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    Complete the External Template APA format, in-text citation, references include. – ## External.docx – ## Externaltemplate.docx – ## Lastweekwork.docx **## External.docx** **To prepare:** · Review the Learning Resources on external factor evaluation. · Review the Learning Resource on Social Responsib…

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    Assignment Prompt & Instructions

    Complete the External Template
    APA format, in-text citation, references include.

    – ## External.docx

    – ## Externaltemplate.docx

    – ## Lastweekwork.docx

    **## External.docx**

    **To prepare:**

    · Review the Learning Resources on external factor evaluation.

    · Review the Learning Resource on Social Responsibility.

    · Closely examine the external SWOT analysis you completed last week. You will use the opportunities and threats you identified in your external SWOT analysis to develop an external factor evaluation, which organizes and ranks the opportunities and threats to help leaders identify priority issues for strategic planning. Pay attention to any feedback your Instructor provided, and then make corrections to your external SWOT as needed.

    · Review your list of opportunities and threats, and then consider which stand out as great opportunities and which seem like particularly urgent or severe threats. Think about how your HSO’s management currently responds to each opportunity or threat you identified. Your external factor evaluation will transform each opportunity and each threat into a numeric score that reflects the gravity of the issue combined with the current management response. You may need to conduct additional research on your HSO to develop a comprehensive understanding of your HSO management’s current response to each opportunity and threat before you develop your set of weights and ratings.

    · Chapter 10 of your textbook explains how to create an external factor evaluation table and provides an example. Be sure to review the textbook guidance closely, and then use the Module 2 External Factor Evaluation Template to complete the analysis and associated interpretation questions.

    **The Assignment: SWOT External Factor Evaluation**

    Use the Module 2 External Factor Evaluation Template to complete the external factor evaluation table and answer the accompanying interpretation questions.

    **## Externaltemplate.docx**

    | | |
    | — | — |
    | **DDHA 8503 Module 2 Assignment 2** | **External Factor Evaluation Template** |
    | **Student Name:** |
    | **Date:** |

    **External Factor Evaluation (EFE)**

    | |
    | — |
    | **External Factor Evaluation (EFE) Table** |

    Review the opportunities and threats you identified in your external SWOT analysis, and then consider which stand out as most critical to your HSO’s successful competition within the industry. In addition, think about how well your HSO’s management currently responds to each issue.

    · Assign a weight to each opportunity and each threat that reflects its importance within the industry. Ensure that all your weights added together equal 1.00.

    · Assign a rating to each opportunity and threat that reflects how well your HSO management currently responds to each factor. Use the following scale for your ratings:

    1 = Current response is poor.

    2 = Current response is average.

    3 = Current response is above average.

    4 = Current response is superior.

    · Multiply your weights and ratings to calculate a score for each opportunity and threat.

    | | | | |
    | — | — | — | — |
    | **Opportunities** | **Weight**<br>**(importance in the industry)** | **Rating**<br>**(management’s current response)** | **Score** |
    | 1. | | | |
    | 2. | | | |
    | 3. | | | |
    | 4. | | | |
    | 5. | | | |
    | 6. | | | |
    | |
    | **Threats** | **Weight**<br>**(importance in the industry)** | **Rating**<br>**(management’s current response)** | **Score** |
    | 1. | | | |
    | 2. | | | |
    | 3. | | | |
    | 4. | | | |
    | 5. | | | |
    | 6. | | | |
    | | | | |
    | | Total Weight: | | Total Score: |

    · Briefly explain your reasoning for your distribution of weights.

    · Briefly explain your reasoning for your ratings.

    | |
    | — |
    | **External Factor Evaluation (EFE) Interpretation** |

    · Review your external factor evaluation (EFE) scores and describe significant findings and themes.

    · Read the following article, and then review the recommended strategies to increase social responsibility within HSOs. Using this social responsibility lens, explain how your external factor evaluation (EFE) scores relate to your HSO’s ability to facilitate positive social change. Be sure to cite the article in your response.

    · Haddiya, I., Janfi, T., & Guedira, M. (2020). Application of the concepts of social responsibility, sustainability, and ethics to healthcare organizations.
    _Risk Management and Healthcare Policy_,
    _13_, 1029–1033. https://doi.org/10.2147/RMHP.S258984

    · Explain how your external factor evaluation (EFE) scores could inform strategic recommendations to your HSO’s leadership.

    EFE table adapted from Wayland, M. S., & McDonald, W. G. (2021).
    _Strategic analysis for healthcare: Concepts and practical applications_(2nd ed., pp. 85–86). Health Administration Press.

    **## Lastweekwork.docx**

    **External SWOT Analysis**

    | |
    | — |
    | **External SWOT Table** |

    | | |
    | — | — |
    | **Opportunities** | **Brief description of how this opportunity manifests at your HSO** |
    | 1.Expansion of Telemedicine Services | AdventHealth Hendersonville is located in a remote area and expanding its telemedicine services will play a significant role in reaching more people. According to Butzner and Cuffee (2021), telehealth models in rural areas are key to promoting lacking specialty care. |
    | 2. Partnerships | Since the health facility is located in a rural area, attracting workforce can be challenge, and thus, partnering with local colleges and schools will help the facility increase its workforce. |
    | 3. Growth in elderly population | In North Carolina, the population is significant shifting with elderly population retiring and relocating to the rural area, therefore, the demand for easily accessible care is growing. |
    | 4. Funding Initiatives for Rural areas | Rural health facilities are benefiting significantly from state and federal funding. According ‌National Association of Counties (2025), providing funding to rural facilities through initiatives such as CMS Rural Healthcare will enhance healthcare. |
    | 5. Mobile Clinics | Another opportunity that AdventHealth Hendersonville can utilize is creating mobile clinics which they will use to boost community healthcare programs such as disease prevention and healthcare outcomes, this initiative will also attract more partnerships and funding. |
    | 6. Technology-driven healthcare | AdventHealth Hendersonville has limited technology inception, it can leverage this by using mobile applications and using cutting-edge technologies such as using AI tools in triage to improve outcomes. |
    | |
    | **Threats** | **Brief description of how this threat manifests at your HSO** |
    | 1.Policy Changes | North Carolina are likely to have a significant impact on revenue allocation, Medicaid expansion and changes in reimbursement rules is likely affect AdventHealth Hendersonville revenue hence increasing running costs of the facility. |
    | 2.Competition from Big Health facilities | There are large healthcare facilities such as Mission Health that pose threat to AdventHealth Hendersonville, since this facility have better equipment, they are likely to attract patients with better insurance coverage. |
    | 3.Shortage in Workforce | According to ‌Kolié et al. (2023), although rural pipeline approach for workforce has gained recognition lately and stakeholders are working to improve the availability of health workers in these areas. Nonetheless, facilities such as AdventHealth Hendersonville are still experiencing difficulties in attracting nurses, physicians and other healthcare workforce. |
    | 4.Poor Internet access | Unlike urban areas, rural areas are still experiencing inadequate internet infrastructure, this threatens the facility’s vision to improve and expand its telehealth services. |
    | 5.High costs of labor and medical supplies | Recently, there has been high inflation rates which have affected global supply chains increasing healthcare operational costs and affecting sustainability. |
    | 6.Increase in Disinformation and Misinformation | With social media development, there has been widespread misinformation on using healthcare tools such as digital healthcare and discouraging people from taking vaccines. This efforts have led to undermining of preventive care and uptake of telemedicine. |

    | |
    | — |
    | **External SWOT Analysis Interpretation** |

    **Findings**

    Looking at the SWOT analysis, is it clear that healthcare facilities are benefiting from opportunities that are emerging such as partnerships, expansion of technology and growth in demographics. Although AdventHealth Hendersonville is a small rural hospital, the facility has a chance to benefit from digital advancement, programs funded by federal and state governments and strong ties with the local communities. Similarly, the facility also faces threats which are mainly from large facilities which have better capacity to launch large healthcare systems and technologies. According to Woods et al. (2024) rural populations continue to experience health inequalities, threats such as workforce shortage complicate the already bad situation in facilities such as AdventHealth Hendersonville because the new programs that will be implemented will lead to strained staff due to high demand for services.

    **Ethical Considerations from Opportunities and Threats**

    Nelson et al. (2020) argue that ethical organizational culture is the foundation of success in healthcare facilities. Opportunities such as telemedicine expansion raise questions on their impact into equitable care, internet access may also prevent certain groups in North Carolina from accessing vial care. When expanding on other opportunities such as outreach programs, the facility must also prioritize ethical strategies that will include the vulnerable in the community.

    Threats such as healthcare misinformation are unethical, although facilities are working hard to fight medical myths, there is need for ethical education and transparency. Healthcare leaders must also align their facilities with values such as compassionate care and Christian foundations. Thus, aligning with ethical care is not just a risk-management issue but an advantage to the facility to promote integrity and justice in communities.

    **Strategic Implications and Recommendations**

    Through the findings, the SWOT analysis forms a foundation for advancing strategic priorities in care. There are various strategic recommendations that can play a significant role in this evaluation.

    Expanding healthcare services based on trends in population:

    By analyzing the North Carolina population data, offering services such as geriatric care to the aging and retiring population will help in improving healthcare services in the region.

    Use grants from government to pilot programs:

    CMS Community Health Access and Rural Transformation (CHART) model are some of the initiatives that the government can use to fund AdventHealth Hendersonville. These resources can be used to test programs such as telehealth and other healthcare infrastructure improvements.

    Develop Rural Pipeline for Rural Healthcare workers:

    Educational institutions in North Carolina can offer strategic partnership to AdventHealth Hendersonville by creating a scholarship-to-employment partnership that will ensure sustainable healthcare workforce in the facility.

    Address Healthcare Misinformation:

    AdventHealth Hendersonville can launch various programs that will help in educating the community on how to differentiate misinformation from healthcare facts.

    **References**

    Butzner, M., & Cuffee, Y. (2021). Telehealth interventions and outcomes across rural communities in the united states: Narrative review. Journal of Medical Internet Research, 23(8), e29575. https://doi.org/10.2196/29575

    ‌National Association of Counties (2025) Enhance Funding for Local Rural Health Programs. (2025). https://www.naco.org/resource/enhance-funding-local-rural-health-programs

    ‌Kolié, D., Van De Pas, R., Codjia, L., & Zurn, P. (2023). Increasing the availability of health workers in rural sub-Saharan Africa: a scoping review of rural pipeline programmes. Human Resources for Health, 21(1), 20.https://doi.org/10.1186/s12960-023-00801-z

    Woods, L., Eden, R., Macklin, S., Krivit, J., Duncan, R., Murray, H., Donovan, R., & Sullivan, C. (2024). Strengthening rural healthcare outcomes through digital health: qualitative multi-site case study. BMC Health Services Research, 24(1).
    [https://doi.org/10.1186/s12913-024-11402-4](https://doi.org/10.1186/s12913-024-11402-4)

    Nelson, W. A., Taylor, E., & Walsh, T. (2020). Building an ethical organizational culture. Health Care Manager, 39(4), 168–174.
    [https://doi.org/10.1097/HCM.0000000000000304](https://doi.org/10.1097/HCM.0000000000000304)

    **## Lastweekwork.docx**

    **External SWOT Analysis**

    | |
    | — |
    | **External SWOT Table** |

    | | |
    | — | — |
    | **Opportunities** | **Brief description of how this opportunity manifests at your HSO** |
    | 1.Expansion of Telemedicine Services | AdventHealth Hendersonville is located in a remote area and expanding its telemedicine services will play a significant role in reaching more people. According to Butzner and Cuffee (2021), telehealth models in rural areas are key to promoting lacking specialty care. |
    | 2. Partnerships | Since the health facility is located in a rural area, attracting workforce can be challenge, and thus, partnering with local colleges and schools will help the facility increase its workforce. |
    | 3. Growth in elderly population | In North Carolina, the population is significant shifting with elderly population retiring and relocating to the rural area, therefore, the demand for easily accessible care is growing. |
    | 4. Funding Initiatives for Rural areas | Rural health facilities are benefiting significantly from state and federal funding. According ‌National Association of Counties (2025), providing funding to rural facilities through initiatives such as CMS Rural Healthcare will enhance healthcare. |
    | 5. Mobile Clinics | Another opportunity that AdventHealth Hendersonville can utilize is creating mobile clinics which they will use to boost community healthcare programs such as disease prevention and healthcare outcomes, this initiative will also attract more partnerships and funding. |
    | 6. Technology-driven healthcare | AdventHealth Hendersonville has limited technology inception, it can leverage this by using mobile applications and using cutting-edge technologies such as using AI tools in triage to improve outcomes. |
    | |
    | **Threats** | **Brief description of how this threat manifests at your HSO** |
    | 1.Policy Changes | North Carolina are likely to have a significant impact on revenue allocation, Medicaid expansion and changes in reimbursement rules is likely affect AdventHealth Hendersonville revenue hence increasing running costs of the facility. |
    | 2.Competition from Big Health facilities | There are large healthcare facilities such as Mission Health that pose threat to AdventHealth Hendersonville, since this facility have better equipment, they are likely to attract patients with better insurance coverage. |
    | 3.Shortage in Workforce | According to ‌Kolié et al. (2023), although rural pipeline approach for workforce has gained recognition lately and stakeholders are working to improve the availability of health workers in these areas. Nonetheless, facilities such as AdventHealth Hendersonville are still experiencing difficulties in attracting nurses, physicians and other healthcare workforce. |
    | 4.Poor Internet access | Unlike urban areas, rural areas are still experiencing inadequate internet infrastructure, this threatens the facility’s vision to improve and expand its telehealth services. |
    | 5.High costs of labor and medical supplies | Recently, there has been high inflation rates which have affected global supply chains increasing healthcare operational costs and affecting sustainability. |
    | 6.Increase in Disinformation and Misinformation | With social media development, there has been widespread misinformation on using healthcare tools such as digital healthcare and discouraging people from taking vaccines. This efforts have led to undermining of preventive care and uptake of telemedicine. |

    | |
    | — |
    | **External SWOT Analysis Interpretation** |

    **Findings**

    Looking at the SWOT analysis, is it clear that healthcare facilities are benefiting from opportunities that are emerging such as partnerships, expansion of technology and growth in demographics. Although AdventHealth Hendersonville is a small rural hospital, the facility has a chance to benefit from digital advancement, programs funded by federal and state governments and strong ties with the local communities. Similarly, the facility also faces threats which are mainly from large facilities which have better capacity to launch large healthcare systems and technologies. According to Woods et al. (2024) rural populations continue to experience health inequalities, threats such as workforce shortage complicate the already bad situation in facilities such as AdventHealth Hendersonville because the new programs that will be implemented will lead to strained staff due to high demand for services.

    **Ethical Considerations from Opportunities and Threats**

    Nelson et al. (2020) argue that ethical organizational culture is the foundation of success in healthcare facilities. Opportunities such as telemedicine expansion raise questions on their impact into equitable care, internet access may also prevent certain groups in North Carolina from accessing vial care. When expanding on other opportunities such as outreach programs, the facility must also prioritize ethical strategies that will include the vulnerable in the community.

    Threats such as healthcare misinformation are unethical, although facilities are working hard to fight medical myths, there is need for ethical education and transparency. Healthcare leaders must also align their facilities with values such as compassionate care and Christian foundations. Thus, aligning with ethical care is not just a risk-management issue but an advantage to the facility to promote integrity and justice in communities.

    **Strategic Implications and Recommendations**

    Through the findings, the SWOT analysis forms a foundation for advancing strategic priorities in care. There are various strategic recommendations that can play a significant role in this evaluation.

    Expanding healthcare services based on trends in population:

    By analyzing the North Carolina population data, offering services such as geriatric care to the aging and retiring population will help in improving healthcare services in the region.

    Use grants from government to pilot programs:

    CMS Community Health Access and Rural Transformation (CHART) model are some of the initiatives that the government can use to fund AdventHealth Hendersonville. These resources can be used to test programs such as telehealth and other healthcare infrastructure improvements.

    Develop Rural Pipeline for Rural Healthcare workers:

    Educational institutions in North Carolina can offer strategic partnership to AdventHealth Hendersonville by creating a scholarship-to-employment partnership that will ensure sustainable healthcare workforce in the facility.

    Address Healthcare Misinformation:

    AdventHealth Hendersonville can launch various programs that will help in educating the community on how to differentiate misinformation from healthcare facts.

    **References**

    Butzner, M., & Cuffee, Y. (2021). Telehealth interventions and outcomes across rural communities in the united states: Narrative review. Journal of Medical Internet Research, 23(8), e29575. https://doi.org/10.2196/29575

    ‌National Association of Counties (2025) Enhance Funding for Local Rural Health Programs. (2025). https://www.naco.org/resource/enhance-funding-local-rural-health-programs

    ‌Kolié, D., Van De Pas, R., Codjia, L., & Zurn, P. (2023). Increasing the availability of health workers in rural sub-Saharan Africa: a scoping review of rural pipeline programmes. Human Resources for Health, 21(1), 20.https://doi.org/10.1186/s12960-023-00801-z

    Woods, L., Eden, R., Macklin, S., Krivit, J., Duncan, R., Murray, H., Donovan, R., & Sullivan, C. (2024). Strengthening rural healthcare outcomes through digital health: qualitative multi-site case study. BMC Health Services Research, 24(1).
    [https://doi.org/10.1186/s12913-024-11402-4](https://doi.org/10.1186/s12913-024-11402-4)

    Nelson, W. A., Taylor, E., & Walsh, T. (2020). Building an ethical organizational culture. Health Care Manager, 39(4), 168–174.
    [https://doi.org/10.1097/HCM.0000000000000304](https://doi.org/10.1097/HCM.0000000000000304)

    **## External.docx**

    **To prepare:**

    · Review the Learning Resources on external factor evaluation.

    · Review the Learning Resource on Social Responsibility.

    · Closely examine the external SWOT analysis you completed last week. You will use the opportunities and threats you identified in your external SWOT analysis to develop an external factor evaluation, which organizes and ranks the opportunities and threats to help leaders identify priority issues for strategic planning. Pay attention to any feedback your Instructor provided, and then make corrections to your external SWOT as needed.

    · Review your list of opportunities and threats, and then consider which stand out as great opportunities and which seem like particularly urgent or severe threats. Think about how your HSO’s management currently responds to each opportunity or threat you identified. Your external factor evaluation will transform each opportunity and each threat into a numeric score that reflects the gravity of the issue combined with the current management response. You may need to conduct additional research on your HSO to develop a comprehensive understanding of your HSO management’s current response to each opportunity and threat before you develop your set of weights and ratings.

    · Chapter 10 of your textbook explains how to create an external factor evaluation table and provides an example. Be sure to review the textbook guidance closely, and then use the Module 2 External Factor Evaluation Template to complete the analysis and associated interpretation questions.

    **The Assignment: SWOT External Factor Evaluation**

    Use the Module 2 External Factor Evaluation Template to complete the external factor evaluation table and answer the accompanying interpretation questions.

    **## Externaltemplate.docx**

    | | |
    | — | — |
    | **DDHA 8503 Module 2 Assignment 2** | **External Factor Evaluation Template** |
    | **Student Name:** |
    | **Date:** |

    **External Factor Evaluation (EFE)**

    | |
    | — |
    | **External Factor Evaluation (EFE) Table** |

    Review the opportunities and threats you identified in your external SWOT analysis, and then consider which stand out as most critical to your HSO’s successful competition within the industry. In addition, think about how well your HSO’s management currently responds to each issue.

    · Assign a weight to each opportunity and each threat that reflects its importance within the industry. Ensure that all your weights added together equal 1.00.

    · Assign a rating to each opportunity and threat that reflects how well your HSO management currently responds to each factor. Use the following scale for your ratings:

    1 = Current response is poor.

    2 = Current response is average.

    3 = Current response is above average.

    4 = Current response is superior.

    · Multiply your weights and ratings to calculate a score for each opportunity and threat.

    | | | | |
    | — | — | — | — |
    | **Opportunities** | **Weight**<br>**(importance in the industry)** | **Rating**<br>**(management’s current response)** | **Score** |
    | 1. | | | |
    | 2. | | | |
    | 3. | | | |
    | 4. | | | |
    | 5. | | | |
    | 6. | | | |
    | |
    | **Threats** | **Weight**<br>**(importance in the industry)** | **Rating**<br>**(management’s current response)** | **Score** |
    | 1. | | | |
    | 2. | | | |
    | 3. | | | |
    | 4. | | | |
    | 5. | | | |
    | 6. | | | |
    | | | | |
    | | Total Weight: | | Total Score: |

    · Briefly explain your reasoning for your distribution of weights.

    · Briefly explain your reasoning for your ratings.

    | |
    | — |
    | **External Factor Evaluation (EFE) Interpretation** |

    · Review your external factor evaluation (EFE) scores and describe significant findings and themes.

    · Read the following article, and then review the recommended strategies to increase social responsibility within HSOs. Using this social responsibility lens, explain how your external factor evaluation (EFE) scores relate to your HSO’s ability to facilitate positive social change. Be sure to cite the article in your response.

    · Haddiya, I., Janfi, T., & Guedira, M. (2020). Application of the concepts of social responsibility, sustainability, and ethics to healthcare organizations.
    _Risk Management and Healthcare Policy_,
    _13_, 1029–1033. https://doi.org/10.2147/RMHP.S258984

    · Explain how your external factor evaluation (EFE) scores could inform strategic recommendations to your HSO’s leadership.

    EFE table adapted from Wayland, M. S., & McDonald, W. G. (2021).
    _Strategic analysis for healthcare: Concepts and practical applications_(2nd ed., pp. 85–86). Health Administration Press.

    **## Lastweekwork.docx**

    **External SWOT Analysis**

    | |
    | — |
    | **External SWOT Table** |

    | | |
    | — | — |
    | **Opportunities** | **Brief description of how this opportunity manifests at your HSO** |
    | 1.Expansion of Telemedicine Services | AdventHealth Hendersonville is located in a remote area and expanding its telemedicine services will play a significant role in reaching more people. According to Butzner and Cuffee (2021), telehealth models in rural areas are key to promoting lacking specialty care. |
    | 2. Partnerships | Since the health facility is located in a rural area, attracting workforce can be challenge, and thus, partnering with local colleges and schools will help the facility increase its workforce. |
    | 3. Growth in elderly population | In North Carolina, the population is significant shifting with elderly population retiring and relocating to the rural area, therefore, the demand for easily accessible care is growing. |
    | 4. Funding Initiatives for Rural areas | Rural health facilities are benefiting significantly from state and federal funding. According ‌National Association of Counties (2025), providing funding to rural facilities through initiatives such as CMS Rural Healthcare will enhance healthcare. |
    | 5. Mobile Clinics | Another opportunity that AdventHealth Hendersonville can utilize is creating mobile clinics which they will use to boost community healthcare programs such as disease prevention and healthcare outcomes, this initiative will also attract more partnerships and funding. |
    | 6. Technology-driven healthcare | AdventHealth Hendersonville has limited technology inception, it can leverage this by using mobile applications and using cutting-edge technologies such as using AI tools in triage to improve outcomes. |
    | |
    | **Threats** | **Brief description of how this threat manifests at your HSO** |
    | 1.Policy Changes | North Carolina are likely to have a significant impact on revenue allocation, Medicaid expansion and changes in reimbursement rules is likely affect AdventHealth Hendersonville revenue hence increasing running costs of the facility. |
    | 2.Competition from Big Health facilities | There are large healthcare facilities such as Mission Health that pose threat to AdventHealth Hendersonville, since this facility have better equipment, they are likely to attract patients with better insurance coverage. |
    | 3.Shortage in Workforce | According to ‌Kolié et al. (2023), although rural pipeline approach for workforce has gained recognition lately and stakeholders are working to improve the availability of health workers in these areas. Nonetheless, facilities such as AdventHealth Hendersonville are still experiencing difficulties in attracting nurses, physicians and other healthcare workforce. |
    | 4.Poor Internet access | Unlike urban areas, rural areas are still experiencing inadequate internet infrastructure, this threatens the facility’s vision to improve and expand its telehealth services. |
    | 5.High costs of labor and medical supplies | Recently, there has been high inflation rates which have affected global supply chains increasing healthcare operational costs and affecting sustainability. |
    | 6.Increase in Disinformation and Misinformation | With social media development, there has been widespread misinformation on using healthcare tools such as digital healthcare and discouraging people from taking vaccines. This efforts have led to undermining of preventive care and uptake of telemedicine. |

    | |
    | — |
    | **External SWOT Analysis Interpretation** |

    **Findings**

    Looking at the SWOT analysis, is it clear that healthcare facilities are benefiting from opportunities that are emerging such as partnerships, expansion of technology and growth in demographics. Although AdventHealth Hendersonville is a small rural hospital, the facility has a chance to benefit from digital advancement, programs funded by federal and state governments and strong ties with the local communities. Similarly, the facility also faces threats which are mainly from large facilities which have better capacity to launch large healthcare systems and technologies. According to Woods et al. (2024) rural populations continue to experience health inequalities, threats such as workforce shortage complicate the already bad situation in facilities such as AdventHealth Hendersonville because the new programs that will be implemented will lead to strained staff due to high demand for services.

    **Ethical Considerations from Opportunities and Threats**

    Nelson et al. (2020) argue that ethical organizational culture is the foundation of success in healthcare facilities. Opportunities such as telemedicine expansion raise questions on their impact into equitable care, internet access may also prevent certain groups in North Carolina from accessing vial care. When expanding on other opportunities such as outreach programs, the facility must also prioritize ethical strategies that will include the vulnerable in the community.

    Threats such as healthcare misinformation are unethical, although facilities are working hard to fight medical myths, there is need for ethical education and transparency. Healthcare leaders must also align their facilities with values such as compassionate care and Christian foundations. Thus, aligning with ethical care is not just a risk-management issue but an advantage to the facility to promote integrity and justice in communities.

    **Strategic Implications and Recommendations**

    Through the findings, the SWOT analysis forms a foundation for advancing strategic priorities in care. There are various strategic recommendations that can play a significant role in this evaluation.

    Expanding healthcare services based on trends in population:

    By analyzing the North Carolina population data, offering services such as geriatric care to the aging and retiring population will help in improving healthcare services in the region.

    Use grants from government to pilot programs:

    CMS Community Health Access and Rural Transformation (CHART) model are some of the initiatives that the government can use to fund AdventHealth Hendersonville. These resources can be used to test programs such as telehealth and other healthcare infrastructure improvements.

    Develop Rural Pipeline for Rural Healthcare workers:

    Educational institutions in North Carolina can offer strategic partnership to AdventHealth Hendersonville by creating a scholarship-to-employment partnership that will ensure sustainable healthcare workforce in the facility.

    Address Healthcare Misinformation:

    AdventHealth Hendersonville can launch various programs that will help in educating the community on how to differentiate misinformation from healthcare facts.

    **References**

    Butzner, M., & Cuffee, Y. (2021). Telehealth interventions and outcomes across rural communities in the united states: Narrative review. Journal of Medical Internet Research, 23(8), e29575. https://doi.org/10.2196/29575

    ‌National Association of Counties (2025) Enhance Funding for Local Rural Health Programs. (2025). https://www.naco.org/resource/enhance-funding-local-rural-health-programs

    ‌Kolié, D., Van De Pas, R., Codjia, L., & Zurn, P. (2023). Increasing the availability of health workers in rural sub-Saharan Africa: a scoping review of rural pipeline programmes. Human Resources for Health, 21(1), 20.https://doi.org/10.1186/s12960-023-00801-z

    Woods, L., Eden, R., Macklin, S., Krivit, J., Duncan, R., Murray, H., Donovan, R., & Sullivan, C. (2024). Strengthening rural healthcare outcomes through digital health: qualitative multi-site case study. BMC Health Services Research, 24(1).
    [https://doi.org/10.1186/s12913-024-11402-4](https://doi.org/10.1186/s12913-024-11402-4)

    Nelson, W. A., Taylor, E., & Walsh, T. (2020). Building an ethical organizational culture. Health Care Manager, 39(4), 168–174.
    [https://doi.org/10.1097/HCM.0000000000000304](https://doi.org/10.1097/HCM.0000000000000304)

    **## External.docx**

    **To prepare:**

    · Review the Learning Resources on external factor evaluation.

    · Review the Learning Resource on Social Responsibility.

    · Closely examine the external SWOT analysis you completed last week. You will use the opportunities and threats you identified in your external SWOT analysis to develop an external factor evaluation, which organizes and ranks the opportunities and threats to help leaders identify priority issues for strategic planning. Pay attention to any feedback your Instructor provided, and then make corrections to your external SWOT as needed.

    · Review your list of opportunities and threats, and then consider which stand out as great opportunities and which seem like particularly urgent or severe threats. Think about how your HSO’s management currently responds to each opportunity or threat you identified. Your external factor evaluation will transform each opportunity and each threat into a numeric score that reflects the gravity of the issue combined with the current management response. You may need to conduct additional research on your HSO to develop a comprehensive understanding of your HSO management’s current response to each opportunity and threat before you develop your set of weights and ratings.

    · Chapter 10 of your textbook explains how to create an external factor evaluation table and provides an example. Be sure to review the textbook guidance closely, and then use the Module 2 External Factor Evaluation Template to complete the analysis and associated interpretation questions.

    **The Assignment: SWOT External Factor Evaluation**

    Use the Module 2 External Factor Evaluation Template to complete the external factor evaluation table and answer the accompanying interpretation questions.

    **## Externaltemplate.docx**

    | | |
    | — | — |
    | **DDHA 8503 Module 2 Assignment 2** | **External Factor Evaluation Template** |
    | **Student Name:** |
    | **Date:** |

    **External Factor Evaluation (EFE)**

    | |
    | — |
    | **External Factor Evaluation (EFE) Table** |

    Review the opportunities and threats you identified in your external SWOT analysis, and then consider which stand out as most critical to your HSO’s successful competition within the industry. In addition, think about how well your HSO’s management currently responds to each issue.

    · Assign a weight to each opportunity and each threat that reflects its importance within the industry. Ensure that all your weights added together equal 1.00.

    · Assign a rating to each opportunity and threat that reflects how well your HSO management currently responds to each factor. Use the following scale for your ratings:

    1 = Current response is poor.

    2 = Current response is average.

    3 = Current response is above average.

    4 = Current response is superior.

    · Multiply your weights and ratings to calculate a score for each opportunity and threat.

    | | | | |
    | — | — | — | — |
    | **Opportunities** | **Weight**<br>**(importance in the industry)** | **Rating**<br>**(management’s current response)** | **Score** |
    | 1. | | | |
    | 2. | | | |
    | 3. | | | |
    | 4. | | | |
    | 5. | | | |
    | 6. | | | |
    | |
    | **Threats** | **Weight**<br>**(importance in the industry)** | **Rating**<br>**(management’s current response)** | **Score** |
    | 1. | | | |
    | 2. | | | |
    | 3. | | | |
    | 4. | | | |
    | 5. | | | |
    | 6. | | | |
    | | | | |
    | | Total Weight: | | Total Score: |

    · Briefly explain your reasoning for your distribution of weights.

    · Briefly explain your reasoning for your ratings.

    | |
    | — |
    | **External Factor Evaluation (EFE) Interpretation** |

    · Review your external factor evaluation (EFE) scores and describe significant findings and themes.

    · Read the following article, and then review the recommended strategies to increase social responsibility within HSOs. Using this social responsibility lens, explain how your external factor evaluation (EFE) scores relate to your HSO’s ability to facilitate positive social change. Be sure to cite the article in your response.

    · Haddiya, I., Janfi, T., & Guedira, M. (2020). Application of the concepts of social responsibility, sustainability, and ethics to healthcare organizations.
    _Risk Management and Healthcare Policy_,
    _13_, 1029–1033. https://doi.org/10.2147/RMHP.S258984

    · Explain how your external factor evaluation (EFE) scores could inform strategic recommendations to your HSO’s leadership.

    EFE table adapted from Wayland, M. S., & McDonald, W. G. (2021).
    _Strategic analysis for healthcare: Concepts and practical applications_(2nd ed., pp. 85–86). Health Administration Press.

    **## Lastweekwork.docx**

    **External SWOT Analysis**

    | |
    | — |
    | **External SWOT Table** |

    | | |
    | — | — |
    | **Opportunities** | **Brief description of how this opportunity manifests at your HSO** |
    | 1.Expansion of Telemedicine Services | AdventHealth Hendersonville is located in a remote area and expanding its telemedicine services will play a significant role in reaching more people. According to Butzner and Cuffee (2021), telehealth models in rural areas are key to promoting lacking specialty care. |
    | 2. Partnerships | Since the health facility is located in a rural area, attracting workforce can be challenge, and thus, partnering with local colleges and schools will help the facility increase its workforce. |
    | 3. Growth in elderly population | In North Carolina, the population is significant shifting with elderly population retiring and relocating to the rural area, therefore, the demand for easily accessible care is growing. |
    | 4. Funding Initiatives for Rural areas | Rural health facilities are benefiting significantly from state and federal funding. According ‌National Association of Counties (2025), providing funding to rural facilities through initiatives such as CMS Rural Healthcare will enhance healthcare. |
    | 5. Mobile Clinics | Another opportunity that AdventHealth Hendersonville can utilize is creating mobile clinics which they will use to boost community healthcare programs such as disease prevention and healthcare outcomes, this initiative will also attract more partnerships and funding. |
    | 6. Technology-driven healthcare | AdventHealth Hendersonville has limited technology inception, it can leverage this by using mobile applications and using cutting-edge technologies such as using AI tools in triage to improve outcomes. |
    | |
    | **Threats** | **Brief description of how this threat manifests at your HSO** |
    | 1.Policy Changes | North Carolina are likely to have a significant impact on revenue allocation, Medicaid expansion and changes in reimbursement rules is likely affect AdventHealth Hendersonville revenue hence increasing running costs of the facility. |
    | 2.Competition from Big Health facilities | There are large healthcare facilities such as Mission Health that pose threat to AdventHealth Hendersonville, since this facility have better equipment, they are likely to attract patients with better insurance coverage. |
    | 3.Shortage in Workforce | According to ‌Kolié et al. (2023), although rural pipeline approach for workforce has gained recognition lately and stakeholders are working to improve the availability of health workers in these areas. Nonetheless, facilities such as AdventHealth Hendersonville are still experiencing difficulties in attracting nurses, physicians and other healthcare workforce. |
    | 4.Poor Internet access | Unlike urban areas, rural areas are still experiencing inadequate internet infrastructure, this threatens the facility’s vision to improve and expand its telehealth services. |
    | 5.High costs of labor and medical supplies | Recently, there has been high inflation rates which have affected global supply chains increasing healthcare operational costs and affecting sustainability. |
    | 6.Increase in Disinformation and Misinformation | With social media development, there has been widespread misinformation on using healthcare tools such as digital healthcare and discouraging people from taking vaccines. This efforts have led to undermining of preventive care and uptake of telemedicine. |

    | |
    | — |
    | **External SWOT Analysis Interpretation** |

    **Findings**

    Looking at the SWOT analysis, is it clear that healthcare facilities are benefiting from opportunities that are emerging such as partnerships, expansion of technology and growth in demographics. Although AdventHealth Hendersonville is a small rural hospital, the facility has a chance to benefit from digital advancement, programs funded by federal and state governments and strong ties with the local communities. Similarly, the facility also faces threats which are mainly from large facilities which have better capacity to launch large healthcare systems and technologies. According to Woods et al. (2024) rural populations continue to experience health inequalities, threats such as workforce shortage complicate the already bad situation in facilities such as AdventHealth Hendersonville because the new programs that will be implemented will lead to strained staff due to high demand for services.

    **Ethical Considerations from Opportunities and Threats**

    Nelson et al. (2020) argue that ethical organizational culture is the foundation of success in healthcare facilities. Opportunities such as telemedicine expansion raise questions on their impact into equitable care, internet access may also prevent certain groups in North Carolina from accessing vial care. When expanding on other opportunities such as outreach programs, the facility must also prioritize ethical strategies that will include the vulnerable in the community.

    Threats such as healthcare misinformation are unethical, although facilities are working hard to fight medical myths, there is need for ethical education and transparency. Healthcare leaders must also align their facilities with values such as compassionate care and Christian foundations. Thus, aligning with ethical care is not just a risk-management issue but an advantage to the facility to promote integrity and justice in communities.

    **Strategic Implications and Recommendations**

    Through the findings, the SWOT analysis forms a foundation for advancing strategic priorities in care. There are various strategic recommendations that can play a significant role in this evaluation.

    Expanding healthcare services based on trends in population:

    By analyzing the North Carolina population data, offering services such as geriatric care to the aging and retiring population will help in improving healthcare services in the region.

    Use grants from government to pilot programs:

    CMS Community Health Access and Rural Transformation (CHART) model are some of the initiatives that the government can use to fund AdventHealth Hendersonville. These resources can be used to test programs such as telehealth and other healthcare infrastructure improvements.

    Develop Rural Pipeline for Rural Healthcare workers:

    Educational institutions in North Carolina can offer strategic partnership to AdventHealth Hendersonville by creating a scholarship-to-employment partnership that will ensure sustainable healthcare workforce in the facility.

    Address Healthcare Misinformation:

    AdventHealth Hendersonville can launch various programs that will help in educating the community on how to differentiate misinformation from healthcare facts.

    **References**

    Butzner, M., & Cuffee, Y. (2021). Telehealth interventions and outcomes across rural communities in the united states: Narrative review. Journal of Medical Internet Research, 23(8), e29575. https://doi.org/10.2196/29575

    ‌National Association of Counties (2025) Enhance Funding for Local Rural Health Programs. (2025). https://www.naco.org/resource/enhance-funding-local-rural-health-programs

    ‌Kolié, D., Van De Pas, R., Codjia, L., & Zurn, P. (2023). Increasing the availability of health workers in rural sub-Saharan Africa: a scoping review of rural pipeline programmes. Human Resources for Health, 21(1), 20.https://doi.org/10.1186/s12960-023-00801-z

    Woods, L., Eden, R., Macklin, S., Krivit, J., Duncan, R., Murray, H., Donovan, R., & Sullivan, C. (2024). Strengthening rural healthcare outcomes through digital health: qualitative multi-site case study. BMC Health Services Research, 24(1).
    [https://doi.org/10.1186/s12913-024-11402-4](https://doi.org/10.1186/s12913-024-11402-4)

    Nelson, W. A., Taylor, E., & Walsh, T. (2020). Building an ethical organizational culture. Health Care Manager, 39(4), 168–174.
    [https://doi.org/10.1097/HCM.0000000000000304](https://doi.org/10.1097/HCM.0000000000000304)

    – 1
    – 2
    – 3

  • [Solved] Analysis template

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Read the requirement then complete the analysis template. Review the book, last week work to complete this. APA format, in-text citation. – Review the Learning Resource on research and competitive analysis. – Review the Learning Resources on additional broad analyses. – Review the research you alrea…

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    Assignment Prompt & Instructions

    Read the requirement then complete the analysis template.
    Review the book, last week work to complete this.
    APA format, in-text citation.
    – Review the Learning Resource on research and competitive analysis.
    – Review the Learning Resources on additional broad analyses.
    – Review the research you already conducted on competitor organizations in Module 1 and the external SWOT analysis you completed in Assignment 1.
    – Continue to use the research resources listed in Chapter 3 of your textbook to guide you in gathering any needed additional information.
    – Use your research of your selected HSO and competitor HSOs to guide you in your selection of an analysis tool. It will be important to select a broad analysis strategy that is specific to your HSO, and that yields useful information to inform strategic planning.
    – You may select one of the other four broad analysis tools, discussed in your textbook in Chapters 5, 6, 7, or 8, or you may identify and use another broad analysis tool. If you select a tool that is not in the textbook, verify that it provides sufficient information to fully complete the assignment.
    \
    BroadAnalysisTemplate.docx](https://www.sweetstudy.com/files/broadanalysistemplate-docx "BroadAnalysisTemplate.docx")
    \
    WarrenG.McDonal_2021__StrategicAnalysisforH.pdf](https://www.sweetstudy.com/files/warreng-mcdonal-2021-strategicanalysisforh-pdf "WarrenG.McDonal_2021__StrategicAnalysisforH.pdf")
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    Lastweekwork.docx](https://www.sweetstudy.com/files/lastweekwork-docx-10330121 "Lastweekwork.docx")

  • [Solved] English HOMEWORK

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    – ## WEEK2.docx – ## Assignment.docx **## WEEK2.docx** Week Two: June 16-22 This week you will read a selection of literary works from the Tudor Age to the Age of Revolution. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts w…

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    Assignment Prompt & Instructions

    – ## WEEK2.docx

    – ## Assignment.docx

    **## WEEK2.docx**

    Week Two: June 16-22

    This week you will read a selection of literary works from the Tudor Age to the Age of Revolution. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from among a diverse group of authors for what they reflect and reveal about the evolving British experience and character.  We begin the course by reading about the origin of British literature. The literary texts you will read in this unit will provide you with knowledge of the history that impacted the earliest works.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Interview a Character Assignment Instructions

    From
    [**_British Literature I_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) **“** Part 2: The Tudor Age,”

    · Introduction, pages, 599-602.

    · Sir Thomas More’s “Preface” to Utopia, pages 602-607.

    · William Shakespeare, “Sonnets 18,” and “Sonnet 106,” pages 1174-1177, page 1178, and page 1182.

    · William Shakespeare,
    _King Lear,_ Act 1 & Act II pages 1280-1298.

              From
    **_British Literature I,_**“Part 3: The Seventeenth Century: The Age of Revolution”

    · “Intro,” pages 1415-1420.

    · John Donne, “Holy Sonnet 10,” pages 1420-1421, and pages 1428-29.

    · John Milton, “Lycidas,” pages 1712-1714 and 1722-1726

              From
    [A Glossary of Literary Terms](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf?ou=259383)

    · “Sonnet,” pages 369-370

    · “Tragedy,” pages 405-408

    · “Three Unities,” pages 403

    · “Drama,” page 95

    · “Elegy,” page 103

    [https://youtu.be/uvy-Dy3D8Fc](https://youtu.be/uvy-Dy3D8Fc)

    [https://youtu.be/qkOOX2iGsGA](https://youtu.be/qkOOX2iGsGA)

    [https://youtu.be/bDpW1sHrBaU](https://youtu.be/bDpW1sHrBaU)

    [https://youtu.be/p4W3VcBUCSs](https://youtu.be/p4W3VcBUCSs)

    [https://youtu.be/jPJH8TT6PGc](https://youtu.be/jPJH8TT6PGc)

    **## Assignment.docx**

    **Question 1 (Mandatory)**(2 points)

    How did Lycidas die in John Milton's eponymous poem "Lycidas?"

    Question 1 options:

    | | |
    | — | — |
    | | | | |
    | — | — |
    | a) | He died in his sleep | |
    | | | | |
    | — | — |
    | b) | He drowned in the sea | |
    | | | | |
    | — | — |
    | c) | He died by suicide | |
    | | | | |
    | — | — |
    | d) | He was killed by the Muse | |

    **Question 2 (Mandatory)**(2 points)

    In John Milton's poem, "Lycidas," what occasion forces the speaker of the poem to state the following words:

              I come to pluck your berries harsh and crude,

              And with forc'd fingers rude

              Shatter your leaves before the mellowing year.

              Bitter constraint and sad occasion dear

             Compels me to disturb your season due:(3-7)

    Question 2 options:

    | | |
    | — | — |
    | | | | |
    | — | — |
    | a) | the news of a coronation | |
    | | | | |
    | — | — |
    | b) | the news of the arrival of a beloved | |
    | | | | |
    | — | — |
    | c) | the news of someone's death | |
    | | | | |
    | — | — |
    | d) | none of the above | |

    **Question 3 (Mandatory)**(4 points)

    Donne used striking images and the metaphysical conceit, which is an extravagant metaphor which points out an unusual parallel between what are usually highly dissimilar elements. From the poem you read in this class, "Holy Sonnet 10," identify a metaphysical conceit and provide the lines as textual evidence.

    Question 3 options:

    | |
    | — |
    | |

    **Question 4 (Mandatory)**(4 points)

    The Seventeenth century or the Age of revolution was characterized by conflict between which two factions?

    Question 4 options:

    | |
    | — |
    | |

    **Question 5 (Mandatory)**(3 points)

    What was the Plot Plot of 1605? The importance and power of Parliament. The plot was to assassinate James I,

    Question 5 options:

    | |
    | — |
    | |

    **Question 6 (Mandatory)**(4 points)

    In Shakespeare's play,
    _King Lear,_ who said the following lines:

    "Unhappy that I am, I cannot heave/

    My heart into my mouth: I love your majesty According to my bond; no more nor less."

    Question 6 options:

    | |
    | — |
    | |

    **Question 7 (Mandatory)**(2 points)

    A pastoral elegy, is a poem of mourning,
    which
    _represents_ both the poet and the one he mourns—who is usually also a poet—as shepherds (the Latin word for shepherd is "pastor").

    Question 7 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 8 (Mandatory)**(2 points)

    Thomas More's Utopia takes Plato's
    _The Republic_ for a model

    Question 8 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 9 (Mandatory)**(2 points)

    England was ushered into a Golden Age under the rule of King James I.

    Question 9 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 10 (Mandatory)**(2 points)

    The rule of Henry VII oversaw a shift from a Medieval landlord and serf agricultural model to a commercial model.

    Question 10 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 11 (Mandatory)**(2 points)

    Renaissance humanism, particularly the English version of it, emphasized education of the individual, be he courtier or gentleman. But for the English, that education was linked to Christianity. And the individual's role in Christian faith, worship, understanding, and expression, shaped the religious controversies that marked the Tudor era.

    Question 11 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 12 (Mandatory)**(2 points)

    The Renaissance, a movement coinciding with the reign of all the Tudors, fostered the power of the English language to promote (or draw upon) a sense of national identity.

    Question 12 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 13 (Mandatory)**(2 points)

    Shakespeare wrote in only the dramatic form.

    Question 13 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 14 (Mandatory)**(2 points)

    Why does King Lear banish his daughter Cordelia from his kingdom?

    Question 14 options:

    | | |
    | — | — |
    | | | | |
    | — | — |
    | a) | he banished her because she refused to marry the Prince of Burgundy | |
    | | | | |
    | — | — |
    | b) | He banished her because she was dishonest. | |
    | | | | |
    | — | — |
    | c) | He banished her because she was not his legitimate daughter. | |
    | | | | |
    | — | — |
    | d) | He banished her because she refused to be a psychophant. | |

    **Question 15 (Mandatory)**(2 points)

    In King Lear, Edgar, Shakespeare portrays another character who pretends to be mad. He does so to use this character's sub-plot as a foil to King Lear's main plot. Who is that character who pretends to be mad?

    Question 15 options:

    | | |
    | — | — |
    | | | | |
    | — | — |
    | a) | Edgar | |
    | | | | |
    | — | — |
    | b) | Edmund | |
    | | | | |
    | — | — |
    | c) | Oswald | |
    | | | | |
    | — | — |
    | d) | Kent | |

    **Question 16**(2 points)

    What caused the Civil War (1642-1641)? (Read page 1416)

    Question 16 options:

    | | |
    | — | — |
    | | King Charles I may have caused it as he was considered an inept king. |
    | | The opponents of King Charles I united against him. |
    | | King Charles I distrusted the church. |
    | | All of the above |
    | | None of the above |

    **Question 17**(4 points)

    During the reign of King Charles II, what major events occurred (read page 1417)?

    **Question 18**(3 points)

    What were some important events that happened during the rule of Henry VII in the Tudor era? Please read page 599 and write the answer in your own words. Please do not copy and paste from the textbook or the internet.

    **Question 19**(4 points)

    Read page 603 and write in your own words the definition of Utopia according to Thomas More. Please do not copy and paste from the text book or the internet.

    **## Assignment.docx**

    **Question 1 (Mandatory)**(2 points)

    How did Lycidas die in John Milton's eponymous poem "Lycidas?"

    Question 1 options:

    | | |
    | — | — |
    | | | | |
    | — | — |
    | a) | He died in his sleep | |
    | | | | |
    | — | — |
    | b) | He drowned in the sea | |
    | | | | |
    | — | — |
    | c) | He died by suicide | |
    | | | | |
    | — | — |
    | d) | He was killed by the Muse | |

    **Question 2 (Mandatory)**(2 points)

    In John Milton's poem, "Lycidas," what occasion forces the speaker of the poem to state the following words:

              I come to pluck your berries harsh and crude,

              And with forc'd fingers rude

              Shatter your leaves before the mellowing year.

              Bitter constraint and sad occasion dear

             Compels me to disturb your season due:(3-7)

    Question 2 options:

    | | |
    | — | — |
    | | | | |
    | — | — |
    | a) | the news of a coronation | |
    | | | | |
    | — | — |
    | b) | the news of the arrival of a beloved | |
    | | | | |
    | — | — |
    | c) | the news of someone's death | |
    | | | | |
    | — | — |
    | d) | none of the above | |

    **Question 3 (Mandatory)**(4 points)

    Donne used striking images and the metaphysical conceit, which is an extravagant metaphor which points out an unusual parallel between what are usually highly dissimilar elements. From the poem you read in this class, "Holy Sonnet 10," identify a metaphysical conceit and provide the lines as textual evidence.

    Question 3 options:

    | |
    | — |
    | |

    **Question 4 (Mandatory)**(4 points)

    The Seventeenth century or the Age of revolution was characterized by conflict between which two factions?

    Question 4 options:

    | |
    | — |
    | |

    **Question 5 (Mandatory)**(3 points)

    What was the Plot Plot of 1605? The importance and power of Parliament. The plot was to assassinate James I,

    Question 5 options:

    | |
    | — |
    | |

    **Question 6 (Mandatory)**(4 points)

    In Shakespeare's play,
    _King Lear,_ who said the following lines:

    "Unhappy that I am, I cannot heave/

    My heart into my mouth: I love your majesty According to my bond; no more nor less."

    Question 6 options:

    | |
    | — |
    | |

    **Question 7 (Mandatory)**(2 points)

    A pastoral elegy, is a poem of mourning,
    which
    _represents_ both the poet and the one he mourns—who is usually also a poet—as shepherds (the Latin word for shepherd is "pastor").

    Question 7 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 8 (Mandatory)**(2 points)

    Thomas More's Utopia takes Plato's
    _The Republic_ for a model

    Question 8 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 9 (Mandatory)**(2 points)

    England was ushered into a Golden Age under the rule of King James I.

    Question 9 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 10 (Mandatory)**(2 points)

    The rule of Henry VII oversaw a shift from a Medieval landlord and serf agricultural model to a commercial model.

    Question 10 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 11 (Mandatory)**(2 points)

    Renaissance humanism, particularly the English version of it, emphasized education of the individual, be he courtier or gentleman. But for the English, that education was linked to Christianity. And the individual's role in Christian faith, worship, understanding, and expression, shaped the religious controversies that marked the Tudor era.

    Question 11 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 12 (Mandatory)**(2 points)

    The Renaissance, a movement coinciding with the reign of all the Tudors, fostered the power of the English language to promote (or draw upon) a sense of national identity.

    Question 12 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 13 (Mandatory)**(2 points)

    Shakespeare wrote in only the dramatic form.

    Question 13 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 14 (Mandatory)**(2 points)

    Why does King Lear banish his daughter Cordelia from his kingdom?

    Question 14 options:

    | | |
    | — | — |
    | | | | |
    | — | — |
    | a) | he banished her because she refused to marry the Prince of Burgundy | |
    | | | | |
    | — | — |
    | b) | He banished her because she was dishonest. | |
    | | | | |
    | — | — |
    | c) | He banished her because she was not his legitimate daughter. | |
    | | | | |
    | — | — |
    | d) | He banished her because she refused to be a psychophant. | |

    **Question 15 (Mandatory)**(2 points)

    In King Lear, Edgar, Shakespeare portrays another character who pretends to be mad. He does so to use this character's sub-plot as a foil to King Lear's main plot. Who is that character who pretends to be mad?

    Question 15 options:

    | | |
    | — | — |
    | | | | |
    | — | — |
    | a) | Edgar | |
    | | | | |
    | — | — |
    | b) | Edmund | |
    | | | | |
    | — | — |
    | c) | Oswald | |
    | | | | |
    | — | — |
    | d) | Kent | |

    **Question 16**(2 points)

    What caused the Civil War (1642-1641)? (Read page 1416)

    Question 16 options:

    | | |
    | — | — |
    | | King Charles I may have caused it as he was considered an inept king. |
    | | The opponents of King Charles I united against him. |
    | | King Charles I distrusted the church. |
    | | All of the above |
    | | None of the above |

    **Question 17**(4 points)

    During the reign of King Charles II, what major events occurred (read page 1417)?

    **Question 18**(3 points)

    What were some important events that happened during the rule of Henry VII in the Tudor era? Please read page 599 and write the answer in your own words. Please do not copy and paste from the textbook or the internet.

    **Question 19**(4 points)

    Read page 603 and write in your own words the definition of Utopia according to Thomas More. Please do not copy and paste from the text book or the internet.

    **## WEEK2.docx**

    Week Two: June 16-22

    This week you will read a selection of literary works from the Tudor Age to the Age of Revolution. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from among a diverse group of authors for what they reflect and reveal about the evolving British experience and character.  We begin the course by reading about the origin of British literature. The literary texts you will read in this unit will provide you with knowledge of the history that impacted the earliest works.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Interview a Character Assignment Instructions

    From
    [**_British Literature I_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) **“** Part 2: The Tudor Age,”

    · Introduction, pages, 599-602.

    · Sir Thomas More’s “Preface” to Utopia, pages 602-607.

    · William Shakespeare, “Sonnets 18,” and “Sonnet 106,” pages 1174-1177, page 1178, and page 1182.

    · William Shakespeare,
    _King Lear,_ Act 1 & Act II pages 1280-1298.

              From
    **_British Literature I,_**“Part 3: The Seventeenth Century: The Age of Revolution”

    · “Intro,” pages 1415-1420.

    · John Donne, “Holy Sonnet 10,” pages 1420-1421, and pages 1428-29.

    · John Milton, “Lycidas,” pages 1712-1714 and 1722-1726

              From
    [A Glossary of Literary Terms](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf?ou=259383)

    · “Sonnet,” pages 369-370

    · “Tragedy,” pages 405-408

    · “Three Unities,” pages 403

    · “Drama,” page 95

    · “Elegy,” page 103

    [https://youtu.be/uvy-Dy3D8Fc](https://youtu.be/uvy-Dy3D8Fc)

    [https://youtu.be/qkOOX2iGsGA](https://youtu.be/qkOOX2iGsGA)

    [https://youtu.be/bDpW1sHrBaU](https://youtu.be/bDpW1sHrBaU)

    [https://youtu.be/p4W3VcBUCSs](https://youtu.be/p4W3VcBUCSs)

    [https://youtu.be/jPJH8TT6PGc](https://youtu.be/jPJH8TT6PGc)

    **## Assignment.docx**

    **Question 1 (Mandatory)**(2 points)

    How did Lycidas die in John Milton's eponymous poem "Lycidas?"

    Question 1 options:

    | | |
    | — | — |
    | | | | |
    | — | — |
    | a) | He died in his sleep | |
    | | | | |
    | — | — |
    | b) | He drowned in the sea | |
    | | | | |
    | — | — |
    | c) | He died by suicide | |
    | | | | |
    | — | — |
    | d) | He was killed by the Muse | |

    **Question 2 (Mandatory)**(2 points)

    In John Milton's poem, "Lycidas," what occasion forces the speaker of the poem to state the following words:

              I come to pluck your berries harsh and crude,

              And with forc'd fingers rude

              Shatter your leaves before the mellowing year.

              Bitter constraint and sad occasion dear

             Compels me to disturb your season due:(3-7)

    Question 2 options:

    | | |
    | — | — |
    | | | | |
    | — | — |
    | a) | the news of a coronation | |
    | | | | |
    | — | — |
    | b) | the news of the arrival of a beloved | |
    | | | | |
    | — | — |
    | c) | the news of someone's death | |
    | | | | |
    | — | — |
    | d) | none of the above | |

    **Question 3 (Mandatory)**(4 points)

    Donne used striking images and the metaphysical conceit, which is an extravagant metaphor which points out an unusual parallel between what are usually highly dissimilar elements. From the poem you read in this class, "Holy Sonnet 10," identify a metaphysical conceit and provide the lines as textual evidence.

    Question 3 options:

    | |
    | — |
    | |

    **Question 4 (Mandatory)**(4 points)

    The Seventeenth century or the Age of revolution was characterized by conflict between which two factions?

    Question 4 options:

    | |
    | — |
    | |

    **Question 5 (Mandatory)**(3 points)

    What was the Plot Plot of 1605? The importance and power of Parliament. The plot was to assassinate James I,

    Question 5 options:

    | |
    | — |
    | |

    **Question 6 (Mandatory)**(4 points)

    In Shakespeare's play,
    _King Lear,_ who said the following lines:

    "Unhappy that I am, I cannot heave/

    My heart into my mouth: I love your majesty According to my bond; no more nor less."

    Question 6 options:

    | |
    | — |
    | |

    **Question 7 (Mandatory)**(2 points)

    A pastoral elegy, is a poem of mourning,
    which
    _represents_ both the poet and the one he mourns—who is usually also a poet—as shepherds (the Latin word for shepherd is "pastor").

    Question 7 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 8 (Mandatory)**(2 points)

    Thomas More's Utopia takes Plato's
    _The Republic_ for a model

    Question 8 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 9 (Mandatory)**(2 points)

    England was ushered into a Golden Age under the rule of King James I.

    Question 9 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 10 (Mandatory)**(2 points)

    The rule of Henry VII oversaw a shift from a Medieval landlord and serf agricultural model to a commercial model.

    Question 10 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 11 (Mandatory)**(2 points)

    Renaissance humanism, particularly the English version of it, emphasized education of the individual, be he courtier or gentleman. But for the English, that education was linked to Christianity. And the individual's role in Christian faith, worship, understanding, and expression, shaped the religious controversies that marked the Tudor era.

    Question 11 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 12 (Mandatory)**(2 points)

    The Renaissance, a movement coinciding with the reign of all the Tudors, fostered the power of the English language to promote (or draw upon) a sense of national identity.

    Question 12 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 13 (Mandatory)**(2 points)

    Shakespeare wrote in only the dramatic form.

    Question 13 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 14 (Mandatory)**(2 points)

    Why does King Lear banish his daughter Cordelia from his kingdom?

    Question 14 options:

    | | |
    | — | — |
    | | | | |
    | — | — |
    | a) | he banished her because she refused to marry the Prince of Burgundy | |
    | | | | |
    | — | — |
    | b) | He banished her because she was dishonest. | |
    | | | | |
    | — | — |
    | c) | He banished her because she was not his legitimate daughter. | |
    | | | | |
    | — | — |
    | d) | He banished her because she refused to be a psychophant. | |

    **Question 15 (Mandatory)**(2 points)

    In King Lear, Edgar, Shakespeare portrays another character who pretends to be mad. He does so to use this character's sub-plot as a foil to King Lear's main plot. Who is that character who pretends to be mad?

    Question 15 options:

    | | |
    | — | — |
    | | | | |
    | — | — |
    | a) | Edgar | |
    | | | | |
    | — | — |
    | b) | Edmund | |
    | | | | |
    | — | — |
    | c) | Oswald | |
    | | | | |
    | — | — |
    | d) | Kent | |

    **Question 16**(2 points)

    What caused the Civil War (1642-1641)? (Read page 1416)

    Question 16 options:

    | | |
    | — | — |
    | | King Charles I may have caused it as he was considered an inept king. |
    | | The opponents of King Charles I united against him. |
    | | King Charles I distrusted the church. |
    | | All of the above |
    | | None of the above |

    **Question 17**(4 points)

    During the reign of King Charles II, what major events occurred (read page 1417)?

    **Question 18**(3 points)

    What were some important events that happened during the rule of Henry VII in the Tudor era? Please read page 599 and write the answer in your own words. Please do not copy and paste from the textbook or the internet.

    **Question 19**(4 points)

    Read page 603 and write in your own words the definition of Utopia according to Thomas More. Please do not copy and paste from the text book or the internet.

    **## WEEK2.docx**

    Week Two: June 16-22

    This week you will read a selection of literary works from the Tudor Age to the Age of Revolution. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from among a diverse group of authors for what they reflect and reveal about the evolving British experience and character.  We begin the course by reading about the origin of British literature. The literary texts you will read in this unit will provide you with knowledge of the history that impacted the earliest works.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Interview a Character Assignment Instructions

    From
    [**_British Literature I_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) **“** Part 2: The Tudor Age,”

    · Introduction, pages, 599-602.

    · Sir Thomas More’s “Preface” to Utopia, pages 602-607.

    · William Shakespeare, “Sonnets 18,” and “Sonnet 106,” pages 1174-1177, page 1178, and page 1182.

    · William Shakespeare,
    _King Lear,_ Act 1 & Act II pages 1280-1298.

              From
    **_British Literature I,_**“Part 3: The Seventeenth Century: The Age of Revolution”

    · “Intro,” pages 1415-1420.

    · John Donne, “Holy Sonnet 10,” pages 1420-1421, and pages 1428-29.

    · John Milton, “Lycidas,” pages 1712-1714 and 1722-1726

              From
    [A Glossary of Literary Terms](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf?ou=259383)

    · “Sonnet,” pages 369-370

    · “Tragedy,” pages 405-408

    · “Three Unities,” pages 403

    · “Drama,” page 95

    · “Elegy,” page 103

    [https://youtu.be/uvy-Dy3D8Fc](https://youtu.be/uvy-Dy3D8Fc)

    [https://youtu.be/qkOOX2iGsGA](https://youtu.be/qkOOX2iGsGA)

    [https://youtu.be/bDpW1sHrBaU](https://youtu.be/bDpW1sHrBaU)

    [https://youtu.be/p4W3VcBUCSs](https://youtu.be/p4W3VcBUCSs)

    [https://youtu.be/jPJH8TT6PGc](https://youtu.be/jPJH8TT6PGc)

    **## Assignment.docx**

    **Question 1 (Mandatory)**(2 points)

    How did Lycidas die in John Milton's eponymous poem "Lycidas?"

    Question 1 options:

    | | |
    | — | — |
    | | | | |
    | — | — |
    | a) | He died in his sleep | |
    | | | | |
    | — | — |
    | b) | He drowned in the sea | |
    | | | | |
    | — | — |
    | c) | He died by suicide | |
    | | | | |
    | — | — |
    | d) | He was killed by the Muse | |

    **Question 2 (Mandatory)**(2 points)

    In John Milton's poem, "Lycidas," what occasion forces the speaker of the poem to state the following words:

              I come to pluck your berries harsh and crude,

              And with forc'd fingers rude

              Shatter your leaves before the mellowing year.

              Bitter constraint and sad occasion dear

             Compels me to disturb your season due:(3-7)

    Question 2 options:

    | | |
    | — | — |
    | | | | |
    | — | — |
    | a) | the news of a coronation | |
    | | | | |
    | — | — |
    | b) | the news of the arrival of a beloved | |
    | | | | |
    | — | — |
    | c) | the news of someone's death | |
    | | | | |
    | — | — |
    | d) | none of the above | |

    **Question 3 (Mandatory)**(4 points)

    Donne used striking images and the metaphysical conceit, which is an extravagant metaphor which points out an unusual parallel between what are usually highly dissimilar elements. From the poem you read in this class, "Holy Sonnet 10," identify a metaphysical conceit and provide the lines as textual evidence.

    Question 3 options:

    | |
    | — |
    | |

    **Question 4 (Mandatory)**(4 points)

    The Seventeenth century or the Age of revolution was characterized by conflict between which two factions?

    Question 4 options:

    | |
    | — |
    | |

    **Question 5 (Mandatory)**(3 points)

    What was the Plot Plot of 1605? The importance and power of Parliament. The plot was to assassinate James I,

    Question 5 options:

    | |
    | — |
    | |

    **Question 6 (Mandatory)**(4 points)

    In Shakespeare's play,
    _King Lear,_ who said the following lines:

    "Unhappy that I am, I cannot heave/

    My heart into my mouth: I love your majesty According to my bond; no more nor less."

    Question 6 options:

    | |
    | — |
    | |

    **Question 7 (Mandatory)**(2 points)

    A pastoral elegy, is a poem of mourning,
    which
    _represents_ both the poet and the one he mourns—who is usually also a poet—as shepherds (the Latin word for shepherd is "pastor").

    Question 7 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 8 (Mandatory)**(2 points)

    Thomas More's Utopia takes Plato's
    _The Republic_ for a model

    Question 8 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 9 (Mandatory)**(2 points)

    England was ushered into a Golden Age under the rule of King James I.

    Question 9 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 10 (Mandatory)**(2 points)

    The rule of Henry VII oversaw a shift from a Medieval landlord and serf agricultural model to a commercial model.

    Question 10 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 11 (Mandatory)**(2 points)

    Renaissance humanism, particularly the English version of it, emphasized education of the individual, be he courtier or gentleman. But for the English, that education was linked to Christianity. And the individual's role in Christian faith, worship, understanding, and expression, shaped the religious controversies that marked the Tudor era.

    Question 11 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 12 (Mandatory)**(2 points)

    The Renaissance, a movement coinciding with the reign of all the Tudors, fostered the power of the English language to promote (or draw upon) a sense of national identity.

    Question 12 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 13 (Mandatory)**(2 points)

    Shakespeare wrote in only the dramatic form.

    Question 13 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 14 (Mandatory)**(2 points)

    Why does King Lear banish his daughter Cordelia from his kingdom?

    Question 14 options:

    | | |
    | — | — |
    | | | | |
    | — | — |
    | a) | he banished her because she refused to marry the Prince of Burgundy | |
    | | | | |
    | — | — |
    | b) | He banished her because she was dishonest. | |
    | | | | |
    | — | — |
    | c) | He banished her because she was not his legitimate daughter. | |
    | | | | |
    | — | — |
    | d) | He banished her because she refused to be a psychophant. | |

    **Question 15 (Mandatory)**(2 points)

    In King Lear, Edgar, Shakespeare portrays another character who pretends to be mad. He does so to use this character's sub-plot as a foil to King Lear's main plot. Who is that character who pretends to be mad?

    Question 15 options:

    | | |
    | — | — |
    | | | | |
    | — | — |
    | a) | Edgar | |
    | | | | |
    | — | — |
    | b) | Edmund | |
    | | | | |
    | — | — |
    | c) | Oswald | |
    | | | | |
    | — | — |
    | d) | Kent | |

    **Question 16**(2 points)

    What caused the Civil War (1642-1641)? (Read page 1416)

    Question 16 options:

    | | |
    | — | — |
    | | King Charles I may have caused it as he was considered an inept king. |
    | | The opponents of King Charles I united against him. |
    | | King Charles I distrusted the church. |
    | | All of the above |
    | | None of the above |

    **Question 17**(4 points)

    During the reign of King Charles II, what major events occurred (read page 1417)?

    **Question 18**(3 points)

    What were some important events that happened during the rule of Henry VII in the Tudor era? Please read page 599 and write the answer in your own words. Please do not copy and paste from the textbook or the internet.

    **Question 19**(4 points)

    Read page 603 and write in your own words the definition of Utopia according to Thomas More. Please do not copy and paste from the text book or the internet.

    – 1
    – 2

  • [Solved] English homework

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    – ## PLEASEhereisthefeedbackoftheteacher.docx – ## week3NeoclassicismtotheRomanticera.docx – ## pleasewatchthosevideaos.docx – ## ES1Instructions1.docx – Es1SampleGeorgeOrwell1.docx **## PLEASEhereisthefeedbackoftheteacher.docx** ![A screenshot of a computer screen AI-generated content may be incorr…

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    Assignment Prompt & Instructions

    – ## PLEASEhereisthefeedbackoftheteacher.docx

    – ## week3NeoclassicismtotheRomanticera.docx

    – ## pleasewatchthosevideaos.docx

    – ## ES1Instructions1.docx

    – Es1SampleGeorgeOrwell1.docx

    **## PLEASEhereisthefeedbackoftheteacher.docx**

    ![A screenshot of a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/english-homework-20923461)PLEASE here is the feedback of the teacher ,PLEASE I BEGGING YOU TO READ THE INSTRUCTION ,
    ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/english-homework-20923461)

    ## image1.png

    ## image2.png

    **## week3NeoclassicismtotheRomanticera.docx**

    This week you will read a selection of literary works from the Neoclassicism to the Romantic era.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings: Literary Project Instructions**

            From
    [**_British Literature I ,_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) "Part 4: Neoclassicism and the Eighteenth Century”

    · “Introduction,” pages 2120-2124.

    · Aphra Behn,
    _Oroonoko,_ pages 2125-2132.

    · Jonathan Swift,
    _Gulliver’s Travels_, Part IV, Chapters 1-3, pages 2608-2619.

    · Olaudah Equiano, from
    _The Interesting Narrative of the Life of Olaudah Equiano: Or, Gustavus Vassa, the African,_ Chapter II, pages 2906-2917.

                From
    [**_British Literature II_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) **(Volume II),** “Part 1: The Romantic Era”

    · “Intro,” pages 1-5

    · William Wordsworth, “I Wondered Lonely As a Cloud,” pages 37-39, and 66.

    · Dorothy Wordsworth, Grasmere Journal, page 77.

    · Percy Bysshe Shelley, “Ode to the West Wind,” pages 174-176.

    · John Keats, “La Belle Dame Sans Merci,” pages 206-208, 219-220.

               From
    [**_A Glossary of Literary Terms_**](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf?ou=259383)

    · “Novel,” pages 252-258

    · “Satire,” pages 352-355

    · “Ode” pages 262-263

    · “Ballad,” pages 25-26

    **Assignments or Assessments:**
    One Discussion board post and responses:

    · Discussion 4: Neoclassicism and the Eighteenth Century and The Romantic Era

    One reading quiz on the readings for this week.

    One Journal

    **## pleasewatchthosevideaos.docx**

    · WRITING ABOUT LITERATURE VIDEO: Reading the Assignment

    Link

    https://photos.google.com/photo/AF1QipP7RHw-pFsqaSC8n2kxd50XDXF6YRPFnfvQOOzR

    ·
    [WRITING ABOUT LITERATURE VIDEO: Literary Thesis](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009909/View)

    Link https://photos.google.com/photo/AF1QipNHxY_ZsPIym7bJTMmSMzBuY1oco0WQ67XyGtc8

    ·
    [WRITING ABOUT LITERATURE VIDEO: When Do I Need My Thesis?](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009910/View)

    Link

    https://photos.google.com/photo/AF1QipMsAtBclaP_XwoozKmF_exrWkT9pin2SHGGnbtw

    ·
    [WRITING ABOUT LITERATURE VIDEO: Where's My Thesis?](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009911/View)

    Link

    https://photos.google.com/photo/AF1QipNIFiJ_2gS1nzDyZUlZ3VZeGQTJbOSxyc2cQiPQ

    ·
    [WRITING ABOUT LITERATURE VIDEO: How An Essay Works](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009912/View)

    Link

    https://photos.google.com/photo/AF1QipMmwVNq_AvHSbEJZnNKz5D0feeDUDF7Nil9wXCB

    ·
    [WRITING ABOUT LITERATURE VIDEO: Active Reading](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009913/View)

    Link

    https://photos.google.com/photo/AF1QipP772IgQirHlLE8yJHhS2b0NNV8-L6RzkP4w5rR

    ·
    [WRITING ABOUT LITERATURE VIDEO: Brainstorming](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009914/View)

    Link

    https://photos.google.com/photo/AF1QipMRxx8RFoKDpdkdW7PACJg1OXfQr_UlmTHo44hl

    ·
    [WRITING ABOUT LITERATURE VIDEO: Using Quotations](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009915/View)

    Link

    https://photos.google.com/photo/AF1QipMnLzyRFe7dXh–gZKJ9PSiK751ewheqmO4_8a4

    ·
    [WRITING ABOUT LITERATURE VIDEO: MLA Citation](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009916/View)

    Link

    https://photos.google.com/photo/AF1QipOJFOsjv-PGjZJP_FugnoM88ajP-YXnFfOqUQBX

    please here is are the books need for the English class

    [https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks)

    ·
    [_British Literature: Middle Ages to the Eighteenth Century and Neoclasical_.](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) Edited by Bonnie J. Robinson and Laura J. Getty. Publisher: University of North Georgia Press. ISBN: 978-1-940771-28-1.

    ·
    [_British Literature II: Romantic Era to the Twentieth Century and Beyond._](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) Edited by Bonnie J. Robinson. Publisher: University of North Georgia Press. ISBN: 978-1-940771-11-3.

    · Abrahms, M. H.
    [_A Glossary of Literary Terms_](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf)

    **## ES1Instructions1.docx**

    ### Essay 1: Literary Analysis Paper

    Students will be required to write one brief critical essay, 4-5 typewritten pages (or 1000-1200 words) in length, presumably (but not necessarily) on a more focused topic. You can choose any one or more than one literary work(s) you have read in this class so far. However, the literary text should not have been the primary source for either your podcast or the infographic assignment. You will choose a different literary work and topic from those you have already used in the previous assignments.

    Once you have chosen your topic and narrowed it down, you will have to gather relevant scholarly secondary sources (at least five) from the
    [Richland Library Database.](http://libguides.dcccd.edu/az.php) Please keep in mind that your paper should be a well-developed analysis.

    **Guidelines:**

    · Your paper needs a descriptive title.

    · Your introduction should include the author’s name, the title of the work, an argumentative thesis statement and a plan statement that previews the topic you plan to explore in the rest of the essay.

    · Arrange the body of your paper around the major points of your analysis. In each section of the body of your paper, support your reasoning by quoting and /or paraphrasing the story (only the relevant parts). In all your paragraphs, include parenthetical citation after summarized, paraphrased, and quoted material.

    · In your conclusion, restate your thesis retracing the steps of your argument. In doing so, you remind your readers how the components of your essay fit together and lead logically to the position you took in your paper.

    · You need to incorporate at least three outside secondary sources that are scholarly or peer reviewed articles.

    · MLA documentation and Works Cited pages are required. (Work Cited Page will be a separate page attached to your main paper).

    · Students who submit plagiarized work will face the disciplinary action as set forth in the syllabus and college academic honesty policy.

    **Revising:**

    After you have drafted the entire paper, revise it first in terms of content and organization. When revising the content and organization, pay attention to the transitions between major sections of your paper.

    **Specifications:**

    Your paper should be typed in Times New Roman font (size 12) and double-spaced. It should have standard margins.  Do not add any title pages.  Don’t forget to write your name, professor’s name, the course, and the date in expanded format (1 July 2020), and on the left-hand side of the first page; your last name and page number on every page. In short, follow MLA style.

    Your paper will be graded based on:

    · the caliber of your thesis and supporting arguments (content)

    · organization and structure

    · writing and style (including citation)

    **Please Note:**

    The suggested length of this assignment is four to five pages, and the assignment is worth 250 points and 25 points for submitting a draft for peer review workshop. Please submit a Word file as it is easier to comment on it. I will be giving you feedback on the paper prior to final submission. I suggest you do submit the draft to improve your chances of a better grade. The final paper should be submitted on eCampus by 11:59 pm, Thursday, July 10, 2025.

    **Ethical AI Use:**

    In this class, you will need to send me a link to your conversation thread with AI. Please keep track of any and all conversations you have with AI about assignments in this class. If you do not send me the link to the AI conversation and you use AI, I reserve the right to give you a zero for that assignment.

    This information is about using AI in English and writing classes. I will explain how and when AI is appropriate and when it is not. I will also provide links to resources to help you understand how to ethically use AI as well as reputable AI generators that you can use appropriately.

    **Unacceptable AI Use**

    First, there are times when using AI in college is NOT allowed. If you use AI under the following conditions without your professor’s permission, you have plagiarized.

    You cannot use AI in the following situations in college. These are considered plagiarism:

    · You cannot use AI to write your paper.

    · You cannot copy and paste sentences, paragraphs, or entire sections written by AI.

    · You cannot use AI to edit your content or ideas.

    · You cannot use AI to find sources for you.

    · You cannot use AI to create outlines for you.

    · You cannot use AI to create images for you (unless expressly allowed by your professor).

    **Acceptable AI Use**

    However, there are times when AI is acceptable in a college writing class. Of course, all of this is dependent on your professor. If your professor does not allow any AI use, then you cannot use it. If you are unsure about using AI, always ask your professor.

    You may use AI under the following conditions and circumstances:

    · Generating ideas to write about

    · Learning about your topic

    · Learning about controversies surrounding a topic

    · Learning about different points of view

    · Editing for final drafts including spelling, punctuation, and grammar (NO editing of ideas or content)

    · Editing of some formal voice and sentence structure as long as it does NOT change the meaning of your own original work, and it changes less than 5% of the entire essay.

    · Acting as a tutor. AI can help you understand difficult concepts or ideas.

    · Deciphering difficult data or concepts. Be sure you are not cheating yourself of valuable learning and only use AI as a supplement to your learning.

    In this class, you can use AI if you follow the guideline above and ask if you have any concerns. Here are some resources for you to use when deciding whether or not to use AI in your college assignments.

    **Resources for Ethical AI Use**

    [Student Guide to Artificial Intelligence from Elon University](https://studentguidetoai.org/download-the-student-guide-to-ai/?): I STRONGLY recommend that you read this guide. It has many valuable resources and ways to get the most out of your AI prompts.

    [An AI Playground by Michelle Kassorla](https://michellekassorla.substack.com/p/an-ai-playground): Although this is designed more for faculty, there are a lot of resources that students can use as well.

    **Generative Ais**

    Here is a list of generative AIs that you can use to gather ideas or edit the grammar in your essays. You should play around with them some before you try to use them in your classes. AI can help you best if you practice asking it questions in order to get the best responses.

    [ChatGPT](https://chatgpt.com/)

    [‎Gemini – chat to supercharge your ideas (google.com)](https://gemini.google.com/)

    [Copilot (microsoft.com)](https://copilot.microsoft.com/)

    [Claude](https://claude.ai/login?returnTo=%2F%3F)

    [Perplexity](https://www.perplexity.ai/)

    [Meta AI](https://www.meta.ai/)

    **Prompt Making**

    Here are some prompts to get you started:

    · I am a college student in ___ class. I need ideas for an argument essay (or any other type of essay).

    · I am a college student. I am writing about ___ topic. Explain why some people support ___topic. (For example: I am writing about legalizing recreational marijuana. Explain why some people support legalizing recreational marijuana).

    · I am a college student. I am writing about ___ topic. Explain why some people oppose ___topic. (For example: I am writing about legalizing recreational marijuana. Explain why some people oppose legalizing recreational marijuana).

    · I am a college student. Please explain the controversy surrounding ___ topic. (For example: Please explain the controversy surrounding free lunches for elementary students).

    · I am a college student. Explain the points of view about ___ topic? (For example: Explain the points of view about why community college should free?).

    · I am a college student. Can you please edit my paper for grammar and punctuation?

    · I am a college student. Can you please edit my paper and correct informal voice to formal voice?

    Here are some guidelines for good prompts from
    [Student Guide to Artificial Intelligence from Elon University](https://studentguidetoai.org/download-the-student-guide-to-ai/?)

    **Guidelines for a good prompt**

    1. Use correct spelling and grammar. Write complete sentences.

    2. Be clear, specific, and detailed about your request to the AI.

    3. Provide context and perspective to focus the AI output.

    4. Break down complex tasks into multiple short prompts.

    5. Specify the desired format, tone, and style of the output.

    **Basic prompt formula**

    Declare a [ROLE]. Give [CONTEXT]. Create a [TASK] and specify [FORMAT]

    For example, here’s a prompt about standardized testing that could be used for getting information from AI. This prompt proposes that you are asking the AI to take on your role as a college student. It is different from the prompts above. To find out more about this type of prompt making, check out the
    [Student Guide to Artificial Intelligence from Elon University](https://studentguidetoai.org/download-the-student-guide-to-ai/?):

    · You are a college student. You are taking an English course and writing a four-page essay on the topic of standardized testing in high schools. Provide reasons why school districts support standardized testing. Additionally, provide reasons why faculty and students oppose standardized testing. Cite any sources for your response.

    **AI Problems**

    Please remember that AI is still in the infancy stage. It makes mistakes, provides false information, and can be biased. You need to verify everything and find sources to back up all claims before writing.

    **Share Your Process and Don’t Plagiarize**

    In this class, you will need to send me a link to your conversation thread with AI. Please keep track of any and all conversations you have with AI about assignments in this class.

    Refer to the syllabus for consequences of plagiarism in this class. For more information, see
    [http://owl.english.purdue.edu/owl/resource/589/01/](http://owl.english.purdue.edu/owl/resource/589/01/)

    **Es1SampleGeorgeOrwell1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/es1samplegeorgeorwell1-docx)

    **Es1SampleGeorgeOrwell1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/es1samplegeorgeorwell1-docx)

    **## PLEASEhereisthefeedbackoftheteacher.docx**

    ![A screenshot of a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/english-homework-20923461)PLEASE here is the feedback of the teacher ,PLEASE I BEGGING YOU TO READ THE INSTRUCTION ,
    ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/english-homework-20923461)

    ## image1.png

    ## image2.png

    **## week3NeoclassicismtotheRomanticera.docx**

    This week you will read a selection of literary works from the Neoclassicism to the Romantic era.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings: Literary Project Instructions**

            From
    [**_British Literature I ,_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) "Part 4: Neoclassicism and the Eighteenth Century”

    · “Introduction,” pages 2120-2124.

    · Aphra Behn,
    _Oroonoko,_ pages 2125-2132.

    · Jonathan Swift,
    _Gulliver’s Travels_, Part IV, Chapters 1-3, pages 2608-2619.

    · Olaudah Equiano, from
    _The Interesting Narrative of the Life of Olaudah Equiano: Or, Gustavus Vassa, the African,_ Chapter II, pages 2906-2917.

                From
    [**_British Literature II_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) **(Volume II),** “Part 1: The Romantic Era”

    · “Intro,” pages 1-5

    · William Wordsworth, “I Wondered Lonely As a Cloud,” pages 37-39, and 66.

    · Dorothy Wordsworth, Grasmere Journal, page 77.

    · Percy Bysshe Shelley, “Ode to the West Wind,” pages 174-176.

    · John Keats, “La Belle Dame Sans Merci,” pages 206-208, 219-220.

               From
    [**_A Glossary of Literary Terms_**](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf?ou=259383)

    · “Novel,” pages 252-258

    · “Satire,” pages 352-355

    · “Ode” pages 262-263

    · “Ballad,” pages 25-26

    **Assignments or Assessments:**
    One Discussion board post and responses:

    · Discussion 4: Neoclassicism and the Eighteenth Century and The Romantic Era

    One reading quiz on the readings for this week.

    One Journal

    **## pleasewatchthosevideaos.docx**

    · WRITING ABOUT LITERATURE VIDEO: Reading the Assignment

    Link

    https://photos.google.com/photo/AF1QipP7RHw-pFsqaSC8n2kxd50XDXF6YRPFnfvQOOzR

    ·
    [WRITING ABOUT LITERATURE VIDEO: Literary Thesis](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009909/View)

    Link https://photos.google.com/photo/AF1QipNHxY_ZsPIym7bJTMmSMzBuY1oco0WQ67XyGtc8

    ·
    [WRITING ABOUT LITERATURE VIDEO: When Do I Need My Thesis?](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009910/View)

    Link

    https://photos.google.com/photo/AF1QipMsAtBclaP_XwoozKmF_exrWkT9pin2SHGGnbtw

    ·
    [WRITING ABOUT LITERATURE VIDEO: Where's My Thesis?](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009911/View)

    Link

    https://photos.google.com/photo/AF1QipNIFiJ_2gS1nzDyZUlZ3VZeGQTJbOSxyc2cQiPQ

    ·
    [WRITING ABOUT LITERATURE VIDEO: How An Essay Works](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009912/View)

    Link

    https://photos.google.com/photo/AF1QipMmwVNq_AvHSbEJZnNKz5D0feeDUDF7Nil9wXCB

    ·
    [WRITING ABOUT LITERATURE VIDEO: Active Reading](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009913/View)

    Link

    https://photos.google.com/photo/AF1QipP772IgQirHlLE8yJHhS2b0NNV8-L6RzkP4w5rR

    ·
    [WRITING ABOUT LITERATURE VIDEO: Brainstorming](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009914/View)

    Link

    https://photos.google.com/photo/AF1QipMRxx8RFoKDpdkdW7PACJg1OXfQr_UlmTHo44hl

    ·
    [WRITING ABOUT LITERATURE VIDEO: Using Quotations](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009915/View)

    Link

    https://photos.google.com/photo/AF1QipMnLzyRFe7dXh–gZKJ9PSiK751ewheqmO4_8a4

    ·
    [WRITING ABOUT LITERATURE VIDEO: MLA Citation](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009916/View)

    Link

    https://photos.google.com/photo/AF1QipOJFOsjv-PGjZJP_FugnoM88ajP-YXnFfOqUQBX

    please here is are the books need for the English class

    [https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks)

    ·
    [_British Literature: Middle Ages to the Eighteenth Century and Neoclasical_.](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) Edited by Bonnie J. Robinson and Laura J. Getty. Publisher: University of North Georgia Press. ISBN: 978-1-940771-28-1.

    ·
    [_British Literature II: Romantic Era to the Twentieth Century and Beyond._](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) Edited by Bonnie J. Robinson. Publisher: University of North Georgia Press. ISBN: 978-1-940771-11-3.

    · Abrahms, M. H.
    [_A Glossary of Literary Terms_](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf)

    **## ES1Instructions1.docx**

    ### Essay 1: Literary Analysis Paper

    Students will be required to write one brief critical essay, 4-5 typewritten pages (or 1000-1200 words) in length, presumably (but not necessarily) on a more focused topic. You can choose any one or more than one literary work(s) you have read in this class so far. However, the literary text should not have been the primary source for either your podcast or the infographic assignment. You will choose a different literary work and topic from those you have already used in the previous assignments.

    Once you have chosen your topic and narrowed it down, you will have to gather relevant scholarly secondary sources (at least five) from the
    [Richland Library Database.](http://libguides.dcccd.edu/az.php) Please keep in mind that your paper should be a well-developed analysis.

    **Guidelines:**

    · Your paper needs a descriptive title.

    · Your introduction should include the author’s name, the title of the work, an argumentative thesis statement and a plan statement that previews the topic you plan to explore in the rest of the essay.

    · Arrange the body of your paper around the major points of your analysis. In each section of the body of your paper, support your reasoning by quoting and /or paraphrasing the story (only the relevant parts). In all your paragraphs, include parenthetical citation after summarized, paraphrased, and quoted material.

    · In your conclusion, restate your thesis retracing the steps of your argument. In doing so, you remind your readers how the components of your essay fit together and lead logically to the position you took in your paper.

    · You need to incorporate at least three outside secondary sources that are scholarly or peer reviewed articles.

    · MLA documentation and Works Cited pages are required. (Work Cited Page will be a separate page attached to your main paper).

    · Students who submit plagiarized work will face the disciplinary action as set forth in the syllabus and college academic honesty policy.

    **Revising:**

    After you have drafted the entire paper, revise it first in terms of content and organization. When revising the content and organization, pay attention to the transitions between major sections of your paper.

    **Specifications:**

    Your paper should be typed in Times New Roman font (size 12) and double-spaced. It should have standard margins.  Do not add any title pages.  Don’t forget to write your name, professor’s name, the course, and the date in expanded format (1 July 2020), and on the left-hand side of the first page; your last name and page number on every page. In short, follow MLA style.

    Your paper will be graded based on:

    · the caliber of your thesis and supporting arguments (content)

    · organization and structure

    · writing and style (including citation)

    **Please Note:**

    The suggested length of this assignment is four to five pages, and the assignment is worth 250 points and 25 points for submitting a draft for peer review workshop. Please submit a Word file as it is easier to comment on it. I will be giving you feedback on the paper prior to final submission. I suggest you do submit the draft to improve your chances of a better grade. The final paper should be submitted on eCampus by 11:59 pm, Thursday, July 10, 2025.

    **Ethical AI Use:**

    In this class, you will need to send me a link to your conversation thread with AI. Please keep track of any and all conversations you have with AI about assignments in this class. If you do not send me the link to the AI conversation and you use AI, I reserve the right to give you a zero for that assignment.

    This information is about using AI in English and writing classes. I will explain how and when AI is appropriate and when it is not. I will also provide links to resources to help you understand how to ethically use AI as well as reputable AI generators that you can use appropriately.

    **Unacceptable AI Use**

    First, there are times when using AI in college is NOT allowed. If you use AI under the following conditions without your professor’s permission, you have plagiarized.

    You cannot use AI in the following situations in college. These are considered plagiarism:

    · You cannot use AI to write your paper.

    · You cannot copy and paste sentences, paragraphs, or entire sections written by AI.

    · You cannot use AI to edit your content or ideas.

    · You cannot use AI to find sources for you.

    · You cannot use AI to create outlines for you.

    · You cannot use AI to create images for you (unless expressly allowed by your professor).

    **Acceptable AI Use**

    However, there are times when AI is acceptable in a college writing class. Of course, all of this is dependent on your professor. If your professor does not allow any AI use, then you cannot use it. If you are unsure about using AI, always ask your professor.

    You may use AI under the following conditions and circumstances:

    · Generating ideas to write about

    · Learning about your topic

    · Learning about controversies surrounding a topic

    · Learning about different points of view

    · Editing for final drafts including spelling, punctuation, and grammar (NO editing of ideas or content)

    · Editing of some formal voice and sentence structure as long as it does NOT change the meaning of your own original work, and it changes less than 5% of the entire essay.

    · Acting as a tutor. AI can help you understand difficult concepts or ideas.

    · Deciphering difficult data or concepts. Be sure you are not cheating yourself of valuable learning and only use AI as a supplement to your learning.

    In this class, you can use AI if you follow the guideline above and ask if you have any concerns. Here are some resources for you to use when deciding whether or not to use AI in your college assignments.

    **Resources for Ethical AI Use**

    [Student Guide to Artificial Intelligence from Elon University](https://studentguidetoai.org/download-the-student-guide-to-ai/?): I STRONGLY recommend that you read this guide. It has many valuable resources and ways to get the most out of your AI prompts.

    [An AI Playground by Michelle Kassorla](https://michellekassorla.substack.com/p/an-ai-playground): Although this is designed more for faculty, there are a lot of resources that students can use as well.

    **Generative Ais**

    Here is a list of generative AIs that you can use to gather ideas or edit the grammar in your essays. You should play around with them some before you try to use them in your classes. AI can help you best if you practice asking it questions in order to get the best responses.

    [ChatGPT](https://chatgpt.com/)

    [‎Gemini – chat to supercharge your ideas (google.com)](https://gemini.google.com/)

    [Copilot (microsoft.com)](https://copilot.microsoft.com/)

    [Claude](https://claude.ai/login?returnTo=%2F%3F)

    [Perplexity](https://www.perplexity.ai/)

    [Meta AI](https://www.meta.ai/)

    **Prompt Making**

    Here are some prompts to get you started:

    · I am a college student in ___ class. I need ideas for an argument essay (or any other type of essay).

    · I am a college student. I am writing about ___ topic. Explain why some people support ___topic. (For example: I am writing about legalizing recreational marijuana. Explain why some people support legalizing recreational marijuana).

    · I am a college student. I am writing about ___ topic. Explain why some people oppose ___topic. (For example: I am writing about legalizing recreational marijuana. Explain why some people oppose legalizing recreational marijuana).

    · I am a college student. Please explain the controversy surrounding ___ topic. (For example: Please explain the controversy surrounding free lunches for elementary students).

    · I am a college student. Explain the points of view about ___ topic? (For example: Explain the points of view about why community college should free?).

    · I am a college student. Can you please edit my paper for grammar and punctuation?

    · I am a college student. Can you please edit my paper and correct informal voice to formal voice?

    Here are some guidelines for good prompts from
    [Student Guide to Artificial Intelligence from Elon University](https://studentguidetoai.org/download-the-student-guide-to-ai/?)

    **Guidelines for a good prompt**

    1. Use correct spelling and grammar. Write complete sentences.

    2. Be clear, specific, and detailed about your request to the AI.

    3. Provide context and perspective to focus the AI output.

    4. Break down complex tasks into multiple short prompts.

    5. Specify the desired format, tone, and style of the output.

    **Basic prompt formula**

    Declare a [ROLE]. Give [CONTEXT]. Create a [TASK] and specify [FORMAT]

    For example, here’s a prompt about standardized testing that could be used for getting information from AI. This prompt proposes that you are asking the AI to take on your role as a college student. It is different from the prompts above. To find out more about this type of prompt making, check out the
    [Student Guide to Artificial Intelligence from Elon University](https://studentguidetoai.org/download-the-student-guide-to-ai/?):

    · You are a college student. You are taking an English course and writing a four-page essay on the topic of standardized testing in high schools. Provide reasons why school districts support standardized testing. Additionally, provide reasons why faculty and students oppose standardized testing. Cite any sources for your response.

    **AI Problems**

    Please remember that AI is still in the infancy stage. It makes mistakes, provides false information, and can be biased. You need to verify everything and find sources to back up all claims before writing.

    **Share Your Process and Don’t Plagiarize**

    In this class, you will need to send me a link to your conversation thread with AI. Please keep track of any and all conversations you have with AI about assignments in this class.

    Refer to the syllabus for consequences of plagiarism in this class. For more information, see
    [http://owl.english.purdue.edu/owl/resource/589/01/](http://owl.english.purdue.edu/owl/resource/589/01/)

    **Es1SampleGeorgeOrwell1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/es1samplegeorgeorwell1-docx)

    **## PLEASEhereisthefeedbackoftheteacher.docx**

    ![A screenshot of a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/english-homework-20923461)PLEASE here is the feedback of the teacher ,PLEASE I BEGGING YOU TO READ THE INSTRUCTION ,
    ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/english-homework-20923461)

    ## image1.png

    ## image2.png

    **## week3NeoclassicismtotheRomanticera.docx**

    This week you will read a selection of literary works from the Neoclassicism to the Romantic era.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings: Literary Project Instructions**

            From
    [**_British Literature I ,_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) "Part 4: Neoclassicism and the Eighteenth Century”

    · “Introduction,” pages 2120-2124.

    · Aphra Behn,
    _Oroonoko,_ pages 2125-2132.

    · Jonathan Swift,
    _Gulliver’s Travels_, Part IV, Chapters 1-3, pages 2608-2619.

    · Olaudah Equiano, from
    _The Interesting Narrative of the Life of Olaudah Equiano: Or, Gustavus Vassa, the African,_ Chapter II, pages 2906-2917.

                From
    [**_British Literature II_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) **(Volume II),** “Part 1: The Romantic Era”

    · “Intro,” pages 1-5

    · William Wordsworth, “I Wondered Lonely As a Cloud,” pages 37-39, and 66.

    · Dorothy Wordsworth, Grasmere Journal, page 77.

    · Percy Bysshe Shelley, “Ode to the West Wind,” pages 174-176.

    · John Keats, “La Belle Dame Sans Merci,” pages 206-208, 219-220.

               From
    [**_A Glossary of Literary Terms_**](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf?ou=259383)

    · “Novel,” pages 252-258

    · “Satire,” pages 352-355

    · “Ode” pages 262-263

    · “Ballad,” pages 25-26

    **Assignments or Assessments:**
    One Discussion board post and responses:

    · Discussion 4: Neoclassicism and the Eighteenth Century and The Romantic Era

    One reading quiz on the readings for this week.

    One Journal

    **## pleasewatchthosevideaos.docx**

    · WRITING ABOUT LITERATURE VIDEO: Reading the Assignment

    Link

    https://photos.google.com/photo/AF1QipP7RHw-pFsqaSC8n2kxd50XDXF6YRPFnfvQOOzR

    ·
    [WRITING ABOUT LITERATURE VIDEO: Literary Thesis](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009909/View)

    Link https://photos.google.com/photo/AF1QipNHxY_ZsPIym7bJTMmSMzBuY1oco0WQ67XyGtc8

    ·
    [WRITING ABOUT LITERATURE VIDEO: When Do I Need My Thesis?](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009910/View)

    Link

    https://photos.google.com/photo/AF1QipMsAtBclaP_XwoozKmF_exrWkT9pin2SHGGnbtw

    ·
    [WRITING ABOUT LITERATURE VIDEO: Where's My Thesis?](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009911/View)

    Link

    https://photos.google.com/photo/AF1QipNIFiJ_2gS1nzDyZUlZ3VZeGQTJbOSxyc2cQiPQ

    ·
    [WRITING ABOUT LITERATURE VIDEO: How An Essay Works](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009912/View)

    Link

    https://photos.google.com/photo/AF1QipMmwVNq_AvHSbEJZnNKz5D0feeDUDF7Nil9wXCB

    ·
    [WRITING ABOUT LITERATURE VIDEO: Active Reading](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009913/View)

    Link

    https://photos.google.com/photo/AF1QipP772IgQirHlLE8yJHhS2b0NNV8-L6RzkP4w5rR

    ·
    [WRITING ABOUT LITERATURE VIDEO: Brainstorming](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009914/View)

    Link

    https://photos.google.com/photo/AF1QipMRxx8RFoKDpdkdW7PACJg1OXfQr_UlmTHo44hl

    ·
    [WRITING ABOUT LITERATURE VIDEO: Using Quotations](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009915/View)

    Link

    https://photos.google.com/photo/AF1QipMnLzyRFe7dXh–gZKJ9PSiK751ewheqmO4_8a4

    ·
    [WRITING ABOUT LITERATURE VIDEO: MLA Citation](https://dallascollege.brightspace.com/d2l/le/content/259383/viewContent/11009916/View)

    Link

    https://photos.google.com/photo/AF1QipOJFOsjv-PGjZJP_FugnoM88ajP-YXnFfOqUQBX

    please here is are the books need for the English class

    [https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks)

    ·
    [_British Literature: Middle Ages to the Eighteenth Century and Neoclasical_.](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) Edited by Bonnie J. Robinson and Laura J. Getty. Publisher: University of North Georgia Press. ISBN: 978-1-940771-28-1.

    ·
    [_British Literature II: Romantic Era to the Twentieth Century and Beyond._](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1016&context=english-textbooks) Edited by Bonnie J. Robinson. Publisher: University of North Georgia Press. ISBN: 978-1-940771-11-3.

    · Abrahms, M. H.
    [_A Glossary of Literary Terms_](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf)

    **## ES1Instructions1.docx**

    ### Essay 1: Literary Analysis Paper

    Students will be required to write one brief critical essay, 4-5 typewritten pages (or 1000-1200 words) in length, presumably (but not necessarily) on a more focused topic. You can choose any one or more than one literary work(s) you have read in this class so far. However, the literary text should not have been the primary source for either your podcast or the infographic assignment. You will choose a different literary work and topic from those you have already used in the previous assignments.

    Once you have chosen your topic and narrowed it down, you will have to gather relevant scholarly secondary sources (at least five) from the
    [Richland Library Database.](http://libguides.dcccd.edu/az.php) Please keep in mind that your paper should be a well-developed analysis.

    **Guidelines:**

    · Your paper needs a descriptive title.

    · Your introduction should include the author’s name, the title of the work, an argumentative thesis statement and a plan statement that previews the topic you plan to explore in the rest of the essay.

    · Arrange the body of your paper around the major points of your analysis. In each section of the body of your paper, support your reasoning by quoting and /or paraphrasing the story (only the relevant parts). In all your paragraphs, include parenthetical citation after summarized, paraphrased, and quoted material.

    · In your conclusion, restate your thesis retracing the steps of your argument. In doing so, you remind your readers how the components of your essay fit together and lead logically to the position you took in your paper.

    · You need to incorporate at least three outside secondary sources that are scholarly or peer reviewed articles.

    · MLA documentation and Works Cited pages are required. (Work Cited Page will be a separate page attached to your main paper).

    · Students who submit plagiarized work will face the disciplinary action as set forth in the syllabus and college academic honesty policy.

    **Revising:**

    After you have drafted the entire paper, revise it first in terms of content and organization. When revising the content and organization, pay attention to the transitions between major sections of your paper.

    **Specifications:**

    Your paper should be typed in Times New Roman font (size 12) and double-spaced. It should have standard margins.  Do not add any title pages.  Don’t forget to write your name, professor’s name, the course, and the date in expanded format (1 July 2020), and on the left-hand side of the first page; your last name and page number on every page. In short, follow MLA style.

    Your paper will be graded based on:

    · the caliber of your thesis and supporting arguments (content)

    · organization and structure

    · writing and style (including citation)

    **Please Note:**

    The suggested length of this assignment is four to five pages, and the assignment is worth 250 points and 25 points for submitting a draft for peer review workshop. Please submit a Word file as it is easier to comment on it. I will be giving you feedback on the paper prior to final submission. I suggest you do submit the draft to improve your chances of a better grade. The final paper should be submitted on eCampus by 11:59 pm, Thursday, July 10, 2025.

    **Ethical AI Use:**

    In this class, you will need to send me a link to your conversation thread with AI. Please keep track of any and all conversations you have with AI about assignments in this class. If you do not send me the link to the AI conversation and you use AI, I reserve the right to give you a zero for that assignment.

    This information is about using AI in English and writing classes. I will explain how and when AI is appropriate and when it is not. I will also provide links to resources to help you understand how to ethically use AI as well as reputable AI generators that you can use appropriately.

    **Unacceptable AI Use**

    First, there are times when using AI in college is NOT allowed. If you use AI under the following conditions without your professor’s permission, you have plagiarized.

    You cannot use AI in the following situations in college. These are considered plagiarism:

    · You cannot use AI to write your paper.

    · You cannot copy and paste sentences, paragraphs, or entire sections written by AI.

    · You cannot use AI to edit your content or ideas.

    · You cannot use AI to find sources for you.

    · You cannot use AI to create outlines for you.

    · You cannot use AI to create images for you (unless expressly allowed by your professor).

    **Acceptable AI Use**

    However, there are times when AI is acceptable in a college writing class. Of course, all of this is dependent on your professor. If your professor does not allow any AI use, then you cannot use it. If you are unsure about using AI, always ask your professor.

    You may use AI under the following conditions and circumstances:

    · Generating ideas to write about

    · Learning about your topic

    · Learning about controversies surrounding a topic

    · Learning about different points of view

    · Editing for final drafts including spelling, punctuation, and grammar (NO editing of ideas or content)

    · Editing of some formal voice and sentence structure as long as it does NOT change the meaning of your own original work, and it changes less than 5% of the entire essay.

    · Acting as a tutor. AI can help you understand difficult concepts or ideas.

    · Deciphering difficult data or concepts. Be sure you are not cheating yourself of valuable learning and only use AI as a supplement to your learning.

    In this class, you can use AI if you follow the guideline above and ask if you have any concerns. Here are some resources for you to use when deciding whether or not to use AI in your college assignments.

    **Resources for Ethical AI Use**

    [Student Guide to Artificial Intelligence from Elon University](https://studentguidetoai.org/download-the-student-guide-to-ai/?): I STRONGLY recommend that you read this guide. It has many valuable resources and ways to get the most out of your AI prompts.

    [An AI Playground by Michelle Kassorla](https://michellekassorla.substack.com/p/an-ai-playground): Although this is designed more for faculty, there are a lot of resources that students can use as well.

    **Generative Ais**

    Here is a list of generative AIs that you can use to gather ideas or edit the grammar in your essays. You should play around with them some before you try to use them in your classes. AI can help you best if you practice asking it questions in order to get the best responses.

    [ChatGPT](https://chatgpt.com/)

    [‎Gemini – chat to supercharge your ideas (google.com)](https://gemini.google.com/)

    [Copilot (microsoft.com)](https://copilot.microsoft.com/)

    [Claude](https://claude.ai/login?returnTo=%2F%3F)

    [Perplexity](https://www.perplexity.ai/)

    [Meta AI](https://www.meta.ai/)

    **Prompt Making**

    Here are some prompts to get you started:

    · I am a college student in ___ class. I need ideas for an argument essay (or any other type of essay).

    · I am a college student. I am writing about ___ topic. Explain why some people support ___topic. (For example: I am writing about legalizing recreational marijuana. Explain why some people support legalizing recreational marijuana).

    · I am a college student. I am writing about ___ topic. Explain why some people oppose ___topic. (For example: I am writing about legalizing recreational marijuana. Explain why some people oppose legalizing recreational marijuana).

    · I am a college student. Please explain the controversy surrounding ___ topic. (For example: Please explain the controversy surrounding free lunches for elementary students).

    · I am a college student. Explain the points of view about ___ topic? (For example: Explain the points of view about why community college should free?).

    · I am a college student. Can you please edit my paper for grammar and punctuation?

    · I am a college student. Can you please edit my paper and correct informal voice to formal voice?

    Here are some guidelines for good prompts from
    [Student Guide to Artificial Intelligence from Elon University](https://studentguidetoai.org/download-the-student-guide-to-ai/?)

    **Guidelines for a good prompt**

    1. Use correct spelling and grammar. Write complete sentences.

    2. Be clear, specific, and detailed about your request to the AI.

    3. Provide context and perspective to focus the AI output.

    4. Break down complex tasks into multiple short prompts.

    5. Specify the desired format, tone, and style of the output.

    **Basic prompt formula**

    Declare a [ROLE]. Give [CONTEXT]. Create a [TASK] and specify [FORMAT]

    For example, here’s a prompt about standardized testing that could be used for getting information from AI. This prompt proposes that you are asking the AI to take on your role as a college student. It is different from the prompts above. To find out more about this type of prompt making, check out the
    [Student Guide to Artificial Intelligence from Elon University](https://studentguidetoai.org/download-the-student-guide-to-ai/?):

    · You are a college student. You are taking an English course and writing a four-page essay on the topic of standardized testing in high schools. Provide reasons why school districts support standardized testing. Additionally, provide reasons why faculty and students oppose standardized testing. Cite any sources for your response.

    **AI Problems**

    Please remember that AI is still in the infancy stage. It makes mistakes, provides false information, and can be biased. You need to verify everything and find sources to back up all claims before writing.

    **Share Your Process and Don’t Plagiarize**

    In this class, you will need to send me a link to your conversation thread with AI. Please keep track of any and all conversations you have with AI about assignments in this class.

    Refer to the syllabus for consequences of plagiarism in this class. For more information, see
    [http://owl.english.purdue.edu/owl/resource/589/01/](http://owl.english.purdue.edu/owl/resource/589/01/)

    **Es1SampleGeorgeOrwell1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/es1samplegeorgeorwell1-docx)

    – 1
    – 2
    – 3
    – 4
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    – ## PLEASEhereisthefeedbackoftheteacher.docx – ## week2englishliteerature.docx – ## CriticalThinkingCoreCompetency-InterviewingIshtar1.docx – ## InterviewaCharacter1.docx – InterviewQuestionsforIshtar.docx **## PLEASEhereisthefeedbackoftheteacher.docx** ![A screenshot of a computer screen AI-genera…

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    Assignment Prompt & Instructions

    – ## PLEASEhereisthefeedbackoftheteacher.docx

    – ## week2englishliteerature.docx

    – ## CriticalThinkingCoreCompetency-InterviewingIshtar1.docx

    – ## InterviewaCharacter1.docx

    – InterviewQuestionsforIshtar.docx

    **## PLEASEhereisthefeedbackoftheteacher.docx**

    ![A screenshot of a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/english-homework-20923463)PLEASE here is the feedback of the teacher ,PLEASE I BEGGING YOU TO READ THE INSTRUCTION ,
    ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/english-homework-20923463)

    ## image1.png

    ## image2.png

    **## week2englishliteerature.docx**

    This week you will read a selection of literary works from the Tudor Age to the Age of Revolution. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from among a diverse group of authors for what they reflect and reveal about the evolving British experience and character.  We begin the course by reading about the origin of British literature. The literary texts you will read in this unit will provide you with knowledge of the history that impacted the earliest works.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Interview a Character Assignment Instructions

            From
    [**_British Literature I_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) **“** Part 2: The Tudor Age,”

    · Introduction, pages, 599-602.

    · Sir Thomas More’s “Preface” to Utopia, pages 602-607.

    · William Shakespeare, “Sonnets 18,” and “Sonnet 106,” pages 1174-1177, page 1178, and page 1182.

    · William Shakespeare,
    _King Lear,_ Act 1 & Act II pages 1280-1298.

              From
    **_British Literature I,_**“Part 3: The Seventeenth Century: The Age of Revolution”

    · “Intro,” pages 1415-1420.

    · John Donne, “Holy Sonnet 10,” pages 1420-1421, and pages 1428-29.

    · John Milton, “Lycidas,” pages 1712-1714 and 1722-1726

              From
    [A Glossary of Literary Terms](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf?ou=259383)

    · “Sonnet,” pages 369-370

    · “Tragedy,” pages 405-408

    · “Three Unities,” pages 403

    · “Drama,” page 95

    · “Elegy,” page 103

    **Assignments or Assessments:**
    One Discussion board post and responses

    · Discussion 3: The Tudor Age and The Seventeenth Century

    One reading quiz on the readings for this week

    One Journal

    **## CriticalThinkingCoreCompetency-InterviewingIshtar1.docx**

    Annika Ganapathiraju

    Professor Zeenat

    ENGL 2331

    27 April 2025

    Critical Thinking Core Competency: Interviewing Ishtar

    The AI I used for this assignment was ChatGPT to create a mock interview with the goddess Ishtar from
    _The Epic of Gilgamesh_. Through this conversation, I wasn’t able to deepen my understanding of Ishtar’s character. Still, I did find that the chatbot successfully mimicked her dramatic and intense personality as portrayed in the original text.

    Throughout the mock interview, the chatbot captured Ishtar’s pride and sense of entitlement very well. When I asked if she regretted sending the Bull of Heaven to attack Gilgamesh and Uruk, Ishtar responded, “Regret? Regret is for mortals who cannot reshape the world with a scream or a storm.” This mirrors how Ishtar behaves in the epic when she goes to her father, Anu, in rage after being rejected by Gilgamesh. She demands the Bull of Heaven to be released, stating, “But if you will not make this Bull… I will smite [the gates of the Underworld], break it down and release the ghosts” (92, 505-506) if she is denied. Both the chatbot and the original text emphasize Ishtar’s impulsive anger and her belief that consequences are beneath her concern.

    The chatbot also reflected Ishtar’s self-confidence. When I asked what it was like to have Anu as a father, the chatbot wrote, “I am Ishtar—not a mere reflection of Anu. And even he, my father, must acknowledge that.” In the original text, Ishtar approached Anu not as a humble daughter but as a goddess demanding her due, demonstrating a similar arrogance. This answer aligned with the original work’s portrayal of her as someone who uses her divine status to intimidate others.

    Another place where the chatbot’s portrayal felt authentic was in its blending of love and war. When asked whether she chose to be the goddess of love and war, the answer I received was, “Love and war are not separate to me. They are two sides of the same coin, bound by the same spark.” In
    _The Epic of Gilgamesh_, Ishtar’s actions show how closely linked passion and destruction are in her character. Her immediate pivot from offering love to inflicting revenge after Gilgamesh’s rejection highlights this dual nature.

    While the chatbot did capture the simple aspects of her personality, it didn’t over new insights into Ishtar’s complexity. In
    _The Epic of Gilgamesh_, while she is mostly portrayed as vengeful and proud, there a subtle moments (such as her mourning for Tammuz) that suggest deeper emotions within her. The chatbot touched on this when it said, “Perhaps not regret, but something near it. A shadow of what could have been, if
    _they_ had been stronger.” Because the chatbot didn’t explore these emotions with much depth, my understanding of Ishtar didn’t significantly deepen.

    Even though the chatbot’s portrayal didn’t further my understanding of Ishtar’s inner complexities, it did successfully mimic her voice, style, and dominant traits as depicted in the story. Through dramatic, powerful language and a constant proud tone, it stayed true to Ishtar’s character and made the mock interview experience engaging.

    **## InterviewaCharacter1.docx**

    ## Interview a Fictional Character

    Completing this assignment will fulfil the requirements for the Dallas College Critical Thinking Core Competency Assignment. The Critical Thinking Core Objective allows students to develop a wide variety of skills:

    · Analyze issues

    · Complex/creative problem solving: anticipate problems, solutions and consequences

    · Knowledge application: apply knowledge to make decisions

    · Pattern detection: detect patterns/themes/underlying principles

    · Research: gather proper resources and information to conduct research

    · Analysis and interpretation: analyzing and interpreting data to synthesize information

    Upon successful demonstration of a skill, you may be eligible to apply for a Digital Badge.

    **Interview a Fictional Character**

    Choose any one character from the readings you have completed in this class. This character could be someone you found interesting or intriguing. You will first read the literary text and gain some understanding of the character and the character’s motivations.

    **_Have a conversation with an AI-crafted fictional character to explore the underlying intricacies of a literary text._**

    **LEARNING OBJECTIVES**

    ·
    _Engage in critical dialogue with a fictional persona to develop conversational skills_ _Practice active listening in order to probe lines of inquisition previously unexplored for a certain fictional character_

    ·
    _Critically reflect on the accuracy of AI to capture the nuances of characters from well-interpreted literary texts_

    **INSTRUCTIONS**

    **Generate Interview Questions**

    1. Students generate interview questions for a fictional or historical character that are broad, open-ended, and show an understanding of historical or literary context. Students may use an AI tool of their choosing, such as
    [Character.AI](http://character.ai/), (in the past, some students have said that this tool is hard to navigate) ChatGPT, Claude, Gemini, etc. Students may work with a tool that has enhanced voice mode features, such as GPT-4o (I found this tool to be the best) or Google Assistant, to create a sense of flowing conversation. You can send me your questions to review before you conduct the interview.

    · This step is guided by a rubric, peer feedback, and teacher feedback to ensure questions will generate meaningful conversation.

    · Students should “put themselves in their character’s shoes” and imagine what types of questions will “get them talking.”

    · Students should consider noting down particular themes that they may want to focus on (e.g., political views, personal values, relationships, etc.).

    2. Sample open-ended questions:

    · Can you describe a significant friendship or rivalry and its effect on your life?

    · What has been the most challenging obstacle you’ve faced, and how did you overcome it?

    · If you could change one thing about your past, what would it be and why?

    · Were you involved in any significant political events and, if so, how did it shape or alter your beliefs?

    · What are your thoughts on the societal norms and expectations of your era?

    · How do you perceive your own role in the narrative? Do you agree with how the author has portrayed you?

    **Conducting the Interview**

    1. Students practice interviewing a character of their choosing and share the experience in class.

    · If possible, students are encouraged to use the voice chat feature that some AI models offer to support a conversational experience.

    · Students interview the historical or fictional character in question using a rubric for active listening as a guide. Active listening entails maintaining attentiveness, understanding and empathizing with responses, reflecting on answers, demonstrating non-judgmental engagement, and responding appropriately with opinions.

    **Evaluation**

    1. Students will then copy and paste and share the chat transcripts with the teacher for evaluation and assessment of critical thinking, active listening, problem-solving, and any other objectives the teacher chooses.

    · This can further the goal of developing empathy in students, conversational skills, or problem-solving, analysis, and critical thinking.

    **Analysis**

    1. Students then analyze the chatbot. Did it further their understanding of the character in question? Did it mimic the character from the book or from history, or did it fail to capture characteristic nuances?

    2. Students will write a paper using quoted evidence from the chat transcript itself– in comparison with the book or textbook– to show that the bot either mimicked/missed mimicking the character in question or furthered/did not further their understanding of the character in question.

    **InterviewQuestionsforIshtar.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/interviewquestionsforishtar-docx-10328537)

    **InterviewQuestionsforIshtar.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/interviewquestionsforishtar-docx-10328537)

    **## PLEASEhereisthefeedbackoftheteacher.docx**

    ![A screenshot of a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/english-homework-20923463)PLEASE here is the feedback of the teacher ,PLEASE I BEGGING YOU TO READ THE INSTRUCTION ,
    ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/english-homework-20923463)

    ## image1.png

    ## image2.png

    **## week2englishliteerature.docx**

    This week you will read a selection of literary works from the Tudor Age to the Age of Revolution. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from among a diverse group of authors for what they reflect and reveal about the evolving British experience and character.  We begin the course by reading about the origin of British literature. The literary texts you will read in this unit will provide you with knowledge of the history that impacted the earliest works.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Interview a Character Assignment Instructions

            From
    [**_British Literature I_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) **“** Part 2: The Tudor Age,”

    · Introduction, pages, 599-602.

    · Sir Thomas More’s “Preface” to Utopia, pages 602-607.

    · William Shakespeare, “Sonnets 18,” and “Sonnet 106,” pages 1174-1177, page 1178, and page 1182.

    · William Shakespeare,
    _King Lear,_ Act 1 & Act II pages 1280-1298.

              From
    **_British Literature I,_**“Part 3: The Seventeenth Century: The Age of Revolution”

    · “Intro,” pages 1415-1420.

    · John Donne, “Holy Sonnet 10,” pages 1420-1421, and pages 1428-29.

    · John Milton, “Lycidas,” pages 1712-1714 and 1722-1726

              From
    [A Glossary of Literary Terms](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf?ou=259383)

    · “Sonnet,” pages 369-370

    · “Tragedy,” pages 405-408

    · “Three Unities,” pages 403

    · “Drama,” page 95

    · “Elegy,” page 103

    **Assignments or Assessments:**
    One Discussion board post and responses

    · Discussion 3: The Tudor Age and The Seventeenth Century

    One reading quiz on the readings for this week

    One Journal

    **## CriticalThinkingCoreCompetency-InterviewingIshtar1.docx**

    Annika Ganapathiraju

    Professor Zeenat

    ENGL 2331

    27 April 2025

    Critical Thinking Core Competency: Interviewing Ishtar

    The AI I used for this assignment was ChatGPT to create a mock interview with the goddess Ishtar from
    _The Epic of Gilgamesh_. Through this conversation, I wasn’t able to deepen my understanding of Ishtar’s character. Still, I did find that the chatbot successfully mimicked her dramatic and intense personality as portrayed in the original text.

    Throughout the mock interview, the chatbot captured Ishtar’s pride and sense of entitlement very well. When I asked if she regretted sending the Bull of Heaven to attack Gilgamesh and Uruk, Ishtar responded, “Regret? Regret is for mortals who cannot reshape the world with a scream or a storm.” This mirrors how Ishtar behaves in the epic when she goes to her father, Anu, in rage after being rejected by Gilgamesh. She demands the Bull of Heaven to be released, stating, “But if you will not make this Bull… I will smite [the gates of the Underworld], break it down and release the ghosts” (92, 505-506) if she is denied. Both the chatbot and the original text emphasize Ishtar’s impulsive anger and her belief that consequences are beneath her concern.

    The chatbot also reflected Ishtar’s self-confidence. When I asked what it was like to have Anu as a father, the chatbot wrote, “I am Ishtar—not a mere reflection of Anu. And even he, my father, must acknowledge that.” In the original text, Ishtar approached Anu not as a humble daughter but as a goddess demanding her due, demonstrating a similar arrogance. This answer aligned with the original work’s portrayal of her as someone who uses her divine status to intimidate others.

    Another place where the chatbot’s portrayal felt authentic was in its blending of love and war. When asked whether she chose to be the goddess of love and war, the answer I received was, “Love and war are not separate to me. They are two sides of the same coin, bound by the same spark.” In
    _The Epic of Gilgamesh_, Ishtar’s actions show how closely linked passion and destruction are in her character. Her immediate pivot from offering love to inflicting revenge after Gilgamesh’s rejection highlights this dual nature.

    While the chatbot did capture the simple aspects of her personality, it didn’t over new insights into Ishtar’s complexity. In
    _The Epic of Gilgamesh_, while she is mostly portrayed as vengeful and proud, there a subtle moments (such as her mourning for Tammuz) that suggest deeper emotions within her. The chatbot touched on this when it said, “Perhaps not regret, but something near it. A shadow of what could have been, if
    _they_ had been stronger.” Because the chatbot didn’t explore these emotions with much depth, my understanding of Ishtar didn’t significantly deepen.

    Even though the chatbot’s portrayal didn’t further my understanding of Ishtar’s inner complexities, it did successfully mimic her voice, style, and dominant traits as depicted in the story. Through dramatic, powerful language and a constant proud tone, it stayed true to Ishtar’s character and made the mock interview experience engaging.

    **## InterviewaCharacter1.docx**

    ## Interview a Fictional Character

    Completing this assignment will fulfil the requirements for the Dallas College Critical Thinking Core Competency Assignment. The Critical Thinking Core Objective allows students to develop a wide variety of skills:

    · Analyze issues

    · Complex/creative problem solving: anticipate problems, solutions and consequences

    · Knowledge application: apply knowledge to make decisions

    · Pattern detection: detect patterns/themes/underlying principles

    · Research: gather proper resources and information to conduct research

    · Analysis and interpretation: analyzing and interpreting data to synthesize information

    Upon successful demonstration of a skill, you may be eligible to apply for a Digital Badge.

    **Interview a Fictional Character**

    Choose any one character from the readings you have completed in this class. This character could be someone you found interesting or intriguing. You will first read the literary text and gain some understanding of the character and the character’s motivations.

    **_Have a conversation with an AI-crafted fictional character to explore the underlying intricacies of a literary text._**

    **LEARNING OBJECTIVES**

    ·
    _Engage in critical dialogue with a fictional persona to develop conversational skills_ _Practice active listening in order to probe lines of inquisition previously unexplored for a certain fictional character_

    ·
    _Critically reflect on the accuracy of AI to capture the nuances of characters from well-interpreted literary texts_

    **INSTRUCTIONS**

    **Generate Interview Questions**

    1. Students generate interview questions for a fictional or historical character that are broad, open-ended, and show an understanding of historical or literary context. Students may use an AI tool of their choosing, such as
    [Character.AI](http://character.ai/), (in the past, some students have said that this tool is hard to navigate) ChatGPT, Claude, Gemini, etc. Students may work with a tool that has enhanced voice mode features, such as GPT-4o (I found this tool to be the best) or Google Assistant, to create a sense of flowing conversation. You can send me your questions to review before you conduct the interview.

    · This step is guided by a rubric, peer feedback, and teacher feedback to ensure questions will generate meaningful conversation.

    · Students should “put themselves in their character’s shoes” and imagine what types of questions will “get them talking.”

    · Students should consider noting down particular themes that they may want to focus on (e.g., political views, personal values, relationships, etc.).

    2. Sample open-ended questions:

    · Can you describe a significant friendship or rivalry and its effect on your life?

    · What has been the most challenging obstacle you’ve faced, and how did you overcome it?

    · If you could change one thing about your past, what would it be and why?

    · Were you involved in any significant political events and, if so, how did it shape or alter your beliefs?

    · What are your thoughts on the societal norms and expectations of your era?

    · How do you perceive your own role in the narrative? Do you agree with how the author has portrayed you?

    **Conducting the Interview**

    1. Students practice interviewing a character of their choosing and share the experience in class.

    · If possible, students are encouraged to use the voice chat feature that some AI models offer to support a conversational experience.

    · Students interview the historical or fictional character in question using a rubric for active listening as a guide. Active listening entails maintaining attentiveness, understanding and empathizing with responses, reflecting on answers, demonstrating non-judgmental engagement, and responding appropriately with opinions.

    **Evaluation**

    1. Students will then copy and paste and share the chat transcripts with the teacher for evaluation and assessment of critical thinking, active listening, problem-solving, and any other objectives the teacher chooses.

    · This can further the goal of developing empathy in students, conversational skills, or problem-solving, analysis, and critical thinking.

    **Analysis**

    1. Students then analyze the chatbot. Did it further their understanding of the character in question? Did it mimic the character from the book or from history, or did it fail to capture characteristic nuances?

    2. Students will write a paper using quoted evidence from the chat transcript itself– in comparison with the book or textbook– to show that the bot either mimicked/missed mimicking the character in question or furthered/did not further their understanding of the character in question.

    **InterviewQuestionsforIshtar.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/interviewquestionsforishtar-docx-10328537)

    **## PLEASEhereisthefeedbackoftheteacher.docx**

    ![A screenshot of a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/english-homework-20923463)PLEASE here is the feedback of the teacher ,PLEASE I BEGGING YOU TO READ THE INSTRUCTION ,
    ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/english-homework-20923463)

    ## image1.png

    ## image2.png

    **## week2englishliteerature.docx**

    This week you will read a selection of literary works from the Tudor Age to the Age of Revolution. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from among a diverse group of authors for what they reflect and reveal about the evolving British experience and character.  We begin the course by reading about the origin of British literature. The literary texts you will read in this unit will provide you with knowledge of the history that impacted the earliest works.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Interview a Character Assignment Instructions

            From
    [**_British Literature I_**](https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1017&context=english-textbooks) **“** Part 2: The Tudor Age,”

    · Introduction, pages, 599-602.

    · Sir Thomas More’s “Preface” to Utopia, pages 602-607.

    · William Shakespeare, “Sonnets 18,” and “Sonnet 106,” pages 1174-1177, page 1178, and page 1182.

    · William Shakespeare,
    _King Lear,_ Act 1 & Act II pages 1280-1298.

              From
    **_British Literature I,_**“Part 3: The Seventeenth Century: The Age of Revolution”

    · “Intro,” pages 1415-1420.

    · John Donne, “Holy Sonnet 10,” pages 1420-1421, and pages 1428-29.

    · John Milton, “Lycidas,” pages 1712-1714 and 1722-1726

              From
    [A Glossary of Literary Terms](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/A%20Glossary%20of%20Literary%20Terms-M.H.Abrahms.pdf?ou=259383)

    · “Sonnet,” pages 369-370

    · “Tragedy,” pages 405-408

    · “Three Unities,” pages 403

    · “Drama,” page 95

    · “Elegy,” page 103

    **Assignments or Assessments:**
    One Discussion board post and responses

    · Discussion 3: The Tudor Age and The Seventeenth Century

    One reading quiz on the readings for this week

    One Journal

    **## CriticalThinkingCoreCompetency-InterviewingIshtar1.docx**

    Annika Ganapathiraju

    Professor Zeenat

    ENGL 2331

    27 April 2025

    Critical Thinking Core Competency: Interviewing Ishtar

    The AI I used for this assignment was ChatGPT to create a mock interview with the goddess Ishtar from
    _The Epic of Gilgamesh_. Through this conversation, I wasn’t able to deepen my understanding of Ishtar’s character. Still, I did find that the chatbot successfully mimicked her dramatic and intense personality as portrayed in the original text.

    Throughout the mock interview, the chatbot captured Ishtar’s pride and sense of entitlement very well. When I asked if she regretted sending the Bull of Heaven to attack Gilgamesh and Uruk, Ishtar responded, “Regret? Regret is for mortals who cannot reshape the world with a scream or a storm.” This mirrors how Ishtar behaves in the epic when she goes to her father, Anu, in rage after being rejected by Gilgamesh. She demands the Bull of Heaven to be released, stating, “But if you will not make this Bull… I will smite [the gates of the Underworld], break it down and release the ghosts” (92, 505-506) if she is denied. Both the chatbot and the original text emphasize Ishtar’s impulsive anger and her belief that consequences are beneath her concern.

    The chatbot also reflected Ishtar’s self-confidence. When I asked what it was like to have Anu as a father, the chatbot wrote, “I am Ishtar—not a mere reflection of Anu. And even he, my father, must acknowledge that.” In the original text, Ishtar approached Anu not as a humble daughter but as a goddess demanding her due, demonstrating a similar arrogance. This answer aligned with the original work’s portrayal of her as someone who uses her divine status to intimidate others.

    Another place where the chatbot’s portrayal felt authentic was in its blending of love and war. When asked whether she chose to be the goddess of love and war, the answer I received was, “Love and war are not separate to me. They are two sides of the same coin, bound by the same spark.” In
    _The Epic of Gilgamesh_, Ishtar’s actions show how closely linked passion and destruction are in her character. Her immediate pivot from offering love to inflicting revenge after Gilgamesh’s rejection highlights this dual nature.

    While the chatbot did capture the simple aspects of her personality, it didn’t over new insights into Ishtar’s complexity. In
    _The Epic of Gilgamesh_, while she is mostly portrayed as vengeful and proud, there a subtle moments (such as her mourning for Tammuz) that suggest deeper emotions within her. The chatbot touched on this when it said, “Perhaps not regret, but something near it. A shadow of what could have been, if
    _they_ had been stronger.” Because the chatbot didn’t explore these emotions with much depth, my understanding of Ishtar didn’t significantly deepen.

    Even though the chatbot’s portrayal didn’t further my understanding of Ishtar’s inner complexities, it did successfully mimic her voice, style, and dominant traits as depicted in the story. Through dramatic, powerful language and a constant proud tone, it stayed true to Ishtar’s character and made the mock interview experience engaging.

    **## InterviewaCharacter1.docx**

    ## Interview a Fictional Character

    Completing this assignment will fulfil the requirements for the Dallas College Critical Thinking Core Competency Assignment. The Critical Thinking Core Objective allows students to develop a wide variety of skills:

    · Analyze issues

    · Complex/creative problem solving: anticipate problems, solutions and consequences

    · Knowledge application: apply knowledge to make decisions

    · Pattern detection: detect patterns/themes/underlying principles

    · Research: gather proper resources and information to conduct research

    · Analysis and interpretation: analyzing and interpreting data to synthesize information

    Upon successful demonstration of a skill, you may be eligible to apply for a Digital Badge.

    **Interview a Fictional Character**

    Choose any one character from the readings you have completed in this class. This character could be someone you found interesting or intriguing. You will first read the literary text and gain some understanding of the character and the character’s motivations.

    **_Have a conversation with an AI-crafted fictional character to explore the underlying intricacies of a literary text._**

    **LEARNING OBJECTIVES**

    ·
    _Engage in critical dialogue with a fictional persona to develop conversational skills_ _Practice active listening in order to probe lines of inquisition previously unexplored for a certain fictional character_

    ·
    _Critically reflect on the accuracy of AI to capture the nuances of characters from well-interpreted literary texts_

    **INSTRUCTIONS**

    **Generate Interview Questions**

    1. Students generate interview questions for a fictional or historical character that are broad, open-ended, and show an understanding of historical or literary context. Students may use an AI tool of their choosing, such as
    [Character.AI](http://character.ai/), (in the past, some students have said that this tool is hard to navigate) ChatGPT, Claude, Gemini, etc. Students may work with a tool that has enhanced voice mode features, such as GPT-4o (I found this tool to be the best) or Google Assistant, to create a sense of flowing conversation. You can send me your questions to review before you conduct the interview.

    · This step is guided by a rubric, peer feedback, and teacher feedback to ensure questions will generate meaningful conversation.

    · Students should “put themselves in their character’s shoes” and imagine what types of questions will “get them talking.”

    · Students should consider noting down particular themes that they may want to focus on (e.g., political views, personal values, relationships, etc.).

    2. Sample open-ended questions:

    · Can you describe a significant friendship or rivalry and its effect on your life?

    · What has been the most challenging obstacle you’ve faced, and how did you overcome it?

    · If you could change one thing about your past, what would it be and why?

    · Were you involved in any significant political events and, if so, how did it shape or alter your beliefs?

    · What are your thoughts on the societal norms and expectations of your era?

    · How do you perceive your own role in the narrative? Do you agree with how the author has portrayed you?

    **Conducting the Interview**

    1. Students practice interviewing a character of their choosing and share the experience in class.

    · If possible, students are encouraged to use the voice chat feature that some AI models offer to support a conversational experience.

    · Students interview the historical or fictional character in question using a rubric for active listening as a guide. Active listening entails maintaining attentiveness, understanding and empathizing with responses, reflecting on answers, demonstrating non-judgmental engagement, and responding appropriately with opinions.

    **Evaluation**

    1. Students will then copy and paste and share the chat transcripts with the teacher for evaluation and assessment of critical thinking, active listening, problem-solving, and any other objectives the teacher chooses.

    · This can further the goal of developing empathy in students, conversational skills, or problem-solving, analysis, and critical thinking.

    **Analysis**

    1. Students then analyze the chatbot. Did it further their understanding of the character in question? Did it mimic the character from the book or from history, or did it fail to capture characteristic nuances?

    2. Students will write a paper using quoted evidence from the chat transcript itself– in comparison with the book or textbook– to show that the bot either mimicked/missed mimicking the character in question or furthered/did not further their understanding of the character in question.

    **InterviewQuestionsforIshtar.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/interviewquestionsforishtar-docx-10328537)

    – 1
    – 2
    – 3
    – 4
    – 5

  • [Solved] SEO and Domain

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    In this assignment, you will search for available domains for fictional businesses and analyze which domain best represents the company based on their brand, location, and keywords. You will also apply your research to determine which hashtags (#) will be best for the fictional companies. In the wor…

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    Assignment Prompt & Instructions

    In this assignment, you will search for available domains for fictional businesses and analyze which domain best represents the company based on their brand, location, and keywords. You will also apply your research to determine which hashtags (#) will be best for the fictional companies.
    In the world of online marketing, the proper domain name and hashtags can be incredibly important to a business as they present themselves as an alternative to their competition. This assignment will help you make better decisions when developing an online presence for your own company, or a company you represent.
    Review the following article on how to choose an SEO-friendly domain name. click link below
    3. Review the following article on how using the right hashtags can increase web traffic. click link below
    4. Watch the following video on how to use [www.domain.com](http://www.domain.com/) to search for available domain names.
    Use ['Check My Hashtag'](https://checkmyhashtag.com/) to evaluate the strength of chosen hashtags across multiple platforms.
    6. Download the following worksheet and follow the instructions included in the worksheet to complete the assignment.
    \
    3.2_SEO_And_Domain_Name_Research_Worksheet.docx](https://www.sweetstudy.com/files/3-2-seo-and-domain-name-research-worksheet-docx "3.2_SEO_And_Domain_Name_Research_Worksheet.docx")

  • [Solved] Principles of Art

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    Please see attached for instructions – ## PrinciplesofArt.docx **## PrinciplesofArt.docx** **Principles of Art** Considering the elements and principles of art studied, analyze the following piece of art and explain (in essay form) how it reflects its culture. See the Rubrics at the end of this docu…

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    Please see attached for instructions

    – ## PrinciplesofArt.docx

    **## PrinciplesofArt.docx**

    **Principles of Art**

    Considering the elements and principles of art studied, analyze the following piece of art and explain (in essay form) how it reflects its culture. See the Rubrics at the end of this document to know how the essay will be graded.

    Write 400 words in APA format include

    Include Introduction with historical context, cultural trends and the artist’ s background

    Mention the following Art terms in your analysis.

    1) Color 2) Balance 3) Form 4) Contrast 5) Line 6) Design 7) Shape 8) Proportion (scale) 9) Space 10) Pattern 11) Texture 12) Perspective 13) Value 14) Unity 15) Variety

    ![Picasso's 'Guernica': 10 Facts You Didn't Know About the Famous Painti – Artisera](https://www.sweetstudy.com/questions/principles-of-art)

    Artist: Pablo Picasso

    Title: Guernica

    Dimensions: 11′ 6″ x 25′ 6″

    Location: Museo Nacional Centro de Arte Reina Sofía

    Genre: Narrative art

    Created: April 26, 1937–June 1937

    Subject: Spanish Civil War, Suffering, War

    ## image1.jpeg

    **## PrinciplesofArt.docx**

    **Principles of Art**

    Considering the elements and principles of art studied, analyze the following piece of art and explain (in essay form) how it reflects its culture. See the Rubrics at the end of this document to know how the essay will be graded.

    Write 400 words in APA format include

    Include Introduction with historical context, cultural trends and the artist’ s background

    Mention the following Art terms in your analysis.

    1) Color 2) Balance 3) Form 4) Contrast 5) Line 6) Design 7) Shape 8) Proportion (scale) 9) Space 10) Pattern 11) Texture 12) Perspective 13) Value 14) Unity 15) Variety

    ![Picasso's 'Guernica': 10 Facts You Didn't Know About the Famous Painti – Artisera](https://www.sweetstudy.com/questions/principles-of-art)

    Artist: Pablo Picasso

    Title: Guernica

    Dimensions: 11′ 6″ x 25′ 6″

    Location: Museo Nacional Centro de Arte Reina Sofía

    Genre: Narrative art

    Created: April 26, 1937–June 1937

    Subject: Spanish Civil War, Suffering, War

    ## image1.jpeg

  • [Solved] English

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  • [Solved] Please see attached

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    Read all attachments – ## IELinstructions.docx – ## TheInspireEntrustLeadershipModel.docx – ## TableofContentsIELModel.docx – ## TermProjectReferencePage.docx **## IELinstructions.docx** Use the attached The Inspire Entrust Leadership Model (IEL) information and table of contents to write a research…

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    Assignment Prompt & Instructions

    Read all attachments

    – ## IELinstructions.docx

    – ## TheInspireEntrustLeadershipModel.docx

    – ## TableofContentsIELModel.docx

    – ## TermProjectReferencePage.docx

    **## IELinstructions.docx**

    Use the attached The Inspire Entrust Leadership Model (IEL) information and table of contents to write a research paper based on the application of leadership approaches and theories.

    The research paper is to be on your own theory, style, or model tied to leadership. You must cite examples and describe the implications the leadership approach has on an organization. This paper should be based on the review of the literature you completed in Modules 3 and 4. A minimum of 15 academic sources (peer-reviewed articles, books, interviews, etc.) need to be used in preparation for writing the paper.

    **Submission Instructions:**

    · The paper is to be no shorter than 10 pages nor longer than 12 pages in length. The 10-page minimum does not include the title page, reference page, or any diagrams, graphs, tables, pictures, charts, etc., that are not pure written text. The paper must follow the current APA style (Times New Roman 12-point font, double-spaced, one-inch margins, a title page, and reference page). You will automatically lose points if these limits are not followed.

    · Use your name as the running header for all pages and as the file document title.

    **## TheInspireEntrustLeadershipModel.docx**

    The Inspire Entrust Leadership Model (IEL)

    The Inspire Entrust Leadership Model (IEL) combines elements of emotional intelligence, adaptability and decentralized authority; comparing mostly to a Goleman’s Six Emotional Intelligence or Kouzes and Posner’s Five Practices of Exemplary Leadership model. The IEL Model has incorporates signs of an authentic leader as well providing transparency and vulnerability while remaining grounded and humble. It focuses on inspiring and entrusting individuals at every level of an organization to lead within their scope, while the primary leader serves as a catalyst for growth, cohesion, and responsiveness to change. IEL is most effective in environments of uncertainty, rapid transformation, and diverse teams as a transformational leadership style favors this model.

    Key Characteristics:

    Adaptability: Leaders shift their approach based on the needs of the moment and team dynamics.

    Empowerment: Leaders actively train and trust team members to make independent decisions.

    Shared Leadership: Leadership roles are distributed based on context and competence, not hierarchy.

    Humbleness: Leads without trying to be above others.

    Emotional Intelligence: Leaders practice self-awareness, empathy, and interpersonal regulation to foster trust and inclusion.

    **## TableofContentsIELModel.docx**

    **Lester Scott**

    **Table of Contents**

    **The Inspire Entrust Leadership Model (IEL): A Transformational Framework for Modern Leadership**

    **Abstract ……………………………………………………………………………………………………**

    1.
    **Introduction ………………………………………………………………………………………**
    **1.1 Purpose of the Study**
    **1.2 Significance of the IEL Model**
    **1.3 Research Methodology and Scope**

    2.
    **Theoretical Foundations of IEL ………………………………………………………………**
    **2.1 Emotional Intelligence in Leadership (Goleman’s Framework)**
    **2.2 Kouzes and Posner’s Five Practices of Exemplary Leadership**
    **2.3 Authentic Leadership: Transparency, Vulnerability, and Humility**
    **2.4 Transformational Leadership in Uncertain Environments**

    3.
    **Core Pillars of the IEL Model ………………………………………………………………….**
    **3.1 Adaptability: Leading Through Change**
    **3.2 Empowerment: Trusting and Training Others**
    **3.3 Shared Leadership: Decentralized Decision-Making**
    **3.4 Emotional Intelligence: Building Trust and Psychological Safety**
    **3.5 Humility and Vulnerability: The Human-Centered Leader**

    4.
    **Comparative Analysis of IEL and Other Leadership Models …………………………..**
    **4.1 IEL vs. Goleman’s EI Model**
    **4.2 IEL vs. Kouzes and Posner’s Leadership Practices**
    **4.3 IEL vs. Traditional Hierarchical Leadership**
    **4.4 IEL in Relation to Transformational and Servant Leadership**

    5.
    **Practical Applications of the IEL Model ……………………………………………………**
    **5.1 Implementing IEL in Organizational Culture**
    **5.2 Case Studies: IEL in Action**
    **5.3 Training Leaders for IEL Competencies**
    **5.4 Measuring Leadership Impact Using IEL Metrics**

    6.
    **IEL and the Future of Leadership ……………………………………………………………**
    **6.1 IEL in Diverse and Global Teams**
    **6.2 Leading Through Crisis and Uncertainty**
    **6.3 Leveraging Technology and Remote Work through IEL Principles**

    7.
    **Challenges and Limitations of the IEL Model …………………………………………….**
    **7.1 Organizational Resistance to Decentralized Authority**
    **7.2 Balancing Vulnerability with Authority**
    **7.3 Navigating Ambiguity in Fast-Paced Environments**

    8.
    **Conclusion and Recommendations …………………………………………………………**
    **8.1 Summary of Findings**
    **8.2 Implications for Leadership Development**
    **8.3 Final Thoughts on Inspiring and Entrusting Future Leaders**

    **References ………………………………………………………………………………………………**

    **Appendices ………………………………………………………………………………………………**
    **Appendix A: IEL Leadership Self-Assessment Tool**
    **Appendix B: IEL Model Diagram**

    **## TermProjectReferencePage.docx**

    Reference Page

    Reference:

    Badri-Harun, A., Zainol, M. R., Amar, A., & Shaari, Z. H. (2016). Emotional intelligence as mediator between leadership styles and leadership effectiveness: A theoretical framework.
    _International Review of Management and Marketing_,
    _6_(1), 116-121.
    [https://dergipark.org.tr/en/download/article-file/367603](https://dergipark.org.tr/en/download/article-file/367603)

    Council, A., & Sowcik, M. (2021). Exploring Humility to Address the Need for Authentic Leadership.
    _Journal of Leadership, Accountability & Ethics_,
    _18_(2).
    [http://www.na-businesspress.com/JLAE/JLAE18-2/9_CouncilFinal.pdf](http://www.na-businesspress.com/JLAE/JLAE18-2/9_CouncilFinal.pdf)

    Fianko, S. K., Jnr, S. A. J. S. A., & Dzogbewu, T. C. (2020). Does the interpersonal dimension of Goleman's emotional intelligence model predict effective leadership?.
    _African Journal of Business and Economic Research_,
    _15_(4), 221.
    [https://www.researchgate.net/profile/Thywill-Cephas-Dzogbewu/publication/347837690_Does_the_Interpersonal_Dimension_of_Goleman's_Emotional_Intelligence_Model_Predict_Effective_Leadership/links/659529c80bb2c7472b2db4cf/Does-the-Interpersonal-Dimension-of-Golemans-Emotional-Intelligence-Model-Predict-Effective-Leadership.pdf](https://www.researchgate.net/profile/Thywill-Cephas-Dzogbewu/publication/347837690_Does_the_Interpersonal_Dimension_of_Goleman's_Emotional_Intelligence_Model_Predict_Effective_Leadership/links/659529c80bb2c7472b2db4cf/Does-the-Interpersonal-Dimension-of-Golemans-Emotional-Intelligence-Model-Predict-Effective-Leadership.pdf)

    Kouzes, J. M., & Posner, B. Z. (2007). The five practices of exemplary leadership.
    _The Jossey-Bass reader on educational leadership_, 63-74.
    [https://www.pnbhs.school.nz/wp-content/uploads/2015/11/The-Five-Practices-of-Exemplary-Leadership.pdf](https://www.pnbhs.school.nz/wp-content/uploads/2015/11/The-Five-Practices-of-Exemplary-Leadership.pdf)

    Liu, Y. (2015). The review of empowerment leadership. Open Journal of Business and Management, 3(04), 476.
    [https://www.scirp.org/html/17-1530242_60728.htm](https://www.scirp.org/html/17-1530242_60728.htm)

    Mathende, T., & Yousefi, M. (2021). Transformational leadership role and means efficacy on work performance under volatile uncertain complex and ambiguous environment.
    _Open Journal of Leadership_,
    _10_(4), 277-299.
    [https://www.scirp.org/pdf/ojl_2021120714203391.pdf](https://www.scirp.org/pdf/ojl_2021120714203391.pdf)

    McClellan, J., Levitt, K., & DiClementi, G. (2017). Emotional intelligence and positive organizational leadership: A conceptual model for positive emotional influence.
    _Journal of Behavioral and Applied Management_,
    _17_(3).
    [https://www.researchgate.net/publication/320292452_Emotional_Intelligence_and_Positive_Organizational_Leadership_A_Conceptual_Model_for_Positive_Emotional_Influence](https://www.researchgate.net/publication/320292452_Emotional_Intelligence_and_Positive_Organizational_Leadership_A_Conceptual_Model_for_Positive_Emotional_Influence)

    Olawoyin, R. (2018). Emotional intelligence: Assessing its importance in safety leadership. Professional Safety, 63(08), 41-47.
    [https://aeasseincludes.assp.org/professionalsafety/pastissues/063/08/F3_0818.pdf](https://aeasseincludes.assp.org/professionalsafety/pastissues/063/08/F3_0818.pdf)

    Rast, D., & Hogg, M. (2016). Leadership in the face of crisis and uncertainty. In The Routledge companion to leadership (pp. 74-86). Routledge.
    [https://www.defence.lk/upload/ebooks/The%20Routledge%20Companion%20to%20Leadership.pdf#page=75](https://www.defence.lk/upload/ebooks/The%20Routledge%20Companion%20to%20Leadership.pdf)

    Schulze, J. H., & Pinkow, F. (2020). Leadership for organisational adaptability: How enabling leaders create adaptive space.
    _Administrative Sciences_,
    _10_(3), 37.
    [http://essay.utwente.nl/65422/1/Bachelor%20Thesis%20Mark%20Holtkamp%20-%20s0218979.pdf](http://essay.utwente.nl/65422/1/Bachelor%20Thesis%20Mark%20Holtkamp%20-%20s0218979.pdf)

    Shadraconis, S. (2013). Organizational leadership in times of uncertainty: Is transformational leadership the answer?.
    _LUX: A Journal of Transdisciplinary Writing and Research from Claremont Graduate University_,
    _2_(1), 28.
    [https://scholarship.claremont.edu/cgi/viewcontent.cgi?article=1027&context=lux](https://scholarship.claremont.edu/cgi/viewcontent.cgi?article=1027&context=lux)

    Vu, H. M. (2020). Employee empowerment and empowering leadership: A literature review.
    [https://www.researchgate.net/profile/Vu-Hieu-3/publication/344424946_Employee_empowerment_and_empowering_leadership_A_literature_review/links/5f740da3a6fdcc008648526d/Employee-empowerment-and-empowering-leadership-A-literature-review.pdf](https://www.researchgate.net/profile/Vu-Hieu-3/publication/344424946_Employee_empowerment_and_empowering_leadership_A_literature_review/links/5f740da3a6fdcc008648526d/Employee-empowerment-and-empowering-leadership-A-literature-review.pdf)

    Wood, M. S. (2005). Determinants of shared leadership in management teams. International Journal of Leadership Studies, 1(1), 64-85.
    [https://www.regent.edu/acad/global/publications/ijls/new/vol1iss1/wood/determinants.pdf](https://www.regent.edu/acad/global/publications/ijls/new/vol1iss1/wood/determinants.pdf)

    Zhou, W., Zhu, Z., & Vredenburgh, D. (2020). Emotional intelligence, psychological safety, and team decision making. Team Performance Management: An International Journal, 26(1/2), 123-141.
    [https://digitalcommons.montclair.edu/cgi/viewcontent.cgi?article=1048&context=management-facpubs](https://digitalcommons.montclair.edu/cgi/viewcontent.cgi?article=1048&context=management-facpubs)

    Zhu, J., Liao, Z., Yam, K. C., & Johnson, R. E. (2018). Shared leadership: A state‐of‐the‐art review and future research agenda. Journal of Organizational Behavior, 39(7), 834-852.
    [https://drive.google.com/file/d/1qqkqBQCiIiAArc6B2BKEhM122bv1NC2m/view](https://drive.google.com/file/d/1qqkqBQCiIiAArc6B2BKEhM122bv1NC2m/view)

    **## TermProjectReferencePage.docx**

    Reference Page

    Reference:

    Badri-Harun, A., Zainol, M. R., Amar, A., & Shaari, Z. H. (2016). Emotional intelligence as mediator between leadership styles and leadership effectiveness: A theoretical framework.
    _International Review of Management and Marketing_,
    _6_(1), 116-121.
    [https://dergipark.org.tr/en/download/article-file/367603](https://dergipark.org.tr/en/download/article-file/367603)

    Council, A., & Sowcik, M. (2021). Exploring Humility to Address the Need for Authentic Leadership.
    _Journal of Leadership, Accountability & Ethics_,
    _18_(2).
    [http://www.na-businesspress.com/JLAE/JLAE18-2/9_CouncilFinal.pdf](http://www.na-businesspress.com/JLAE/JLAE18-2/9_CouncilFinal.pdf)

    Fianko, S. K., Jnr, S. A. J. S. A., & Dzogbewu, T. C. (2020). Does the interpersonal dimension of Goleman's emotional intelligence model predict effective leadership?.
    _African Journal of Business and Economic Research_,
    _15_(4), 221.
    [https://www.researchgate.net/profile/Thywill-Cephas-Dzogbewu/publication/347837690_Does_the_Interpersonal_Dimension_of_Goleman's_Emotional_Intelligence_Model_Predict_Effective_Leadership/links/659529c80bb2c7472b2db4cf/Does-the-Interpersonal-Dimension-of-Golemans-Emotional-Intelligence-Model-Predict-Effective-Leadership.pdf](https://www.researchgate.net/profile/Thywill-Cephas-Dzogbewu/publication/347837690_Does_the_Interpersonal_Dimension_of_Goleman's_Emotional_Intelligence_Model_Predict_Effective_Leadership/links/659529c80bb2c7472b2db4cf/Does-the-Interpersonal-Dimension-of-Golemans-Emotional-Intelligence-Model-Predict-Effective-Leadership.pdf)

    Kouzes, J. M., & Posner, B. Z. (2007). The five practices of exemplary leadership.
    _The Jossey-Bass reader on educational leadership_, 63-74.
    [https://www.pnbhs.school.nz/wp-content/uploads/2015/11/The-Five-Practices-of-Exemplary-Leadership.pdf](https://www.pnbhs.school.nz/wp-content/uploads/2015/11/The-Five-Practices-of-Exemplary-Leadership.pdf)

    Liu, Y. (2015). The review of empowerment leadership. Open Journal of Business and Management, 3(04), 476.
    [https://www.scirp.org/html/17-1530242_60728.htm](https://www.scirp.org/html/17-1530242_60728.htm)

    Mathende, T., & Yousefi, M. (2021). Transformational leadership role and means efficacy on work performance under volatile uncertain complex and ambiguous environment.
    _Open Journal of Leadership_,
    _10_(4), 277-299.
    [https://www.scirp.org/pdf/ojl_2021120714203391.pdf](https://www.scirp.org/pdf/ojl_2021120714203391.pdf)

    McClellan, J., Levitt, K., & DiClementi, G. (2017). Emotional intelligence and positive organizational leadership: A conceptual model for positive emotional influence.
    _Journal of Behavioral and Applied Management_,
    _17_(3).
    [https://www.researchgate.net/publication/320292452_Emotional_Intelligence_and_Positive_Organizational_Leadership_A_Conceptual_Model_for_Positive_Emotional_Influence](https://www.researchgate.net/publication/320292452_Emotional_Intelligence_and_Positive_Organizational_Leadership_A_Conceptual_Model_for_Positive_Emotional_Influence)

    Olawoyin, R. (2018). Emotional intelligence: Assessing its importance in safety leadership. Professional Safety, 63(08), 41-47.
    [https://aeasseincludes.assp.org/professionalsafety/pastissues/063/08/F3_0818.pdf](https://aeasseincludes.assp.org/professionalsafety/pastissues/063/08/F3_0818.pdf)

    Rast, D., & Hogg, M. (2016). Leadership in the face of crisis and uncertainty. In The Routledge companion to leadership (pp. 74-86). Routledge.
    [https://www.defence.lk/upload/ebooks/The%20Routledge%20Companion%20to%20Leadership.pdf#page=75](https://www.defence.lk/upload/ebooks/The%20Routledge%20Companion%20to%20Leadership.pdf)

    Schulze, J. H., & Pinkow, F. (2020). Leadership for organisational adaptability: How enabling leaders create adaptive space.
    _Administrative Sciences_,
    _10_(3), 37.
    [http://essay.utwente.nl/65422/1/Bachelor%20Thesis%20Mark%20Holtkamp%20-%20s0218979.pdf](http://essay.utwente.nl/65422/1/Bachelor%20Thesis%20Mark%20Holtkamp%20-%20s0218979.pdf)

    Shadraconis, S. (2013). Organizational leadership in times of uncertainty: Is transformational leadership the answer?.
    _LUX: A Journal of Transdisciplinary Writing and Research from Claremont Graduate University_,
    _2_(1), 28.
    [https://scholarship.claremont.edu/cgi/viewcontent.cgi?article=1027&context=lux](https://scholarship.claremont.edu/cgi/viewcontent.cgi?article=1027&context=lux)

    Vu, H. M. (2020). Employee empowerment and empowering leadership: A literature review.
    [https://www.researchgate.net/profile/Vu-Hieu-3/publication/344424946_Employee_empowerment_and_empowering_leadership_A_literature_review/links/5f740da3a6fdcc008648526d/Employee-empowerment-and-empowering-leadership-A-literature-review.pdf](https://www.researchgate.net/profile/Vu-Hieu-3/publication/344424946_Employee_empowerment_and_empowering_leadership_A_literature_review/links/5f740da3a6fdcc008648526d/Employee-empowerment-and-empowering-leadership-A-literature-review.pdf)

    Wood, M. S. (2005). Determinants of shared leadership in management teams. International Journal of Leadership Studies, 1(1), 64-85.
    [https://www.regent.edu/acad/global/publications/ijls/new/vol1iss1/wood/determinants.pdf](https://www.regent.edu/acad/global/publications/ijls/new/vol1iss1/wood/determinants.pdf)

    Zhou, W., Zhu, Z., & Vredenburgh, D. (2020). Emotional intelligence, psychological safety, and team decision making. Team Performance Management: An International Journal, 26(1/2), 123-141.
    [https://digitalcommons.montclair.edu/cgi/viewcontent.cgi?article=1048&context=management-facpubs](https://digitalcommons.montclair.edu/cgi/viewcontent.cgi?article=1048&context=management-facpubs)

    Zhu, J., Liao, Z., Yam, K. C., & Johnson, R. E. (2018). Shared leadership: A state‐of‐the‐art review and future research agenda. Journal of Organizational Behavior, 39(7), 834-852.
    [https://drive.google.com/file/d/1qqkqBQCiIiAArc6B2BKEhM122bv1NC2m/view](https://drive.google.com/file/d/1qqkqBQCiIiAArc6B2BKEhM122bv1NC2m/view)

    **## IELinstructions.docx**

    Use the attached The Inspire Entrust Leadership Model (IEL) information and table of contents to write a research paper based on the application of leadership approaches and theories.

    The research paper is to be on your own theory, style, or model tied to leadership. You must cite examples and describe the implications the leadership approach has on an organization. This paper should be based on the review of the literature you completed in Modules 3 and 4. A minimum of 15 academic sources (peer-reviewed articles, books, interviews, etc.) need to be used in preparation for writing the paper.

    **Submission Instructions:**

    · The paper is to be no shorter than 10 pages nor longer than 12 pages in length. The 10-page minimum does not include the title page, reference page, or any diagrams, graphs, tables, pictures, charts, etc., that are not pure written text. The paper must follow the current APA style (Times New Roman 12-point font, double-spaced, one-inch margins, a title page, and reference page). You will automatically lose points if these limits are not followed.

    · Use your name as the running header for all pages and as the file document title.

    **## TheInspireEntrustLeadershipModel.docx**

    The Inspire Entrust Leadership Model (IEL)

    The Inspire Entrust Leadership Model (IEL) combines elements of emotional intelligence, adaptability and decentralized authority; comparing mostly to a Goleman’s Six Emotional Intelligence or Kouzes and Posner’s Five Practices of Exemplary Leadership model. The IEL Model has incorporates signs of an authentic leader as well providing transparency and vulnerability while remaining grounded and humble. It focuses on inspiring and entrusting individuals at every level of an organization to lead within their scope, while the primary leader serves as a catalyst for growth, cohesion, and responsiveness to change. IEL is most effective in environments of uncertainty, rapid transformation, and diverse teams as a transformational leadership style favors this model.

    Key Characteristics:

    Adaptability: Leaders shift their approach based on the needs of the moment and team dynamics.

    Empowerment: Leaders actively train and trust team members to make independent decisions.

    Shared Leadership: Leadership roles are distributed based on context and competence, not hierarchy.

    Humbleness: Leads without trying to be above others.

    Emotional Intelligence: Leaders practice self-awareness, empathy, and interpersonal regulation to foster trust and inclusion.

    **## TableofContentsIELModel.docx**

    **Lester Scott**

    **Table of Contents**

    **The Inspire Entrust Leadership Model (IEL): A Transformational Framework for Modern Leadership**

    **Abstract ……………………………………………………………………………………………………**

    1.
    **Introduction ………………………………………………………………………………………**
    **1.1 Purpose of the Study**
    **1.2 Significance of the IEL Model**
    **1.3 Research Methodology and Scope**

    2.
    **Theoretical Foundations of IEL ………………………………………………………………**
    **2.1 Emotional Intelligence in Leadership (Goleman’s Framework)**
    **2.2 Kouzes and Posner’s Five Practices of Exemplary Leadership**
    **2.3 Authentic Leadership: Transparency, Vulnerability, and Humility**
    **2.4 Transformational Leadership in Uncertain Environments**

    3.
    **Core Pillars of the IEL Model ………………………………………………………………….**
    **3.1 Adaptability: Leading Through Change**
    **3.2 Empowerment: Trusting and Training Others**
    **3.3 Shared Leadership: Decentralized Decision-Making**
    **3.4 Emotional Intelligence: Building Trust and Psychological Safety**
    **3.5 Humility and Vulnerability: The Human-Centered Leader**

    4.
    **Comparative Analysis of IEL and Other Leadership Models …………………………..**
    **4.1 IEL vs. Goleman’s EI Model**
    **4.2 IEL vs. Kouzes and Posner’s Leadership Practices**
    **4.3 IEL vs. Traditional Hierarchical Leadership**
    **4.4 IEL in Relation to Transformational and Servant Leadership**

    5.
    **Practical Applications of the IEL Model ……………………………………………………**
    **5.1 Implementing IEL in Organizational Culture**
    **5.2 Case Studies: IEL in Action**
    **5.3 Training Leaders for IEL Competencies**
    **5.4 Measuring Leadership Impact Using IEL Metrics**

    6.
    **IEL and the Future of Leadership ……………………………………………………………**
    **6.1 IEL in Diverse and Global Teams**
    **6.2 Leading Through Crisis and Uncertainty**
    **6.3 Leveraging Technology and Remote Work through IEL Principles**

    7.
    **Challenges and Limitations of the IEL Model …………………………………………….**
    **7.1 Organizational Resistance to Decentralized Authority**
    **7.2 Balancing Vulnerability with Authority**
    **7.3 Navigating Ambiguity in Fast-Paced Environments**

    8.
    **Conclusion and Recommendations …………………………………………………………**
    **8.1 Summary of Findings**
    **8.2 Implications for Leadership Development**
    **8.3 Final Thoughts on Inspiring and Entrusting Future Leaders**

    **References ………………………………………………………………………………………………**

    **Appendices ………………………………………………………………………………………………**
    **Appendix A: IEL Leadership Self-Assessment Tool**
    **Appendix B: IEL Model Diagram**

    **## TermProjectReferencePage.docx**

    Reference Page

    Reference:

    Badri-Harun, A., Zainol, M. R., Amar, A., & Shaari, Z. H. (2016). Emotional intelligence as mediator between leadership styles and leadership effectiveness: A theoretical framework.
    _International Review of Management and Marketing_,
    _6_(1), 116-121.
    [https://dergipark.org.tr/en/download/article-file/367603](https://dergipark.org.tr/en/download/article-file/367603)

    Council, A., & Sowcik, M. (2021). Exploring Humility to Address the Need for Authentic Leadership.
    _Journal of Leadership, Accountability & Ethics_,
    _18_(2).
    [http://www.na-businesspress.com/JLAE/JLAE18-2/9_CouncilFinal.pdf](http://www.na-businesspress.com/JLAE/JLAE18-2/9_CouncilFinal.pdf)

    Fianko, S. K., Jnr, S. A. J. S. A., & Dzogbewu, T. C. (2020). Does the interpersonal dimension of Goleman's emotional intelligence model predict effective leadership?.
    _African Journal of Business and Economic Research_,
    _15_(4), 221.
    [https://www.researchgate.net/profile/Thywill-Cephas-Dzogbewu/publication/347837690_Does_the_Interpersonal_Dimension_of_Goleman's_Emotional_Intelligence_Model_Predict_Effective_Leadership/links/659529c80bb2c7472b2db4cf/Does-the-Interpersonal-Dimension-of-Golemans-Emotional-Intelligence-Model-Predict-Effective-Leadership.pdf](https://www.researchgate.net/profile/Thywill-Cephas-Dzogbewu/publication/347837690_Does_the_Interpersonal_Dimension_of_Goleman's_Emotional_Intelligence_Model_Predict_Effective_Leadership/links/659529c80bb2c7472b2db4cf/Does-the-Interpersonal-Dimension-of-Golemans-Emotional-Intelligence-Model-Predict-Effective-Leadership.pdf)

    Kouzes, J. M., & Posner, B. Z. (2007). The five practices of exemplary leadership.
    _The Jossey-Bass reader on educational leadership_, 63-74.
    [https://www.pnbhs.school.nz/wp-content/uploads/2015/11/The-Five-Practices-of-Exemplary-Leadership.pdf](https://www.pnbhs.school.nz/wp-content/uploads/2015/11/The-Five-Practices-of-Exemplary-Leadership.pdf)

    Liu, Y. (2015). The review of empowerment leadership. Open Journal of Business and Management, 3(04), 476.
    [https://www.scirp.org/html/17-1530242_60728.htm](https://www.scirp.org/html/17-1530242_60728.htm)

    Mathende, T., & Yousefi, M. (2021). Transformational leadership role and means efficacy on work performance under volatile uncertain complex and ambiguous environment.
    _Open Journal of Leadership_,
    _10_(4), 277-299.
    [https://www.scirp.org/pdf/ojl_2021120714203391.pdf](https://www.scirp.org/pdf/ojl_2021120714203391.pdf)

    McClellan, J., Levitt, K., & DiClementi, G. (2017). Emotional intelligence and positive organizational leadership: A conceptual model for positive emotional influence.
    _Journal of Behavioral and Applied Management_,
    _17_(3).
    [https://www.researchgate.net/publication/320292452_Emotional_Intelligence_and_Positive_Organizational_Leadership_A_Conceptual_Model_for_Positive_Emotional_Influence](https://www.researchgate.net/publication/320292452_Emotional_Intelligence_and_Positive_Organizational_Leadership_A_Conceptual_Model_for_Positive_Emotional_Influence)

    Olawoyin, R. (2018). Emotional intelligence: Assessing its importance in safety leadership. Professional Safety, 63(08), 41-47.
    [https://aeasseincludes.assp.org/professionalsafety/pastissues/063/08/F3_0818.pdf](https://aeasseincludes.assp.org/professionalsafety/pastissues/063/08/F3_0818.pdf)

    Rast, D., & Hogg, M. (2016). Leadership in the face of crisis and uncertainty. In The Routledge companion to leadership (pp. 74-86). Routledge.
    [https://www.defence.lk/upload/ebooks/The%20Routledge%20Companion%20to%20Leadership.pdf#page=75](https://www.defence.lk/upload/ebooks/The%20Routledge%20Companion%20to%20Leadership.pdf)

    Schulze, J. H., & Pinkow, F. (2020). Leadership for organisational adaptability: How enabling leaders create adaptive space.
    _Administrative Sciences_,
    _10_(3), 37.
    [http://essay.utwente.nl/65422/1/Bachelor%20Thesis%20Mark%20Holtkamp%20-%20s0218979.pdf](http://essay.utwente.nl/65422/1/Bachelor%20Thesis%20Mark%20Holtkamp%20-%20s0218979.pdf)

    Shadraconis, S. (2013). Organizational leadership in times of uncertainty: Is transformational leadership the answer?.
    _LUX: A Journal of Transdisciplinary Writing and Research from Claremont Graduate University_,
    _2_(1), 28.
    [https://scholarship.claremont.edu/cgi/viewcontent.cgi?article=1027&context=lux](https://scholarship.claremont.edu/cgi/viewcontent.cgi?article=1027&context=lux)

    Vu, H. M. (2020). Employee empowerment and empowering leadership: A literature review.
    [https://www.researchgate.net/profile/Vu-Hieu-3/publication/344424946_Employee_empowerment_and_empowering_leadership_A_literature_review/links/5f740da3a6fdcc008648526d/Employee-empowerment-and-empowering-leadership-A-literature-review.pdf](https://www.researchgate.net/profile/Vu-Hieu-3/publication/344424946_Employee_empowerment_and_empowering_leadership_A_literature_review/links/5f740da3a6fdcc008648526d/Employee-empowerment-and-empowering-leadership-A-literature-review.pdf)

    Wood, M. S. (2005). Determinants of shared leadership in management teams. International Journal of Leadership Studies, 1(1), 64-85.
    [https://www.regent.edu/acad/global/publications/ijls/new/vol1iss1/wood/determinants.pdf](https://www.regent.edu/acad/global/publications/ijls/new/vol1iss1/wood/determinants.pdf)

    Zhou, W., Zhu, Z., & Vredenburgh, D. (2020). Emotional intelligence, psychological safety, and team decision making. Team Performance Management: An International Journal, 26(1/2), 123-141.
    [https://digitalcommons.montclair.edu/cgi/viewcontent.cgi?article=1048&context=management-facpubs](https://digitalcommons.montclair.edu/cgi/viewcontent.cgi?article=1048&context=management-facpubs)

    Zhu, J., Liao, Z., Yam, K. C., & Johnson, R. E. (2018). Shared leadership: A state‐of‐the‐art review and future research agenda. Journal of Organizational Behavior, 39(7), 834-852.
    [https://drive.google.com/file/d/1qqkqBQCiIiAArc6B2BKEhM122bv1NC2m/view](https://drive.google.com/file/d/1qqkqBQCiIiAArc6B2BKEhM122bv1NC2m/view)

    **## IELinstructions.docx**

    Use the attached The Inspire Entrust Leadership Model (IEL) information and table of contents to write a research paper based on the application of leadership approaches and theories.

    The research paper is to be on your own theory, style, or model tied to leadership. You must cite examples and describe the implications the leadership approach has on an organization. This paper should be based on the review of the literature you completed in Modules 3 and 4. A minimum of 15 academic sources (peer-reviewed articles, books, interviews, etc.) need to be used in preparation for writing the paper.

    **Submission Instructions:**

    · The paper is to be no shorter than 10 pages nor longer than 12 pages in length. The 10-page minimum does not include the title page, reference page, or any diagrams, graphs, tables, pictures, charts, etc., that are not pure written text. The paper must follow the current APA style (Times New Roman 12-point font, double-spaced, one-inch margins, a title page, and reference page). You will automatically lose points if these limits are not followed.

    · Use your name as the running header for all pages and as the file document title.

    **## TheInspireEntrustLeadershipModel.docx**

    The Inspire Entrust Leadership Model (IEL)

    The Inspire Entrust Leadership Model (IEL) combines elements of emotional intelligence, adaptability and decentralized authority; comparing mostly to a Goleman’s Six Emotional Intelligence or Kouzes and Posner’s Five Practices of Exemplary Leadership model. The IEL Model has incorporates signs of an authentic leader as well providing transparency and vulnerability while remaining grounded and humble. It focuses on inspiring and entrusting individuals at every level of an organization to lead within their scope, while the primary leader serves as a catalyst for growth, cohesion, and responsiveness to change. IEL is most effective in environments of uncertainty, rapid transformation, and diverse teams as a transformational leadership style favors this model.

    Key Characteristics:

    Adaptability: Leaders shift their approach based on the needs of the moment and team dynamics.

    Empowerment: Leaders actively train and trust team members to make independent decisions.

    Shared Leadership: Leadership roles are distributed based on context and competence, not hierarchy.

    Humbleness: Leads without trying to be above others.

    Emotional Intelligence: Leaders practice self-awareness, empathy, and interpersonal regulation to foster trust and inclusion.

    **## TableofContentsIELModel.docx**

    **Lester Scott**

    **Table of Contents**

    **The Inspire Entrust Leadership Model (IEL): A Transformational Framework for Modern Leadership**

    **Abstract ……………………………………………………………………………………………………**

    1.
    **Introduction ………………………………………………………………………………………**
    **1.1 Purpose of the Study**
    **1.2 Significance of the IEL Model**
    **1.3 Research Methodology and Scope**

    2.
    **Theoretical Foundations of IEL ………………………………………………………………**
    **2.1 Emotional Intelligence in Leadership (Goleman’s Framework)**
    **2.2 Kouzes and Posner’s Five Practices of Exemplary Leadership**
    **2.3 Authentic Leadership: Transparency, Vulnerability, and Humility**
    **2.4 Transformational Leadership in Uncertain Environments**

    3.
    **Core Pillars of the IEL Model ………………………………………………………………….**
    **3.1 Adaptability: Leading Through Change**
    **3.2 Empowerment: Trusting and Training Others**
    **3.3 Shared Leadership: Decentralized Decision-Making**
    **3.4 Emotional Intelligence: Building Trust and Psychological Safety**
    **3.5 Humility and Vulnerability: The Human-Centered Leader**

    4.
    **Comparative Analysis of IEL and Other Leadership Models …………………………..**
    **4.1 IEL vs. Goleman’s EI Model**
    **4.2 IEL vs. Kouzes and Posner’s Leadership Practices**
    **4.3 IEL vs. Traditional Hierarchical Leadership**
    **4.4 IEL in Relation to Transformational and Servant Leadership**

    5.
    **Practical Applications of the IEL Model ……………………………………………………**
    **5.1 Implementing IEL in Organizational Culture**
    **5.2 Case Studies: IEL in Action**
    **5.3 Training Leaders for IEL Competencies**
    **5.4 Measuring Leadership Impact Using IEL Metrics**

    6.
    **IEL and the Future of Leadership ……………………………………………………………**
    **6.1 IEL in Diverse and Global Teams**
    **6.2 Leading Through Crisis and Uncertainty**
    **6.3 Leveraging Technology and Remote Work through IEL Principles**

    7.
    **Challenges and Limitations of the IEL Model …………………………………………….**
    **7.1 Organizational Resistance to Decentralized Authority**
    **7.2 Balancing Vulnerability with Authority**
    **7.3 Navigating Ambiguity in Fast-Paced Environments**

    8.
    **Conclusion and Recommendations …………………………………………………………**
    **8.1 Summary of Findings**
    **8.2 Implications for Leadership Development**
    **8.3 Final Thoughts on Inspiring and Entrusting Future Leaders**

    **References ………………………………………………………………………………………………**

    **Appendices ………………………………………………………………………………………………**
    **Appendix A: IEL Leadership Self-Assessment Tool**
    **Appendix B: IEL Model Diagram**

    **## TermProjectReferencePage.docx**

    Reference Page

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