deep within their inner being. Each person will then share their mask, discuss differences they see in each. Discuss why they might hide their true self.

4. Leaving our sins at the Cross
Give students private time to pray and ask the Lord to reveal a sin or sins that they have embraced as a dysfunctional resonse to pain and deep need. They are then to find a rock or rocks that represent the sin or sins, and bring it back for discussion and then to give up the sin.

5. Finger Painted Feelings
Participants will recall an event in their life during the last week where they felt some emotion. They are to fingerpaint those feelings. There will be discussion on feelings.

6. Blindfolded
Pair the participants. One person is to be blindfolded while the other leads him or her on a five minute walk. They will then reverse roles. Discussion will focus on feelings they experienced while blindfolded and being led by another; what the partner did to help them through the exercise/; what the partner might have done to cause them to feel ancious or concerned; was it difficult; and finally how does this help you to understand your relationship to God, as He leads you daily.

7. Body Outline
Participants will be given a body length sheet of paper and lay it on the floor. Lying on the floor, their partner will draw the outline of their body after which the paper will be hung on the wall at eye level. Participants will then be instructed to take a marker and write the lies they speak into themselves. Once complete, they will take a few minutes and stand back and look at what they wrote. Next they will write lies others have spoken to them and finally they are encouraged to write truths of themself.

8. Sticks
Participants are to take to sticks, one to symbolize a lie thats been with them since childhood and the other a lie that still affects them today.Discussion will focus on what they experienced while trying to identify the lies; what the lies have cost them; and tell a story that illustrates the lie at work.
9. Safe Place
Participants will draw a picture of what they visualize as their safe place. Discussion will focus on what makes it a safe place and etc.

10. The Act of Forgiveness
Have participants to draw a shield. Participants will then use the shield (visualization)to protect them from lies and or offenders. Discussion will be on what it was like to stand behind this shield?

11. The Journey
Participants will discuss their 11 week journey .

The Paper is on "William Howard Taft".

-I Brief Biography Of Life Before The Supreme Court-
In this section you should outline the ?life and times? of your chosen subject, placing emphasis on key events in that person?s life that may have led them to pursue a career in law. Items you may want to touch upon are the family?s legal history (if any), how (if at all) that person?s ethnicity, religion, family life or other personal characteristics shaped his/her life. You should also mention key events in that individual?s life that may have directed them towards a career as a jurist (e.g. Thurgood Marshall?s experiences as a civil rights lawyer.)
-II Legal Philosophy/Outlook-
Here is where you detail your Justice?s views on American jurisprudence. Were they strict constructionists or judicial activists? Did they favor more or less power for the courts in general? Were they partial toward any societal group (e.g. favor big business, the poor, religious minorities etc..). You should use some of the key decisions they participated in to bolster your points.
-III Keynote Opinion/Dissent-
In this section, discuss what you think is the most important majority opinion, minority opinion or dissenting opinion your Justice authored during their career. Recount the basic facts of the case, the key issues at hand and how your Justice interpreted them in coming up with the opinion/dissent. Be sure to discuss the decision?s impact on the law as well as society at large and the reasons why you think it was that individual?s signature achievement.
-IV Conclusion-
In your conclusion, you should discuss your chosen Justice in terms of their future (if still serving) or their place in history if they are not. Sum up your key points on why this Justice has made an indelible mark on American law.

uncovering and documenting your own family's migration history. interviewing older family members and learning for yourself why and when your family came to the U.S, then relating your own history to the issues.
Let me introduce myself, I am 22 years old, 4th year at university. I came to the U.S by myself as international student when I was 15. First year, I joined a exchange program and went to TX El Paso for one year. lived with host family, they are white, old couple, really nice, christians. try to let me experience the america cultural for bringing me to all different kind of events during holidays. when to baptist christian high school there, don't have much friends, try to fit in by playing sports, and try to make friends. however, people still make fun of me about my bad english skills.
then one year later, came to california lived in northern california mountain view. christian 7 day adventist school. all high school years went to christian school, but did not have any background of christian religion back home in china. was hard for me to understand and accept. studied 2 years there and finished my high school. try to fit in, and its better than el paso since more asians here. very active, did a lot in high school, science fair, singing, basketball, volleyball. hard but fun!
then applied college and got into uci. good experience here. made a lot friends. now has a job. hard to find jobs with student status. been through a lot, but learn a lot.
please also put in concepts like job opportunities, language barrier, and culture difference. Thanks, and please let me know if you have any questions.

Medieval Life: Cecilia Penifader of Brigstock, c. 1295-1344, by Judith Bennett
Medieval women are absent from many sources of history, making it difficult to know much about their lives. For the peasant woman, a woman not of royal or noble birth, this is especially true. Yet through an examination of the Court Rolls of the Manor of Brigstock in England, Judith Bennett is able to paint a picture of the life of Cecilia Penifader, a single medieval peasant woman. By using a thematic approach, Bennett recreates the many facets of medieval life, allowing us to peer into the everyday activities and interactions among the people on the manor. Using the lenses of gender and class Bennett is able to show how Cecilia is both typical and atypical. As a single woman, Cecilia found herself both advantaged and disadvantaged compared to her married sister. A better-off free peasant, Cecilia enjoyed many rights and privileges that serfs or unfree peasants of either gender did not have; likewise, as a land-holder she also had responsibilities that they did not.

This is not a research paper, but rather you will fulfill the task below using A Medieval Life: Cecilia Penifader of Brigstock, c. 1295-1344. Using examples and rich details you should discuss each part of the task in an organized and coherent manner. NO work cited page is needed.

TASK:

? Evaluate the extent gender and class played in Cecilia?s life experiences and how they affected her agency (influence & power) in her community compared to others.

? Discuss the advantages and disadvantages that Cecilia experienced as a woman, and specifically as a single woman.

? Using evidence from the book, explain the various rights Cecilia enjoyed as a better- off peasant and compare and contrast her life to those of both male and female peasants and serfs on Brigstock and other manors.

Conduct research on WalMart by providing an overview of WalMart.

Present the HR policies of the company in detail with special focus on:

1. recruitment and interview practices;
2. affirmative action concerns;
3. equal opportunity initiatives and policies,
4. sexual harrassment policies and procedures;
5. reasonable accomodations provided;
6. privacy/computer usages policies;
7. FMLA policies

Provide past & current legal issues WalMart has experienced and how they handled or are going to handle the litigation process.

Read the book Tuesdays with Morrie and answer ANY FOUR of the following questions in essay form. You can blend the four answers to the questions into one essay or separate them by paragraphs.

This assignment should be BETWEEN 3-5 pages in length. (1 spacing, 1 margins)


1. Did your opinion about Mitch change as the book went on? In what way?
2. Do you think Mitch would have listened to Morrie if Morrie hadn't been dying? Does impending death automatically make one's voice able to penetrate where it couldn't before?
3. Most of us have read of people discussing the way they'd like to die, or, perhaps, have been a part of that conversation. One common thought is that it would be best to live a long, healthy life and then die suddenly in one's sleep. After reading this book, what do you think about that? Given a choice, would Morrie have taken that route instead of the path he traveled?
**4. On "Nightline," Morrie spoke to Ted Koppel of the pain he still felt about his mother's death seventy years prior to the interview (you can access 8 shorter parts of the video via this link: HYPERLINK "http://www.youtube.com/watch?v=-_mxu8FzOEU" http://www.youtube.com/watch?v=-_mxu8FzOEU. Is your experience with loss similar or different? Does what you've read in this book help ease any of that pain?
As his visits with Morrie continued, Mitch explored some other cultures and religions and how each views death. Discuss these and others that you've studied.
Would Morrie's lessons have carried less weight if Mitch and Peter hadn't resumed contact by book's end?
Was Morrie making a judgment on people who choose not to have kids with his statement: "If you want the experience of having complete responsibility for another human being, and to learn how to love and bond in the deepest way, then you should have children? Whether or not he was making a judgment, do you agree with the statement?

**My two sources include the book, Tuesdays with Morrie and the youtube link(http://www.youtube.com/watch?v=-_mxu8FzOEU" http://www.youtube.com/watch?v=-_mxu8FzOEU), and if you need any other sources thats fine.
The class is a death and dying class so we learned about attitudes, beliefs, and feelings about death, the death system, dying: transition from life, hospice and pallative care, and suicide.

Please add citations within the text and a works cited, and quotations would be great as well.

**My professor needs a draft by friday so if you want can you send me a unfinished one prior to the Delivery date?
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examine the concept of the self. Address the following items:
Define the concept of the self in the social world.
Apply the self to your life, including self-concept, self-esteem, and self-efficacy.
Describe at least two social experiences that affected your personal development.
Include at least two references in your paper.
Format your paper consistent with APA guidelines.?Click the Assignment Files tab to submit your assignment.

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QUESTIONS

1. What was the impetus for the union organizing effort at SGA Industries?
2. Discuss SGA?s strategy in managing the representation campaign.
3. Look at the definition of ?unfair labour practices? in Ontario?s labour relations legislation. Would any of SGA management?s actions during the campaign qualify as unfair labour practices under this definition? If there are any, what would be an appropriate response by the Labour Relations Board?


UNION ORGANIZING AT SGA INDUSTRIES

President Ted White sat in his office at SGA Industries thinking about the union representation vote taking place in the plant auditorium. He felt that the company had waged a successful campaign to persuade workers that their best interests would be served only if the company remained non-unionized. As he awaited the results, his mind began to wander back to the events leading up to today?s vote.

Background

SGA Industries is best known as a producer of women?s hosiery and employs approximately 6,500 people in 10 plants. The company?s headquarters is located in Anderson, Ontario. The company?s sales subsidiary, SGA, Inc., has 12 offices in major market areas throughout North America and sells its products directly to distributors around the world. The company?s strategy of strong identification with the customer has made the SGA name one of the most recognized in the entire hosiery industry.

SGA was founded in 1907 by Sam Gerome Anderson. Anderson built the company and the community was named after him in 1910. Ever since, the fortunes of Anderson residents have been interwoven with those of SGA. Over the years the company has supported the community, donating land and money for churches, schools, and hospitals, and providing jobs for nearly a third of the town?s residents. As the years passed, further expansion and product diversification occurred, and the company has gained a reputation as an industry leader in the design, production, and marketing of women?s and men?s hosiery and undergarments.

After the death of the last Anderson family member, SGA was managed by no fewer than four chief executive officers in less than a dozen years. Then the company was purchased for $250 million by Jack Phillips, a well-known entrepreneur and business leader. Soon after the purchase, Phillips appointed Ted White as President of SGA.

Labour-Management Relations

Over the years, SGA enjoyed a reputation as a steady job provider in an unstable industry. The company provided jobs and treated employeees like family members. Many believe that the company?s generosity to its employees and the town of Anderson helped to defeat an earlier union organizing attempt by the International Ladies Garment Workers Union (ILGWU). By a vote of 3,937 to 1,782, the SGA workforce decided to remain non-unionized. At the time of the vote, the chairman called it ?an expression of confidence by employees.? The outcome of the SGA vote was viewed as a severe blow to union organizing efforts.

When Phillips purchased SGA, he announced that one of his major goals would be to improve the community and to improve the quality of life for SGA employees and their families. Phillips invested over $100 million to reach these goals. The investments included funds for pay increases; new job benefits; capital improvements in factories, including the introduction of robots in the production process, community improvements and other contributions. These improvements were also accompanied by a shift in management philosophy. The theme of the new management approach was self-sufficiency, and it signaled an end to the benevolent paternalism that had so long characterized employee relations at SGA. Greater emphasis was placed on employee performance and productivity.

During the mid-1980s, the entire hosiery industry had experienced major problems. Growing foreign competition and imports had a negative impact on the profitability of domestic hosiery manufacturers. Many manufacturers attempted to reverse the downturn by making intensive capital investments in new technology, reorganizing company structures, downsizing plants, and instituting programs to improve employee productivity and efficiency. SGA was also affected by these trends. Its international sales fell dramatically from $26 million to $10 million. Faced with increasing imports and weak consumer sales, the company was forced to lay off 1,500 employees, to reduce wage rates, and to rescind many of the perks that the workers had enjoyed under the ownership of the Anderson family. Many of these changes drew worker protests and created a good deal of tension between workers and management.

Wages in the industry had been rising steadily but were still lower than wages in the manufacturing sector in general. In addition, as technology advanced, more skilled workers were required, thus increasing the cost of employee turnover to companies as less skilled workers were laid off or terminated and companies competed to hire skilled workers, who were more difficult to find. Employers in the industry also were becoming increasingly more dependent on women and minorities for employees. At SGA, 40 percent of the employees were women and 35 percent of the total workforce were minorities. However, minorities and women made up less than two percent of the management staff.




The Election Campaign

Despite the earlier unsuccessful attempt to unionize, the Union of Needletrades, Industrial, and Textile Employees (UNITE), the ILGWU?s successor, was back in Anderson, armed and ready for an organizing effort that would divert the attention of SGA management for several long and tense months.

While many employers learn of union-organizing efforts by their employees only after the Labour Relations Board informs them that an application for certification has been filed, UNITE?s efforts to organize SGA employees were clearly out in the open well before then. With a union office in downtown Anderson and a healthy budget, the UNITE organizing team, led by Chris Balog, engaged in one of the most sophisticated union-organizing efforts ever seen in the area. Using computerized direct mailing to stay in touch with workers, as well as extensive radio and television advertising, the unionization campaign at SGA attracted wide attention. Many observers felt that the outcome of UNITE?s organizing campaign would have significant implications for the ability of labour unions to gain membership in large companies whose work forces had traditionally been non-unionized.

The Union?s Campaign

The campaign issues developed and communicated to workers were, for the most part, predictable. Job security was brought to the front early and was easily introduced to the campaign in the wake of SGA management?s layoff of over 1,500 workers. In addition, increased workloads and reduced wage rates, implemented by SGA in attempting to become more economically efficient in the face of increasing foreign competition were key issues raised by the union. The union repeatedly accused Phillips of engaging in unfair labour practices by threatening to sell or close the company if the union were to win the right to bargain on behalf of SGA workers. To a certain extent, the UNITE campaign did expand on the traditional wages, hours, and working conditions typically discussed in organizing efforts. As the campaign progressed, Phillips became a focal point of union rhetoric, and the union attempted to portray Phillips as a greedy and ruthless businessman who was not interested in the long-term survival of SGA and its employees.

Management?s Campaign

While Phillips became a focal point of union criticism as the campaign wore on, his role in management?s response to the organizing efforts was critical throughout the months preceding the certification vote. With President White leading the anti-union campaign, backed by a sophisticated strategy developed by a law firm specializing in anti-union campaigns, SGA was able to respond quickly to every issue raised by the union.

The SGA strategy to defeat the union organizing effort included extensive meetings with community, business, and religious leaders in an attempt to influence workers? views about the union. Letters sent to workers? homes, signed by Phillips and White, emphasized the need for team spirit, not only to keep the union out, but to overcome the threat to SGA?s business created by imports of foreign-made hosiery. President White put it this way, ?We intend to do everything that is proper and legal in this campaign to defeat the union. This is essential if we are to remain competitive in the hosiery business. Every day, we are facing more foreign competition. Not only do our workers understand this, but I think the public does also. We have been able to communicate with our workers in the past, and we don?t need a third-party voice. We all must work together as a team. The only way SGA can beat the encroaching foreign competition is to streamline and consolidate our operations.?

White and Phillips made repeated visits to the plant to shake hands and listen to workers? concerns. The weekly employee newsletter was filled with anti-union letters written by workers and community members. Late in the campaign, a letter from Phillips was sent to SGA workers explaining why they should vote against the union (see Exhibit 1). In response to the union claim that Phillips was attempting to sell the company, Phillips told the workers, ?SGA is not for sale, but if I determine that the company cannot operate competitively, I can and I will cease to operate SGA. This is entirely up to me and nobody can stop me?including this union.?

Employees? Views

The employees were divided over the union organizing campaign. Several employees formed an Anti-Union Committee that organized an SGA Loyalty Day. A statement by Terry Floyd, a shift leader, summed up the view expressed by some employees: ?We, as employees of SGA, do not feel that it is in the best interest of our company and its employees to be represented by UNITE. Many generations of the same families have worked at this plant; part of our strength is family heritage. A union will destroy that strength. We feel that a union is not needed and that we can work with management as a team.? At one rally sponsored by the Anti-Union Committee, ?No Union? badges, ?Be wise?Don?t Unionize? T-shirts, and ?Vote No? hats were worn by several hundred employees,

Other workers expressed support for the union. One worker stated, ?We need a union for protection. At least it would give us a voice. Supervisors can be too arbitrary.? Other pointed to pay increases and bonuses being awarded to top management while plant workers faced wage cuts and layoffs. Many older employees, who remembered the generosity of the Anderson family, also expressed bitterness toward SGA and worried about their pensions.


Exhibit 1 Letter to SGA Employees


To All SGA Employees:

It is only fair for you to know SGA?s policy on unions. Our policy is quite simple. We are absolutely opposed to a union at any of our plants. We intend to use every legal and proper means to stay non-union.
As you know, the hosiery industry has been under great pressure and competition from foreign firms. Sales in the industry have dwindled over the past few years, and we are in a poor profit position. Our government has done little to protect your jobs and stop the imports from eroding our sales. Only you and I can save this company and your jobs.
Our whole industry has been forced to modernize our production process to make it more efficient. In fact, you know that many firms have merged together to strengthen their market position. Our company, too, will have to explore the possible advantages of pooling resources and products. In the long run, such a strategy can only benefit employees and management alike. I know bringing in UNITE at this time will only drive up our operating expenses and jeopardize our chances of making such arrangements. Only management has the right to decide how to operate this company. If we find we cannot operate this company profitably, we may be forced to consider other options.
We are convinced that unions have the tendency to create an adversarial relationship between employees and management. Cooperation and teamwork cannot exist in such a hostile environment. It is only through cooperation and teamwork that we will get through the crisis.
No SGA employee is ever going to need a union to keep his or her job. We know that UNITE cannot help this company or you, and it will probably cause us to lose even more of our market and threaten your job security. I urge you?do not vote for the union. Let?s all pull together and remember the goodwill of the Anderson family and how it has stood behind you all of these years.

Sincerely,



Jack Phillips
Chief Executive Officer

I have attended one Narcotics Anon and one Alcoholics Anon meeting..... the AA meeting was in Greenville at a United Methodist Church on a Friday night. The NA meeting was in Greenville on a Wednesday evening. (SC) - I am really looking for some insights into reaction papers as well as the follow up based on those 3 other peer-reviewed professional journal references that we must include in our 6-page wrap-up paper.... after attending these meetings.

This assignment is designed to provide students with an opportunity to demonstrate an understanding of the role that self-help groups play in recovery from substance use/addictive disorders.
Students are expected to evaluate two mutual/self-help meetings related to addictions (Alanon, NA, AA, SMART Recovery).
You will write and submit one six-page paper regarding the recovery groups. This assignment must include a title page, reference page, and follow APA format.
The 6-page paper must include a minimum of a two-page written reflection about the face-to-face meeting and a two page written reflection about the online or second face-to-face experience. In these reflections about your recovery group experiences, indicate what meetings you attended, specifying the dates, location and types of meetings (AA, NA, Al-Anon, etc.). Briefly summarize and explain the key points in the readings you did online, and discuss if you noticed characteristics you expected to see. Describe your reactions to the meetings, the mood in the room or in the chat room, and description of structure, and the key features of how the group was delivered.

In addition, based on your experience in the meeting, articles read online (AA, NA, Smart Recovery websites), and articles read in class (Bevilacqua & Golman, 2009; Bickel et al., 2011), you must conclude the paper with a two-page discussion on your understanding of the disease concept and the etiology of addiction. Please include at least 3 additional references for this final section of the paper.

Tips about in person attendance:
1. Attend one (or two) open meetings in person and/or one online.
2. Note in advance if the meeting is smoking, non-smoking, or wheel chair assessable.
3. If you are already in recovery, attend a meeting of a group that is new to you.
4. Be on time and stay until the end of the meeting.
5. If asked, identify yourself with first name only.
6. Maintain the role of an observer, there to learn.
7. You may make a monetary donation when the basket is passed around, but it is not required.
8. Respect the anonymity of the attendees, and if you see someone you know please remain neutral in your response.
9. If asked, respond that you are there to learn about the meetings.

Before visiting a meeting, please review the website that go along with the meetings you will attend and complete the readings that are listed below. If you choose another meeting that does not have assigned readings please check with me for approval and to get an assigned reading list before attending.
o The Big Book, the Basic Text for Alcoholics Anonymous, Chapter 5: How it Works (pg. 58). Please read this entire chapter.
? Available by visiting: www.alcoholics-anonymous.org?
o Narcotics Anonymous- Click on the ?For the Public? link-Click on Resources for professionals-Once there please read ?In times of Illness? and ?information about NA.
? Available by visiting: www.na.org

o Smart Recovery-Resources- Articles and Essays. Please choose 2 articles to read from the reading list on this page.
? Available by visiting www.smartrecovery.org

o Overeaters Anonymous-Please read the information found on the newcomer?s link. Once there please read the ?About OA? and ?What you can expect at OA? links.
? Available by visiting www.oa.org.

Hi, Im a diagnostic radiography student. this is a medico-legal and ethics paper, so please kindly write the essay related to healthcare. Pls cover all types of genetic testing and please do not cite from wikipedia. Thank you!!

Genetic testing:

-preimplantation genetic diagnosis (see the side bar, Screening Embryos for Disease)
-prenatal diagnostic testing (an example related to my profession is prenatal ultrasound screening for Downs syndrom)
-newborn screening
-carrier screening, which involves identifying unaffected individuals who carry one copy of a gene for a disease that requires two copies for the disease to be expressed
-Genealogical DNA test (for genetic genealogy purposes)
-presymptomatic testing for predicting adult-onset disorders such as Huntington's disease
-presymptomatic testing for estimating the risk of developing adult-onset cancers and Alzheimer's disease
-confirmational diagnosis of a symptomatic individual
-forensic/identity testing



Pls address the ethical aspects followed by the legal aspects with regards to Singapore Law pls.



Pls cover the following:

1) Ethical theories: Deontological (Kant's dutiful person model), Consequentialism (Mill's utilitarian Man model), Virtue (Gilligan's Caring and Love model)

2) Prima-faci principles for healthcare providers: autonomy, non-maleficence, beneficence, justice (these four are compulsory), paternalism, fidelity, veracity (these 3 are optional)

3) Virtues like respect for others, nonmalevolence, benevolence, fairness & empathy



below is a framework on ethical decision making from my notes. thank you!!

Step 1: identify the ethical issue

Step 2: Clarify personal & professional values
-professional code of ethics
-interpretation & position reflect underlying value system

Step 3: Clarify influencing factors or barriers
-gather information from professional literature
-prima facia (minimum first 4)

Step 4: Define guiding principles
-follow professional code of ethics whenever possible

Step 5: Analyze alternatives
-usually at least 2 course of action will develop
-analyse each argument for and against each action plus their outcomes
-check for validity of the arguments

Step 6: Find common ground
-dilemmas may lead to disputes
-communication is important
-strategies may include: collaboration, compromise, accommodation, coercion, avoidance

Step 7: Decide & Act
-ideal is personal value is consistent with others
-be consistent to legal and professional standards
-being aware of the guiding principles behind the decision will justify your decision

Step 8: Assess outcomes
-evaluate both the process & outcomes
-learn from the experience and improve your approach towards them

Conclusion:-the code gives a framework to direct, coordinate and assist in the day to
day challenges
-at all times abide by the code, respect patient's autonomy & dignity of the
patient.

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This is a Case Assessment Assignment based on the Movie called the "Antwone Fisher Story" Whoever is doing this assignment need to see the movie before this case assessment can be done based on the following guidlines:

1 One Paragraph on identifying information that will include the following (age, sex, position in the family, employment, family income, source of family income, marital status, religion, education, race/ethnicity, and citizenship.)

2 One Paragraph on Presenting problem.

3 One Paragraph on referral source and process: Collateral information.

4 One paragraph on Living situation

5 One Paragraph on Relevant history(ies)to include the following (Developmental, family relationships/dynamics, history of loss (grief), spirituality, strenghts, resources, sexual e.g. (experiences, exposure, abuse)and domestic violence.

6 One paragraph on Educational history, medical history (including medications), psychiatric history (including medications), alchol/substance abuse, social services and criminal/legal history.

7 Assessment of the client personality, development, social roles and ecological systems based on the following
a. presentation of self
b. list four Personality-Ego function/defenses
c.mental status examination
d. Social roles and Developmental Milestones
e. Race, class, culture, ethnic group
f. Opression/Discrimination (e.g. color, disability, sexual orientation, gender, age, religion, etc)
g. Ecological systems/environment
h. Eco Map (with interpretation)
i. Brief diagnostic summary/impressions
j.DSM-IV Assessment

8 Intervention Planning
a. One goal of intervention planning
b. One intervention strategies/techniques to achieve goals and objectives.
c. One modality of intervention.