ERAU The Foreign Corrupt Practices Act CIO and IT4IT PLG1 Case Study Writing Assignment Help. ERAU The Foreign Corrupt Practices Act CIO and IT4IT PLG1 Case Study Writing Assignment Help.
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Here is the first assignment:
Review
- CIO Insights into Compliance’s Use of Data Analysis (Links to an external site.) (FCPA Compliance Report)
- IT4IT Reference Architecture (Links to an external site.) (The Open Group)
- The module readings
Assignment
Choose from one of the topics and write a brief summary of the blog or article you chose. Once you have had an opportunity to analyze and summarize recent compliance and data strategies from within these blogs and/or articles, you will need to determine how you will address your compliance section within your IT Management Plan. Below are a few questions that you will need to address in this section. Without actually answering each question, write your compliance section for your IT Management Plan for the second section of this paper. You will also include this in your final IT Management Plan submission.
In a separate section, address how you might incorporate data analysis into your compliance section within your own IT Strategic Management Plan.
- Which information systems within different business functional areas (Accounting, Finance, HR, etc.) would you use for data analysis in compliance procedures?
- Who would manage the policies and procedures?
- How often would you revisit compliance policies? Who are the stakeholders involved?
- Either from the text or the following resource, explain the value chain model you would use in your IT strategy and how it relates to compliance procedures.
Guidelines
- 2-3 Pages, not including the Title Page and References. (No abstract is required.)
- The body portion of the paper should have two titled sections:
- Summary – of the blog or article you chose.
- Compliance Strategy – address the four questions.
- Current APA format
- Cite all references
- Refer to Framework for Case Analysis
for guidance.
Rubric
MGMT 422 4.3 Case Study Rubric
Criteria | Ratings | Pts | |||||
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This criterion is linked to a Learning OutcomeIdentification and Analysis of the Main Issues/Problem |
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25.0 pts |
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This criterion is linked to a Learning OutcomeAnswers to Case Study Questions |
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20.0 pts |
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This criterion is linked to a Learning OutcomeComments on effective solutions/strategies |
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20.0 pts |
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This criterion is linked to a Learning OutcomeLinks to Course Readings and Additional Research |
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20.0 pts |
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This criterion is linked to a Learning OutcomeStyle and Mechanics |
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15.0 pts |
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Total Points: 100.0 |
ERAU The Foreign Corrupt Practices Act CIO and IT4IT PLG1 Case Study Writing Assignment Help[supanova_question]
BUSN 311 APUS Week 6 Business Ethics Theory in BP Oil Spill Discussion Writing Assignment Help
In need of a response to the Professor and in regards to an initial post. BUSN311 Topic W6: Business Ethics Theory in BP Oil Spill
Professor’s reply
Student,
Great work this week thanks so much for your efforts in the week six discussion. No matter how I view it Friedman’s theories are unusable in the real world. I guess we can cut him some slack because he never owned a business, but his theories are so unusable that even if we were evil enough to only care about profit they still don’t work.
If we look at BP we can see this perfectly exemplified. They tried to save a little money they focused on profit and they ended up literally losing billions in profit not only in lost oil, but in all the cleanup as well. On top of that BP destroyed an entire ecosystem in the Gulf of Mexico and the reputation while they were at it. They also injured and killed their own employees. Do we know that several of the BP executives were brought up on charges of manslaughter? Unfortunately, those charges were dropped but as we can see using Friedman’s theories are not only immoral, and unethical but they can also be considered illegal and frankly evil.
Thoughts?
-Professor
Initial Post
Business Ethics Theory in BP Oil Spill
Hello Class,
Milton Friedman’s claim on socially responsible in the business sector affirms that corporations are more concerned with income and prosperity than civic responsibility and welfare. The public obligation of the company is solely to raise its income. When reading Curtis Verschoor’s BP post, it is clear that the theory of Milton Friedman played a major part in BP’s behavior and its leadership of the oil plant accident of 21st April 2010 (Verschoor, 2010). The organization has demonstrated numerous policies and activities that genuinely bring the benefit and development of the organization instead of protection and social responsibility (Kaye, 2015). The fundamental aspect of the case during the decision-making process was that the security audit service of the organization was not adequate and that the entirety of the business was not utilized. BP’s Safety and Operations inspection had developed into a robust elevated system. It is disappointing that this system is not applied to all BP activities (Verschoor 2010). The systems in auditing and how important it can be to avoid any miscarriage of safety within a business. It is not sufficient to provide audits in some facets of the company.
Triple Bottom Line (TBL) asserts that companies must rely on ecological and social matters as they anticipate on revenues. It is TBL’s idea that there are three pointers: profits, people, and the world rather than one bottom line. A TBL aims to assess the extent of social accountability of an organization and its environmental impacts over time. In the case of BP Oil Spill, Efficient communication with the stakeholders would make explicit, to guarantee successful system activities, that participants must become more inclusive of decision-making and problem-solving processes (Spence, 2011). It is clear that public property utilization as the planet is particularly sensitive and generates numerous conflicts over power- and financial gains-based interests. In pursuing its ultimate purpose, it is essential to apply the principles of the triple bottom line, including participation, the rule of law, transparency. This would have guaranteed better audit strictures and, as such, avoid the oil spill, which negatively affected people and the planet. If a corporation is more associated with profit than its companies’ welfare, these effects are not taken into account.
-Student
References
Kaye, L. (2015, 19th February). Five years after Deepwater Horizon, can BP repair its reputation? Marketing and Comms. Sustainable Brands. https://www.sustainablebrands.com/news_and_views/marketing_comms/leon_kaye/five_years_after_deepwater_horizon_can_bp_repair_its_reputation
Spence, D. (2011). Corporate social responsibility in the oil and gas industry: The importance of reputational risk. Chicago-Kent Law Review, 86, 59-85
Verschoor, C. C. (2010). BP still hasn’t learned ethical lessons. Strategic Finance, 92(2), 13-15.
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University of Miami Sucess of Fashion Brand Hermes Discussion Business Finance Assignment Help
The specific objective of this critical assignment is to assure that students have a sufficient level of management and leadership skills, marketing knowledge, and trend knowledge to develop a plan. This exercise will provide students with the opportunity to integrate and implement theory to practice and demonstrate that they have accomplished the learning outcomes of the majors in the College of Business and Management.
For the purpose of this exercise, students will choose a company, fashion designer, or trend concept for which they will prepare a trend report and marketing knowledge plan. The work product of the students should include the key components of a fashion and retail marketing plan, which are listed below. The plan would hopefully demonstrate that students have a depth and breadth of business concepts that would encourage a prospective employer to have confidence that students are prepared for a position in industry.
The specific components should include:
- Fashion and Retail Vision and Mission Statement, if a company is selected (if a fashion designer is selected, this would be the history of the designer. If a trend is selected this would be a history of the trend and how it has evolved).
- Fashion and Retail Industry Analysis (the current status of the company, the current status of the fashion designer, or the current status of the trend that is marketed to consumers)
- Fashion Marketing Strategy (marketing strategy of the company, of the designers current collection, or the manner in which the trend is marketed to consumers)
- Retail Trend Analysis (future of the company, designer, or direction in which the trend is headed).
- Contemporary Strategies and methods of sustaining growth in the fashion and retail industries
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SOCW 6361 Walden University Wk 2 Social Awareness on Climate Change Discussion Humanities Assignment Help
What does policy have to do with direct social work practice? Connecting policy to direct practice can be a challenge for some micro social workers. However, policies affect the lives of each and every client who walks through your door. Policies affect clients ability to access and pay for services. Policies also affect environmental conditions that influence individual experience.
During this term, you will have an opportunity to create a Social Change Project. In Week 3, you will identify a social problem and a policy related to this problem. In Week 6, you will present a proposal for your social advocacy project that you will complete this term. In Week 8, you will analyze the strengths and weakness of the current policy. In Week 9, you will present a policy alternative. Finally, in Week 10, you will submit the final project.
For this week’s discussion, you discuss ideas for your individual Social Change project. The Project will be completed individually; however, you discuss your Project in this week’s discussion to help you develop your idea based on peer feedback.
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HIS 112 Northern Virginia The Universal Declaration of Human Rights Essay Writing Assignment Help
History 112Exam 2For this exam, you will be writing two essays. The relevant chapters are Chapter 19, Chapter 20, Chapter 21 and the Epilogue. The first essay will focus on the Universal Declaration of Human Rights and should be three pages. The second essay will be focused on global issues that we face today as a world community and should be one and a half pages.Essay 1: The Universal Declaration of Human Rights (70 points)https://www.un.org/en/universal-declaration-human-…Criteria:•This is a formal essay. It needs a thesis supported by evidence, and a conclusion that brings your argument together at the end to remind the reader of your evidence.•This should be at least 3 pages long, Times New Roman font, double-spaced, one-inch margins.• You must consult at least one academic source from the NOVA libraries related to your topic and include that in a bibliography after the three pages of text.Purpose: To analyze one article in the Universal Declaration of Human Rights.Prompt: The Universal Declaration of Human Rights is not so much a statement of how things actually were/are in this world, but rather a statement of ideals that we can hope to fulfill. 1. Choose one of the articles from the Declaration and use that as your focus for your essay. 2. Provide historical context about how the idea/right was conceived. 1. This should go back as far as the Enlightenment. Include any relevant individuals involved in the generation of this right.3. There are three separate parts that need to be included in your essay. 1. Discuss an example of an event that occurred PRIOR to the introduction of the Universal Declaration of Human Rights that illustrated the need for this to be included in the Declaration of Human Rights.2. Discuss the evidence relating to how this article has made a positive difference in the world following the ratification of this declaration by the United Nations. This can take the form of statistics (which should be cited) as well as a specific example of an event that occurred in which this human right was upheld.3. Discuss an event that happened AFTER the ratification of this declaration that illustrates an abuse of this human right.Outline:
A. Introduction• Introduce the Universal Declaration of Human Rights. What is it? When was it ratified? By whom?• Introduce the article from the declaration that you chose as your focus for this essay.• Thesis: The thesis should include the topic you will discuss in the body paragraphs of the essay. We can see examples in the world where this article has made a positive difference, and we can also find many examples where the right in this article has been abused. Both of those should be included in this thesis as they are what you will discuss in the body paragraphs.B. Historical Context Body Paragraphs• The history of how this human right came to be recognized. Who thought of it? This might be a particular individual or it might be a region.• Your example of an event that occurred PRIOR to the introduction of the Universal Declaration of Human Rights that illustrated the need for this to be included in the Declaration of Human Rights.C. Positive Difference Body Paragraphs• Discuss the evidence relating to how this article has made a positive difference in the world following the ratification of this declaration by the United Nations. This can take the form of statistics (which should be cited) as well as a specific example of an event that occurred in which this human right was upheld.D. Human Rights Abuse Body Paragraphs• Discuss an event that happened AFTER the ratification of this declaration that illustrates an abuse of this human right.E. Conclusion: Restate your thesis and the key topics discussed in the paper.Essay 2: Global Issues (30 points)Criteria:•This is a formal essay. It needs a thesis supported by evidence, and a conclusion that brings your argument together at the end to remind the reader of your evidence.•This should be at least one and a half pages long, Times New Roman font, double-spaced, one-inch margins.• You must consult at least one academic source from the NOVA libraries related to your topic and include that in a bibliography after the three pages of text.• This is based off of our first class discussion; you can feel free to discuss the same issue you used for that assignment. Use the first discussion as a resource.• Unlike a discussion, this should have a formal tone and so avoid the use of the first person (“I chose”, “I think”, etc.)
Purpose: To discuss the historical context of a global issue facing us today as a world community.The following is a synopsis based off of the epilogue in your textbook:“At the end of the twentieth century, many people across the world celebrated the end of the cold war and hoped for an end to ideological conflicts; their hopes still remain just that—hopes. People living in the 21st century began to experience possibilities and problems that are specific to their region even as they continued to grapple with common challenges. Terrorism, the war against terror, economic crises, global warming, demographic changes, poverty, disease, deepening inequalities, immigrant issues, and genocide are some of the problems that those of us who live in the twenty-first century must still confront. Global economic, cultural, political, and environmental exchange and integration will continue, but so too will local religious diversity, political institutions, economic competition, and environmental particularities persist, creating dynamic tensions that simultaneously link our worlds together while pulling them apart.”Prompt:1. Choose an issue that the global community faces today. 2. Discuss the historical reasons behind why this has become an issue that the global community is facing today.3. Discuss the effects seen now and possible effects that may happen in the future.4. Discuss possible solutions or ideas that can help to ameliorate or mitigate this issue.For additional information, you may choose to consult the following web pages:https://www.un.org/en/sections/issues-depth/global…http://news.mit.edu/2017/3-questions-how-history-h…https://www.elon.edu/docs/e-web/predictions/17_Gre…https://www.bbc.com/future/article/20170331-50-gra…Outline:A. Introduction: Introduce your issue and briefly discuss why it is a problem we face today.•Why is this an important issue?•Thesis: Issue, historical context, possible solution (This should be brief and should reflect the topics of your body paragraph)B. Historical Context •How did this problem develop? C. How is this affecting the global community? •Provide specific examples. •What are some possible things it may cause to happen in the future?D. Possible solution(s) to address the problem
E. Conclusion
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ENC 1102 Pensacola State College Because I Could Not Stop for Death Essay Humanities Assignment Help
I’m working on a english project and need a sample draft to help me study.
This is one of the stories to write the paper on instructions in attachment doc below
WILLIAM FAULKNER A Rose for Emily William Faulkner (1897–1962) is recognized as a great American novelist and storyteller and a major figure of world literature, having won the Nobel Prize in 1949. This acclaim failed to impress the people of his hometown, however, where his genteel poverty and peculiar ways earned him the title “Count No Count.” Born in New Albany, Mississippi, and raised in Oxford, the home of the University of Mississippi, Faulkner briefly attended college there after World War I but was reduced to working odd jobs while continuing his writing. His fiction is most often set in Yoknapatawpha County, a created world whose history, geography, and complex genealogies parallel those of the American South. His many novels and stories blend the grotesquely comic with the appallingly tragic. The Sound and the Fury (1929) is often considered his finest work. In later years, Faulkner’s “odd jobs” included scriptwriting for Hollywood movies, speaking at universities, and writing magazine articles. “A Rose for Emily,” first published in Forum, presents a story of love as told by citizens of Yoknapatawpha County. 1 When Miss Emily Grierson died, our whole town went to her funeral: the men through a sort of respectful affection for a fallen monument, the women mostly out of curiosity to see the inside of her house, which no one save an old manservant — a combined gardener and cook — had seen in at least ten years. It was a big, squarish frame house that had once been white, decorated with cupolas and spires and scrolled balconies in the heavily lightsome style of the seventies, set on what had once been our most select street. But garages and cotton gins had encroached and obliterated even the august names of that neighborhood; only Miss Emily’s house was left, lifting its stubborn and coquettish decay above the cotton wagons and the gasoline pumps — an eyesore among eyesores. And now Miss Emily had gone to join the representatives of those august names where they lay in the cedar-bemused cemetery among the ranked and anonymous graves of Union and Confederate soldiers who fell at the battle of Jefferson. Alive, Miss Emily had been a tradition, a duty, and a care; a sort of hereditary obligation upon the town, dating from that day in 1894 when Colonel Sartoris, the mayor — he who fathered the edict that no Negro woman should appear on the streets without an apron — remitted her taxes, the dispensation dating from the death of her father on into perpetuity. Not that Miss Emily would have accepted charity. Colonel Sartoris invented an involved tale to the effect that Miss Emily’s father had loaned money to the town, which the town, as a matter of business, preferred this way of repaying. Only a man of Colonel Sartoris’s generation and thought could have invented it, and only a woman could have believed it. When the next generation, with its more modern ideas, became mayors and aldermen, this arrangement created some little dissatisfaction. On the first of the year they mailed her a tax notice. February came, and there was no reply. They wrote her a formal letter, asking her to call at the sheriff’s office at her convenience. A week later the mayor wrote her himself, offering to call or to send his car for her, and received in reply a note on paper of an archaic shape, in a thin, flowing calligraphy in faded ink, to the effect that she no longer went out at all. The tax notice was also enclosed, without comment. They called a special meeting of the Board of Aldermen. A deputation waited upon her, knocked at the door through which no visitor had passed since she ceased giving china-painting lessons eight or ten years earlier. They were admitted by the old Negro into a dim hall from which a stairway mounted into still more shadow. It smelled of dust and disuse — a close, dank smell. The Negro led them into the parlor. It was furnished in heavy, leather-covered furniture. When the Negro opened the blinds of one window, they could see that the leather was cracked; and when they sat down, a faint dust rose sluggishly about their thighs, spinning with slow motes in the single sun-ray. On a tarnished gilt easel before the fireplace stood a crayon portrait of Miss Emily’s father. They rose when she entered — a small, fat woman in black, with a thin gold chain descending to her waist and vanishing into her belt, leaning on an ebony cane with a tarnished gold head. Her skeleton was small and spare; perhaps that was why what would have been merely plumpness in another was obesity in her. She looked bloated, like a body long submerged in motionless water, and of that pallid hue. Her eyes, lost in the fatty ridges of her face, looked like two small pieces of coal pressed into a lump of dough as they moved from one face to another while the visitors stated their errand. She did not ask them to sit. She just stood in the door and listened quietly until the spokesman came to a stumbling halt. Then they could hear the invisible watch ticking at the end of the gold chain. Her voice was dry and cold. “I have no taxes in Jefferson. Colonel Sartoris explained it to me. Perhaps one of you can gain access to the city records and satisfy yourselves.” “But we have. We are the city authorities, Miss Emily. Didn’t you get a notice from the sheriff, signed by him?” “I received a paper, yes,” Miss Emily said. “Perhaps he considers himself the sheriff. . . . I have no taxes in Jefferson.” “But there is nothing on the books to show that, you see. We must go by the —” “See Colonel Sartoris. I have no taxes in Jefferson.” “But, Miss Emily —” “See Colonel Sartoris.” (Colonel Sartoris had been dead almost ten years.) “I have no taxes in Jefferson. Tobe!” The Negro appeared. “Show these gentlemen out.” 2 So she vanquished them, horse and foot, just as she had vanquished their fathers thirty years before about the smell. That was two years after her father’s death and a short time after her sweetheart — the one we believed would marry her — had deserted her. After her father’s death she went out very little; after her sweetheart went away, people hardly saw her at all. A few of the ladies had the temerity to call, but were not received, and the only sign of life about the place was the Negro man — a young man then — going in and out with a market basket. “Just as if a man — any man — could keep a kitchen properly,” the ladies said; so they were not surprised when the smell developed. It was another link between the gross, teeming world and the high and mighty Griersons. A neighbor, a woman, complained to the mayor, Judge Stevens, eighty years old. “But what will you have me do about it, madam?” he said. “Why, send her word to stop it,” the woman said. “Isn’t there a law?” “I’m sure that won’t be necessary,” Judge Stevens said. “It’s probably just a snake or a rat that nigger of hers killed in the yard. I’ll speak to him about it.” The next day he received two more complaints, one from a man who came in diffident deprecation. “We really must do something about it, Judge. I’d be the last one in the world to bother Miss Emily, but we’ve got to do something.” That night the Board of Aldermen met — three graybeards and one younger man, a member of the rising generation. “It’s simple enough,” he said. “Send her word to have her place cleaned up. Give her a certain time to do it in, and if she don’t. . . .” “Dammit, sir,” Judge Stevens said, “will you accuse a lady to her face of smelling bad?” So the next night, after midnight, four men crossed Miss Emily’s lawn and slunk about the house like burglars, sniffing along the base of the brickwork and at the cellar openings while one of them performed a regular sowing motion with his hand out of a sack slung from his shoulder. They broke open the cellar door and sprinkled lime there, and in all the outbuildings. As they recrossed the lawn, a window that had been dark was lighted and Miss Emily sat in it, the light behind her, and her upright torso motionless as that of an idol. They crept quietly across the lawn and into the shadow of the locusts that lined the street. After a week or two the smell went away. That was when people had begun to feel really sorry for her. People in our town, remembering how old lady Wyatt, her great-aunt, had gone completely crazy at last, believed that the Griersons held themselves a little too high for what they really were. None of the young men were quite good enough for Miss Emily and such. We had long thought of them as a tableau, Miss Emily a slender figure in white in the background, her father a spraddled silhouette in the foreground, his back to her and clutching a horsewhip, the two of them framed by the backflung front door. So when she got to be thirty and was still single, we were not pleased exactly, but vindicated; even with insanity in the family she wouldn’t have turned down all of her chances if they had really materialized. When her father died, it got about that the house was all that was left to her; and in a way, people were glad. At last they could pity Miss Emily. Being left alone, and a pauper, she had become humanized. Now she too would know the old thrill and the old despair of a penny more or less. The day after his death all the ladies prepared to call at the house and offer condolence and aid, as is our custom. Miss Emily met them at the door, dressed as usual and with no trace of grief on her face. She told them that her father was not dead. She did that for three days, with the ministers calling on her, and the doctors, trying to persuade her to let them dispose of the body. Just as they were about to resort to law and force, she broke down, and they buried her father quickly. We did not say she was crazy then. We believed she had to do that. We remembered all the young men her father had driven away, and we knew that with nothing left, she would have to cling to that which had robbed her, as people will. 3 She was sick for a long time. When we saw her again, her hair was cut short, making her look like a girl, with a vague resemblance to those angels in colored church windows — sort of tragic and serene. The town had just let the contracts for paving the sidewalks, and in the summer after her father’s death they began the work. The construction company came with niggers and mules and machinery, and a foreman named Homer Barron, a Yankee — a big, dark, ready man, with a big voice and eyes lighter than his face. The little boys would follow in groups to hear him cuss the niggers, and the niggers singing in time to the rise and fall of picks. Pretty soon he knew everybody in town. Whenever you heard a lot of laughing anywhere about the square, Homer Barron would be in the center of the group. Presently, we began to see him and Miss Emily on Sunday afternoons driving in the yellow-wheeled buggy and the matched team of bays from the livery stable. At first we were glad that Miss Emily would have an interest, because the ladies all said, “Of course a Grierson would not think seriously of a Northerner, a day laborer.” But there were still others, older people, who said that even grief could not cause a real lady to forget noblesse oblige — without calling it noblesse oblige. They just said, “Poor Emily. Her kinsfolk should come to her.” She had some kin in Alabama; but years ago her father had fallen out with them over the estate of old lady Wyatt, the crazy woman, and there was no communication between the two families. They had not even been represented at the funeral. And as soon as the old people said, “Poor Emily,” the whispering began. “Do you suppose it’s really so?” they said to one another. “Of course it is. What else could. . . .” This behind their hands; rustling of craned silk and satin behind jalousies closed upon the sun of Sunday afternoon as the thin, swift clop-clop-clop of the matched team passed: “Poor Emily.” She carried her head high enough — even when we believed that she was fallen. It was as if she demanded more than ever the recognition of her dignity as the last Grierson; as if it had wanted that touch of earthiness to reaffirm her imperviousness. Like when she bought the rat poison, the arsenic. That was over a year after they had begun to say “Poor Emily,” and while the two female cousins were visiting her. “I want some poison,” she said to the druggist. She was over thirty then, still a slight woman, though thinner than usual, with cold, haughty black eyes in a face the flesh of which was strained across the temples and about the eyesockets as you imagine a lighthouse-keeper’s face ought to look. “I want some poison,” she said. “Yes, Miss Emily. What kind? For rats and such? I’d recom ——” “I want the best you have. I don’t care what kind.” The druggist named several. “They’ll kill anything up to an elephant. But what you want is ——” “Arsenic,” Miss Emily said. “Is that a good one?” “Is . . . arsenic? Yes, ma’am. But what you want ——” “I want arsenic.” The druggist looked down at her. She looked back at him, erect, her face like a strained flag. “Why, of course,” the druggist said. “If that’s what you want. But the law requires you to tell what you are going to use it for.” Miss Emily just stared at him, her head tilted back in order to look him eye for eye, until he looked away and went and got the arsenic and wrapped it up. The Negro delivery boy brought her the package; the druggist didn’t come back. When she opened the package at home there was written on the box, under the skull and bones: “For rats.” 4 So the next day we all said, “She will kill herself”; and we said it would be the best thing. When she had first begun to be seen with Homer Barron, we had said, “She will marry him.” Then we said, “She will persuade him yet,” because Homer himself had remarked — he liked men, and it was known that he drank with the younger men in the Elks’ Club — that he was not a marrying man. Later we said, “Poor Emily” behind the jalousies as they passed on Sunday afternoon in the glittering buggy, Miss Emily with her head high and Homer Barron with his hat cocked and a cigar in his teeth, reins and whip in a yellow glove. Then some of the ladies began to say that it was a disgrace to the town and a bad example to the young people. The men did not want to interfere, but at last the ladies forced the Baptist minister — Miss Emily’s people were Episcopal — to call upon her. He would never divulge what happened during that interview, but he refused to go back again. The next Sunday they again drove about the streets, and the following day the minister’s wife wrote to Miss Emily’s relations in Alabama. So she had blood-kin under her roof again and we sat back to watch developments. At first nothing happened. Then we were sure that they were to be married. We learned that Miss Emily had been to the jeweler’s and ordered a man’s toilet set in silver, with the letters H.B. on each piece. Two days later we learned that she had bought a complete outfit of men’s clothing, including a nightshirt, and we said, “They are married.” We were really glad. We were glad because the two female cousins were even more Grierson than Miss Emily had ever been. So we were not surprised when Homer Barron — the streets had been finished some time since — was gone. We were a little disappointed that there was not a public blowing-off, but we believed that he had gone on to prepare for Miss Emily’s coming, or to give her a chance to get rid of the cousins. (By that time it was a cabal, and we were all Miss Emily’s allies to help circumvent the cousins.) Sure enough, after another week they departed. And, as we had expected all along, within three days Homer Barron was back in town. A neighbor saw the Negro man admit him at the kitchen door at dusk one evening. And that was the last we saw of Homer Barron. And of Miss Emily for some time. The Negro man went in and out with the market basket, but the front door remained closed. Now and then we would see her at the window for a moment, as the men did that night when they sprinkled the lime, but for almost six months she did not appear on the streets. Then we knew that this was to be expected too; as if that quality of her father which had thwarted her woman’s life so many times had been too virulent and too furious to die. When we next saw Miss Emily, she had grown fat and her hair was turning gray. During the next few years it grew grayer and grayer until it attained an even pepper-and-salt iron-gray, when it ceased turning. Up to the day of her death at seventy-four it was still that vigorous iron-gray, like the hair of an active man. From that time on her front door remained closed, save during a period of six or seven years, when she was about forty, during which she gave lessons in china-painting. She fitted up a studio in one of the downstairs rooms, where the daughters and granddaughters of Colonel Sartoris’s contemporaries were sent to her with the same regularity and in the same spirit that they were sent to church on Sundays with a twenty-five-cent piece for the collection plate. Meanwhile her taxes had been remitted. Then the newer generation became the backbone and the spirit of the town, and the painting pupils grew up and fell away and did not send their children to her with boxes of color and tedious brushes and pictures cut from the ladies’ magazines. The front door closed upon the last one and remained closed for good. When the town got free postal delivery, Miss Emily alone refused to let them fasten the metal numbers above her door and attach a mailbox to it. She would not listen to them. Daily, monthly, yearly we watched the Negro grow grayer and more stooped, going in and out with the market basket. Each December we sent her a tax notice, which would be returned by the post office a week later, unclaimed. Now and then we would see her in one of the downstairs windows — she had evidently shut up the top floor of the house — like the carven torso of an idol in a niche, looking or not looking at us, we could never tell which. Thus she passed from generation to generation — dear, inescapable, impervious, tranquil, and perverse. And so she died. Fell ill in the house filled with dust and shadows, with only a doddering Negro man to wait on her. We did not even know she was sick; we had long since given up trying to get any information from the Negro. He talked to no one, probably not even to her, for his voice had grown harsh and rusty, as if from disuse. She died in one of the downstairs rooms, in a heavy walnut bed with a curtain, her gray head propped on a pillow yellow and moldy with age and lack of sunlight. 5 The Negro met the first of the ladies at the front door and let them in, with their hushed, sibilant voices and their quick, curious glances, and then he disappeared. He walked right through the house and out the back and was not seen again. The two female cousins came at once. They held the funeral on the second day, with the town coming to look at Miss Emily beneath a mass of bought flowers, with the crayon face of her father musing profoundly above the bier and the ladies sibilant and macabre; and the very old men — some in their brushed Confederate uniforms — on the porch and the lawn, talking of Miss Emily as if she had been a contemporary of theirs, believing that they had danced with her and courted her perhaps, confusing time with its mathematical progression, as the old do, to whom all the past is not a diminishing road but, instead, a huge meadow which no winter ever quite touches, divided from them now by the narrow bottleneck of the most recent decade of years. Already we knew that there was one room in that region above stairs which no one had seen in forty years, and which would have to be forced. They waited until Miss Emily was decently in the ground before they opened it. The violence of breaking down the door seemed to fill this room with pervading dust. A thin, acrid pall as of the tomb seemed to lie everywhere upon this room decked and furnished as for a bridal: upon the valance curtains of faded rose color, upon the rose-shaded lights, upon the dressing table, upon the delicate array of crystal and the man’s toilet things backed with tarnished silver, silver so tarnished that the monogram was obscured. Among them lay a collar and tie, as if they had just been removed, which, lifted, left upon the surface a pale crescent in the dust. Upon a chair hung the suit, carefully folded; beneath it the two mute shoes and the discarded socks. The man himself lay in the bed. For a long while we just stood there, looking down at the profound and fleshless grin. The body had apparently once lain in the attitude of an embrace, but now the long sleep that outlasts love, that conquers even the grimace of love, had cuckolded him. What was left of him, rotted beneath what was left of the nightshirt, had become inextricable from the bed in which he lay; and upon him and upon the pillow beside him lay that even coating of the patient and biding dust. Then we noticed that in the second pillow was the indentation of a head. One of us lifted something from it, and leaning forward, that faint and invisible dust dry and acrid in the nostrils, we saw a long strand of iron-gray hair.
ENC 1102 Pensacola State College Because I Could Not Stop for Death Essay Humanities Assignment Help[supanova_question]
Glendale Community College Observations Reflective Paper Humanities Assignment Help
I’m working on a psychology report and need a sample draft to help me study.
Much of the learning process comes from reflection and seeing how new information relates to you own life. This is not a research assignment, but a paper where you apply what you have learned in this course to observations you have made of people’s behaviors—both your own and other individuals.
This is not a diary where you just write down what you experienced during the day. It should include in-depth explanations of how your observations relate to social psychology. For example, perhaps you saw 2 people getting into an argument. You can relate this to the theories on the causes and types of aggression. Maybe a coworker was showing prejudicial attitudes. You can explain this behavior by relating it to the section on prejudice, or the development of attitudes (or both!)
I recommend that you take some notes every day of your observations. The people you observe can include yourself, family, friends, strangers, even a current event you viewed on TV or social media. The observations can include not only behaviors, but attitudes and beliefs as well. Once it is time to write your paper, you can then go back and select your best examples. These should be recent observations, and not from the past.
Must be typed, double-spaced, with one-inch margins. You may need to reset your default margins. DO NOT justify (line up) your right margin. Please use only Times or Times New Roman font, set at 12 points. With correct spacing and font, there will be 23 lines per page. The paper needs to be 6-7 pages in length (papers will be penalized if short on the length requirement or incorrectly formatted.) A 6 page paper using Times New Roman 12 point font should have a minimum of 2400 words.
Ideally, there should be 10-12 observations; however, if fewer examples are tied in depth into 3-4 different concepts, that would also be sufficient. Try to avoid repeating concepts. I don’t want you to have five examples of conformity.
All papers submitted will be checked for non-original materials using SimCheck. It checks websites, books, other students’ papers, etc. When you submit your paper to Canvas, it is automatically checked by SimCheck. Please do not copy & paste paragraphs from web pages into your paper or submit another student’s paper or a paper from a term paper website. It will be red-flagged by SimCheck and you will receive 0 on the assignment. This also includes materials from papers you personally have submitted in prior classes. It will even detect a paper that has been “rewritten.” Please submit your paper in Microsoft Word or Rich Text Format (rtf) only! Grading is based on the level of reflection and analysis in your paper. The description of the observations should be very brief, with the main focus on explaining how the example demonstrates the concept(s).
compliance example
internalization example
representative example
primacy effect example
recency effect example
direct experience example
operant conditioning example
appeal to reason vs. appeal to emotion example
frame of mind example
contrast effects example
actor observer bias example
catharsis example
biochemical influences of aggression example
learned aspects example
hostile aggression example
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Ashford University Using Advance Directives in Patient Treatment Discussion Humanities Assignment Help
Imagine you are a case manager at a mental health residential facility. Samantha, a resident in your caseload, has asked to have an advance directive in the event that she is incapable of making a decision, such as a psychiatric crisis. She is concerned about making sure that she is given the correct medication, as she is allergic to Haldol. She also has a family member she would like the facility to call on to make decisions about her care in the event of a crisis. In your initial post, address the following:
- Discuss who should be involved in developing the advance directives.
- Indicate how the process should begin, what is included in the directives, anyone who should be consulted, and final steps for completion of the directives.
250-300 APA format, Discussion
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ACCT 614 Colorado Technical University Investment Planning Discussion Business Finance Assignment Help
Respond to the scenario below with your thoughts, ideas, and comments. Be substantive and clear, and use research to reinforce your ideas.
Eddison Electronic Company (EEC) provides electricity for several states in the United States. You have been employed as a cost accountant at this organization. The Operations department is thinking about making a capital investment this current year. Prepare a memo to the VP of Accounting at EEC that answers the questions below based on the following criteria:
- EEC expects to save $500,000 per year for the next 10 years by purchasing the supplier.
- EEC’s cost of capital is 14%.
- EEC believes it can purchase the supplier for $2 million.
In your memo to the VP of Accounting, answer the following questions:
- What are the advantageous and disadvantages to each investing method (NPV, IRR, or payback period)?
- Which of the methods (NPV, IRR, or payback period) should EEC use, and why?
- Would your answer be the same if EEC’s cost of capital were 25%? Why or why not?
- Would your answer be the same if EEC did not save $500,000 per year as anticipated?
- What would be the least amount of savings that would make this investment attractive to EEC?
- Based on your calculations, should EEC acquire the supplier? Why or why not?
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MUSIC 120 Glendale Community College The Devils Violinist Discussion Writing Assignment Help
Film must be “The Devil’s Violonist” preferably watched on amazon prime. if you can rent it on amazon prime please do, i will include the price (3.99) in the tip.
The report MUST contain the following, and in this order. There are a total of twelve (12)
components. Please follow this format exactly, in this order, and number each component:
1. The title of the film, the director, the composer, and the three main members
of the cast (i.e. the actors). – 15 points.
2. The date and time you watched the film, and a description of the format you
used to view the film. Examples would be Amazon Prime, Netflix, physical
DVD from Redbox, etc. Following this, include a form of proof of rental. This
can be a screenshot, copy of a confirmation email, copy of receipt, etc. If the film
is free, you will need a screenshot documenting that, for example, it’s included
with a subscription to a service. – 15 points.
3. Plot: What was the movie about? Was it believable? Interesting? Thought provoking? How was the climax revealed? How did the setting affect the story? –
5 points.
4. Themes and Tone: What was the central goal of the movie? Was it made to
entertain, educate, or bring awareness to an issue? Was there any strong
impression the movie made on you? Did any symbolism come into play? – 5
points.
5. Acting and Characters: Did you like how the characters were portrayed? Did the
acting support the characters, and help them come to life? Did the characters
display complex personalities or were they stereotypes? Were there characters
that embodied certain archetypes to enhance or diminish the film? – 5 points.
3
6. Direction: Did you like how the director chose to tell the story? Was the pacing
and speed of the movie too fast or too slow? Was the direction comparable to
other movies this director has created? Was the storytelling complex or
straightforward? Was there a certain amount of suspense or tension that worked?
Did the director create a captivating conflict? – 5 points.
7. Cinematography: Were the shots used in a unique way to tell the story? Did the
coloring and lighting affect the tone? Was the action coherently shot? How well
did the camera move? Were actors or settings framed well? – 5 points.
8. Production Design: Did the sets feel lived-in and believable to the story or
characters? Were the costumes suitable for the characters or story? Did the
created environments heighten the atmosphere on camera? – 5 points.
9. Editing: Was the editing clean or choppy? Was the flow consistent? What unique
effects were used? How were the transitions between scenes? – 5 points.
10. Pace: Did the movie flow well? Was it too fast or too slow? Was it clearly
organized? Did certain scenes drag down the movie? – 5 points.
11. Dialogue: Were the conversations believable or necessary? Did the dialogue bring
context to plot developments? Did the words match the tone of the movie and
personality of the characters? – 5 points.
12. Musical Score: Did the music support the mood of the movie? Was it too
distracting or too subtle? Did it add to the production and work well with the
script? Were the music cues timed well for the scenes they were supporting? For
our purposes, this is the most important of the film’s aspects, and thus should be
the longest of the components. – 30 points
Remember that the questions for each component are to get your creative juices
flowing. You do not need to answer every question in a component, Rather, use
those questions as a guide to organizing your thoughts and opinions.
one paragraph for each component, with two paragraphs for
the 12th and final component, the musical score..
If the report you submit is incomplete, and all or most of the information you provide can be
found on the internet, you will receive a grade of zero
If your report is incomplete and I suspect that you did not actually watch the film, you will
receive a grade of zero.
If it is clear you did not watch the film, you will receive a grade of zero
If it is clear that one or more descriptions of film elements are lifted from another source such as
a plot summary, article or review, you will receive a grade of zero.
If your report is missing information on how and when you watched the film, you will receive a
grade of zero.
If your report is plagiarized in any way, shape or form, you will receive a grade of zero.
Typed, double-spaced, average-size font (12 point). Times New Roman is preferred.
One-inch margins.
Please use proper paragraph structure; one paragraph for each component, and two paragraphs
for the 12th and final component.
Address each of the twelve components in order, and number them.
Points will be deducted for failure to follow formatting requirements.
Minimum: four pages. Maximum: no limit! Points will be deducted for reports shorter
than four pages – even slightly shorter than four pages.
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E. Conclusion